What is Problem-Based Learning (PBL)?

PBL is a student-centered approach to learning that involves

groups of students working to solve a real-world problem, quite different from the direct teaching
method of a teacher presenting facts and concepts about a specific subject to a classroom of students.
Through PBL, students not only strengthen their teamwork, communication, and research skills, but they
also sharpen their critical thinking and problem-solving abilities essential for life-long learning.

In implementing PBL, the teaching role shifts from that of the more
traditional model that follows a linear, sequential pattern where the teacher presents relevant material,
informs the class what needs to be done, and provides details and information for students to apply
their knowledge to a given problem. With PBL, the teacher acts as a facilitator; the learning is student-
driven with the aim of solving the given problem (note: the problem is established at the onset of
learning opposed to being presented last in the traditional model). Also, the assignments vary in length
from relatively short to an entire semester with daily instructional time structured for group work.

By working with PBL, students will:

 Become engaged with open-ended situations that assimilate the world of work
 Participate in groups to pinpoint what is known/ not known and the methods of
finding information to help solve the given problem.
 Investigate a problem; through critical thinking and problem solving, brainstorm a
list of unique solutions.
 Analyze the situation to see if the real problem is framed or if there are other
problems that need to be solved.

How to Begin PBL

 Establish the learning outcomes (i.e., what is it that you want your students to really
learn and to be able to do after completing the learning project).
 Find a real-world problem that is relevant to the students; often the problems are ones
that students may encounter in their own life or future career.
 Discuss pertinent rules for working in groups to maximize learning success.
 Practice group processes: listening, involving others, assessing their work/peers.
 Explore different roles for students to accomplish the work that needs to be done and/or
to see the problem from various perspectives depending on the problem (e.g., for a
problem about pollution, different roles may be a mayor, business owner, parent, child,
neighboring city government officials, etc.).
 Determine how the project will be evaluated and assessed. Most likely, both self-
assessment and peer-assessment will factor into the assignment grade.

Designing Classroom Instruction

 Take the curriculum and divide it into various units. Decide on the types of problems that
your
students will solve. These will be your objectives.
 Determine the specific problems that most likely have several answers; consider student
interest.
  Arrange appropriate resources available to students; utilize other teaching personnel to
support students where needed (e.g., media specialists to orientate students to electronic
references).
 Decide on presentation formats to communicate learning (e.g., individual paper, group
PowerPoint, an online blog, etc.) and appropriate grading mechanisms (e.g., rubric).
 Decide how to incorporate group participation (e.g., what percent, possible peer
evaluation, etc.).

How to Orchestrate a PBL Activity?

 Explain Problem-Based Learning to students: its rationale, daily instruction, class

expectations, grading.
 Serve as a model and resource to the PBL process; work in-tandem through the first
problem
 Help students secure various resources when needed.
 Supply ample class time for collaborative group work.
 Give feedback to each group after they share via the established format; critique the
solution in quality and thoroughness. Reinforce to the students that the prior thinking and
reasoning process in addition to the solution are important as well.

As previously mentioned, the teacher determines a problem that is interesting, relevant,

and novel for the students. It also must be multi-faceted enough to engage students in
doing research and finding several solutions. The problems stem from the unit
curriculum and reflect possible use in future work situations.

 Determine a problem aligned with the course and your students. The problem
needs to be demanding enough that the students most likely cannot solve it on
their own. It also needs to teach them new skills. When sharing the problem with
students, state it in a narrative complete with pertinent background information
without excessive information. Allow the students to find out more details as they
work on the problem.
 Place students in groups, well-mixed in diversity and skill levels, to strengthen the
groups. Help students work successfully. One way is to have the students take on
various roles in the group process after they self-assess their strengths and
weaknesses.
 Support the students with understanding the content on a deeper level and in
ways to best orchestrate the various stages of the problem-solving process.

