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Edited Teaching Methodology

This document discusses the process of implementing problem-based learning (PBL) in courses. It explains that PBL is a student-centered approach where students work in groups to solve an authentic problem through research and inquiry. The document outlines the six steps to implementing PBL: 1) determining learning outcomes, 2) designing assessments, 3) creating an engaging problem scenario, 4) allowing students to research and develop hypotheses, 5) having students create presentations of their findings, and 6) evaluating student work. Reflections from students are recommended throughout the PBL process.

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Richard Chisalaba
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78 views3 pages

Edited Teaching Methodology

This document discusses the process of implementing problem-based learning (PBL) in courses. It explains that PBL is a student-centered approach where students work in groups to solve an authentic problem through research and inquiry. The document outlines the six steps to implementing PBL: 1) determining learning outcomes, 2) designing assessments, 3) creating an engaging problem scenario, 4) allowing students to research and develop hypotheses, 5) having students create presentations of their findings, and 6) evaluating student work. Reflections from students are recommended throughout the PBL process.

Uploaded by

Richard Chisalaba
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Objectivity and

Credibility in L1 and L2 Academic Writing.pdf

PBL is a student-centered, inquiry-based instructional model in which learners engage with an


authentic, ill-structured problem that requires further research (Jonassen & Hung, 2008).
Students identify gaps in their knowledge, conduct research, and apply their learning to develop
solutions and present their findings (Barrows, 1996). Through collaboration and inquiry, students
can cultivate problem solving (Norman & Schmidt, 1992), metacognitive skills (Gijbels et al.,
2005), engagement in learning (Dochy et al., 2003), and intrinsic motivation. Despite PBL’s
potential benefits, many instructors lack the confidence or knowledge to utilize it (Ertmer &
Simons, 2006; Onyon, 2005). By breaking down the PBL cycle into six steps, you can begin to
design, implement, and assess PBL in your own courses.

PBL fits best with process-oriented course outcomes such as collaboration, research, and
problem solving. It can help students acquire content or conceptual knowledge, or develop
disciplinary habits such as writing or communication. After determining whether your course has
learning outcomes that fit with PBL, you will develop formative and summative assessments to
measure student learning. Group contracts, self/peer-evaluation forms, learning reflections,
writing samples, and rubrics are potential PBL assessments.

Next you design the PBL scenario with an embedded problem that will emerge through student
brainstorming. Think of a real, complex issue related to your course content. It’s seldom difficult
to identify lots of problems in our fields; the key is writing a scenario for our students that will
elicit the types of thinking, discussion, research, and learning that need to take place to meet the
learning outcomes. Scenarios should be motivating, interesting, and generate good discussion.
Check out the websites below for examples of PBL problems and scenarios.

If PBL is new to your students, you can practice with an “easy problem,” such as a scenario
about long lines in the dining hall. After grouping students and allowing time to engage in an
abbreviated version of PBL, introduce the assignment expectations, rubrics, and timelines. Then
let groups read through the scenario(s). You might develop a single scenario and let each group
tackle it in their own way, or you could design multiple scenarios addressing a unique problem
for each group to discuss and research.
PBL research begins with small-group brainstorming sessions where students define the problem
and determine what they know about the problem (background knowledge), what they need to
learn more about (topics to research), and where they need to look to find data (databases,
interviews, etc.). Groups should write the problem as a statement or research question. They will
likely need assistance. Think about your own research: without good research questions, the
process can be unguided or far too specific. Students should decide upon group roles and assign
responsibility for researching topics necessary for them to fully understand their problems.
Students then develop an initial hypothesis to “test” as they research a solution. Remember:
research questions and hypotheses can change after students find information disconfirming their
initial beliefs

After researching, the students create products and presentations that synthesize their research,
solutions, and learning. The format of the summative assessment is completely up to you. We
treat this step like a research fair. Students find resources to develop background knowledge that
informs their understanding, and then they collaboratively present their findings, including one
or more viable solutions, as research posters to the class.

During the PBL assessment step, evaluate the groups’ products and performances. Use rubrics to
determine whether students have clearly communicated the problem, background, research
methods, solutions (feasible and research-based), and resources, and to decide whether all group
members participated meaningfully. You should consider having your students fill out reflections
about their learning (including what they’ve learned about the content and the research process)
every day, and at the conclusion of the process.

References

Barrows, H.S. (1996). Problem-based learning in medicine and beyond: A brief overview. In L.
Wilkerson, & W. H. Gijselaers (Eds.), New directions for teaching and learning, No.68 (pp. 3-
11). San Francisco: Jossey-Bass.

Dochy, F., Segers, M., Van den Bossche, P., & Gijbels, D. (2003). Effects of problem-based
learning: A meta-analysis. Learning and instruction, 13(5), 533-568.
Ertmer, P. A., & Simons, K. D. (2006). Jumping the PBL implementation hurdle: Supporting the
efforts of K–12 teachers. Interdisciplinary Journal of Problem-based Learning, 1(1), 5.

Gijbels, D., Dochy, F., Van den Bossche, P., & Segers, M. (2005). Effects of problem-based
learning: A meta-analysis from the angle of assessment. Review of Educational Research, 75(1),
27-61.

Jonassen, D. H., & Hung, W. (2008). All problems are not equal: Implications for problem-based
learning. Interdisciplinary Journal of Problem-Based Learning, 2(2), 4.

Norman, G. R., & Schmidt, H. G. (1992). The psychological basis of problem-based learning: A
review of the evidence. Academic Medicine, 67(9), 557-565.

Onyon, C. (2012). Problem-based learning: A review of the educational and psychological


theory. The Clinical Teacher, 9(1), 22-26.

Vincent R. Genareo is a postdoctoral research associate at Iowa State University, Research


Institute for Studies of Education (RISE). Renee Lyons is a PhD candidate at Clemson
University, Department of Education.

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