The Role of the StudenT

 The students work collaboratively on all facets of the problem to determine the
best possible solution.
 Analyze the problem and the issues it presents. Break the problem down into various parts.
Continue to read, discuss, and think about the problem.
 Construct a list of what is known about the problem. What do your fellow students know about
the problem? Do they have any experiences related to the problem? Discuss the contributions
expected from the team members. What are their strengths and weaknesses? Follow the rules
of brainstorming (i.e., accept all answers without passing judgment) to generate possible
solutions for the problem.
 Construct the problem statement in your own words and take into account the team’s
knowledge and experience as previously discussed as well as what else needs to be known to
solve the problem. Proceed through the following steps:
 Get agreement from the team members regarding the problem statement.
 Put the problem statement in written form.
 Solicit feedback from the teacher.
 Be open to changing the written statement based on any new learning that is found or feedback
provided.
 Generate a list of possible solutions. Include relevant thoughts, ideas, and educated guesses as
well as causes and possible ways to solve it. Then rank the solutions and select the solution that
your group is most likely to perceive as the best in terms of meeting success.
 Establish a timeline with concrete actions.
 Include what needs to be known and done to solve the identified problems.
  Prioritize the various action steps.
 Consider how the steps impact the possible solutions.
 See if the group is in agreement with the timeline; if not, decide how to reach agreement.
 Generate a list of what else your team needs to know about the problem to solve it. Consider
what information the teacher can provide.
 What resources are available to help (e.g., textbooks, primary/secondary sources, Internet).
 Determine research assignments per team members.
 Establish due dates.
 Organize and write the team’s report (draft/final) of the problem solution. Make sure to add
supporting documents. Follow the teachers’ instructions as to the format and expectations of
the report.
 Determine how your group will present the problem solution and also identify the audience.
Usually, in PBL, each group presents their solutions via a team presentation either to the class of
other students or to those who are related to the problem.
 Both the process and the results of the learning activity need to be covered. Include the
following: problem statement, questions, data gathered, data analysis, reasons for the
solution(s) and/or any recommendations reflective of the data analysis.
 It is important to note that a goal of PBL is to present the conclusions as well as the foundation
for them that the team worked on. Thus, it is essential to be aware of the following:
 A well-stated problem and conclusion.
 The process undertaken by the group in solving the problem, the various options discussed, and
the resources used.
 Your solution’s supporting documents, guests, interviews and their purpose to be convincing to
your audience.
 In addition, be prepared for any audience comments and questions. Determine who will
respond and if your team doesn’t know the answer, admit this and be open to looking into the
question at a later date.
 Reflective thinking and transfer of knowledge are important components of PBL. This helps the
students be more cognizant of their own learning and teaches them how to ask appropriate
questions to address problems that need to be solved. It is important to look at both the
individual student and the group effort/delivery throughout the entire process. From here, you
can better determine what was learned and how to improve. The students should be asked how
they can apply what was learned to a different situation, to their own lives, and to other course
projects.

Problem Based Instruction

 Problem-based learning is a learner-centered approach to teaching and learning in which the learner
learns about a subject through problem-solving.
 In a problem-based learning (PBL) model, students engage complex, challenging problems and
collaboratively work toward their resolution.
 PBL is about students connecting disciplinary knowledge to real- world problems—the motivation to
solve a problem becomes the motivation to learn.
3. Problem-based learning process
4. Why PBL? In problem-based learning, students work together in small groups to solve real-world
problems. Students  Increases motivation to learn  Develops critical thinking, writing, and
communication skills  Enhances retention of information  Provides a model for lifelong learning
Faculty  Role: facilitate group process and learning—not to provide easy answers.  Instructors are able
to learn with students, and find renewed interest and excitement in teaching.  Creating strong problems
that lead students to realize the intended course learning outcomes.
5. Unique aspects that define the PBL approach  Problem-based learning is student-centered.  In a
PBL course, students and the instructor become co-learners, co-planners, and co-evaluators as they
design, implement, and continually refine their curricula.  PBL fosters collaboration among students,
stresses the development of problem solving skills within the context of professional practice, promotes
self-directed learning, and is aimed at increasing motivation for life-long learning.
6. Seven steps to PBL  Clarify. The students read through the problem, then identify and clarify any
words or concepts that they do not understand.  Define. The students work together to define what they
think the problem is.  Analyze. The students discuss the problem. At this stage there is no sifting of
ideas.  Review. Students now try to arrange their ideas and explanations into tentative solutions. 
Identify learning objectives. The group reaches a consensus on learning objectives.
 Self Study. Students individually gather information towards the learning objectives and prepare to
share their findings with the rest of the group.  7. Report. The students come together in their groups
and share their results. The facilitator checks that the learning objectives have been met.
 Advantages of  Develop your diagnostic reasoning and analytical problem-solving skills.  Determine
what knowledge you need to acquire to understand the problem, and others like it.  Discover the best
resources for acquiring that information.  Carry out your own personalized study using a wide range of
resources.  Apply the information you have learned back to the problem.  Integrate this newly
acquired knowledge with your existing understanding.
 Project Based Learning Project-Based Learning is a comprehensive instructional approach to engage
learners in sustained, cooperative investigation (Bransford & Stein, 1993).
9. What is project-based learning?  Project-based learning is a dynamic approach to teaching in which
students explore real-world problems and challenges. With this type of active and engaged learning,
students are inspired to obtain a deeper knowledge of the subjects they're studying.
 PBL Pedagogy  Improved Learning Strategies & Thinking Skills: learning to learn, life-long learning,
active learning and cooperative learning.  Contextual Learning  High Standards for All Learners 
Changing Roles and Increasing Participation: students as teachers, teachers as coaches, parent and
community involvement.
11. What makes a good project?  Purpose. Is the project personally meaningful?  Time. Sufficient
time must be provided for learners to think about and plan.  Complexity. The best projects combine
multiple subject areas and call upon the prior knowledge and expertise of each student.  Connected.
During great projects students are connected to each other.
12. What makes a good project?  Access. Students need access to a wide variety of concrete and digital
materials anytime, anyplace.  Shareable. Students need to make something that is shareable with others.
 Novelty. Few project ideas are so profound that every child needs to engage in its development in
every class. (by Gary Stager, Ph.D.)
13. Key components of Project-Based Learning  Learner-centered environment  Collaboration 
Curricular content  Authentic tasks  Multiple expression modes  Emphasis on time management 
Innovative assessment
14. Benefits of Project-Based Learning  Increased attendance, growth in self-reliance, and improved
attitudes toward learning (Thomas, 2000)  Academic gains equal to or better than those generated by
other models, with students involved in projects taking greater responsibility for their own learning than
during more traditional classroom activities (Boaler, 1997; SRI, 2000 )  Opportunities to develop
complex skills, such as higher-order thinking, problem-solving, collaborating, and communicating (SRI,
2000)  Access to a broader range of learning opportunities in the classroom, providing a strategy for
engaging culturally diverse learners
1. GOALS OF PROBLEM BASED LEARNING • Construct an extensive & flexible knowledge
base. • Foster increased retention of knowledge. • Develop effective problem – solving skills. •
Develop self-direction, lifelong learning skills. • Become effective collaborators.
2. 9. Conti… • Strengthen student’s intrinsic motivation to learn. • Develop an ability to identify
relevant health problems. • Acquire the knowledge base necessary to define the health problem of
the pts. • Reinforce the development of effective clinical reasoning process. • Recognize, develop
& maintain the personal characteristics and attitude.
3. 10. CHARACTERISTICS • In this students work in small groups to increase knowledge by
identifying learning objectives, engaging in self-directed work & participating in discussion. • It
provides students with greater access to information, support, resources, flexible approaches to
learning, collaborative learning activities and opportunities for self-development so that can get
results in higher levels of structural environment.
4. PRINCIPLES • The student is the focus of the educational program, the curriculum or the
curriculum contents. • The development of his/her learning capacities is emphasized. • The
problem presented in the curriculum trigger the student’s abilities to analyze to understand and to
solve.
5. • Co-operation with other and the importance of communication is emphasized. • Much attention
is paid to the development of practical skills, the development of analytical & creative thinking
skills. • The development of self-directed learning ability.
6. 13. COMPONENTS • Non-lecture format & teacher acting as a facilitator. • Presentation of real
world situation or problem from ordinary life. • Group work and group discussion. • Student –
directed solution of the selected problem. •
7. 14. THE PBL CYCLE
8. 15. • The PBL cycle starts with APPLYING. (PLANNING EFFECTIVE USE OF LEARNING).
• The second step is EXPERIENCING (activity phase)
9. 16. • The third step involves SHARING (exchanging reactions and observations). • The fourth
step includes PROCESSING (discussing patterns and dynamics. • The fifth step relates to
GENERALIZING (developing and real world principles).
10. 17. STUDENT’S ROLE • Students have to assume a high degree of responsibility for their our
education through effective self learning working with others and setting relevant goals for
themselves & the group as a whole. • Students be able to present demonstrations of their learning
achievements.
•GROUP MEMBERS ROLE • Active participation • Active listening • Asking questions •
Answering • Giving information • Make decisions
 COMMON DIFICULTIES IN PBL IN GROUP • Unprepared for the tutorial. • Not given enough
time by other members. • The dominating group members. • The group that keeps storming.
TUTOR’S/FACILITATOR’S ROLE • Tutor play a crucial role in helping the group to establish
itself, setting norms for the group function, ensuring group trust, attending to the group dynamics &
unique characteristics of the group.
USES OF PBL • To acquire subject matter knowledge. • Motivate learners to learn. • Help
learners with retention. • Develop student’s thinking skills. • Developing student’s key skills
relevant to employment such as interpersonal communication skills.
• Fostering professional competencies and confidence together with professional identity. • Mirroring
the inter disciplinary team process graduates will use in work and research. • Linking theory and
practice.
• Encourage learners to integrate knowledge from different subjects, disciplines and sources. • Having a
sense of belonging and friendship. • Having a sense of fun while learning. • Expressing in operational
form a philosophy of learning that is student-centric and problem focused.
. ADVANTAGES • PBL Method is active and cooperative learning, the ability to think critically and
clinical reasoning • It stimulates the students to use skills of inquiry and critical thinking, peer teaching
and peer evaluation. • It increases ability to apply knowledge in clinical situations. • It increases student
responsibility for self-directed peer learning. • It helps in developing flexible knowledge that can be
applied to different contexts. • This learning method helps in developing lifelong learning skills. • It
encourages students to work in teams or groups, there by facilitating group dynamics. • Development of
effective self-directed learning skills and increased student faculty interaction is facilitated. • Increased
motivation for learning is the added advantage. • Promote collaborative learning. • Moves learning from a
positive activity to an active activity learning becomes the act of discovery. DISADVANTAGES • It is
very difficult and expensive to use as a teaching technique, when the class size is large. • Students require
orientation to perform the role of a learner in PBL setting. • Evaluation is quite difficult and sometimes
may be subjective. • Resource expensive.
 • Staff and students may be initially uncomfortable with PBL because they are used to subject based
learning and they do not really understand how to proceed in PBL. • Measurement of learning
outcomes is difficult.