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Table of Content

1. Introduction………………………………………………………….......2
2. Defining Problem Based Learning…………………………………........2
3. Development of Problem Based Learning……………………………….3
4. Why PBL should be Introduced………………………………………….3
5. Consideration for using PBL…………………………………………......4
6. PBL as a Teaching Methodology…………………………………………5
7. Stages of Problem Based Learning……………………………………….6
8. Aspects of Problem Based Learning……………………………………...6
9. PBL and Early Childhood Education…………………………………….10
10.Pros and Cons of problem Based Learning………………………………13
11. Advantages of Problem Based Learning…………………………………13
12. Disadvantages of Problem Based Learning………………………………17
13. Steps to Designing PBL Activities……………………………………….20
14. PBL as Student Central Learning…………………………………………22
15. Relevance Of Problem Based Learning with Theories……………………23
16.Conclusion………………………………………………………………….25
17.References………………………………………………………………….26
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Introduction:

Problem-Based Learning (PBL) is an innovative and student-centered educational

approach that has gained prominence in recent years for its effectiveness in fostering critical
thinking, problem-solving skills, and deep understanding of subject matter. At its core, PBL
revolves around the concept of presenting students with real-world, open-ended problems or
scenarios as the starting point for their learning journey. Unlike traditional lecture-based
teaching, where information is often delivered passively to students, PBL places learners at the
center of the learning process. In a PBL setting, students work collaboratively in small groups to
analyze and solve complex problems, encouraging active engagement and self-directed learning.
This method not only equips students with the knowledge and skills required to address authentic
challenges but also encourages them to explore various resources, conduct research, and apply
their findings to develop well-rounded solutions. Problem based learning (PBL) is a teaching
strategy during which students are trying solve a problem or a set problem unfamiliar to them.
PBL is underpinned by a constructivist approach, as such it promotes active learning. Activities
are carried out with groups of students, typically in a tutorial or seminar setting. PBL promotes
critical thinking, effective communication, teamwork, and the ability to transfer knowledge to
practical situations, making it a powerful pedagogical tool for preparing students to excel in the
dynamic and complex world beyond the classroom.

What problem actually is?

• Problems are obstacles thrown in front of us to hamper our progress. These problems
must be solved and overcome.
• Problems can arise in personal, professional and social contexts.
• Some problems can be solved alone, some can be by collective thought and some by
using computers.
• Problem solving refers to any activity or group of activities that seek to resolve problems
or find a solution to solve the problems, by proceeding in an orderly fashion.

Defining problem-based learning (PBL):

Problem-based learning (PBL) is an educational approach that focuses on

active learning through the exploration and resolution of real-world problems. In PBL, students
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are presented with complex, open-ended problems or scenarios that require critical thinking,
research, collaboration, and problem-solving skills. Rather than receiving traditional lectures,
students take on a more active role in their learning, working in groups to investigate the
problem, gather information, and propose solutions. PBL encourages students to apply their
knowledge in practical contexts, promoting deeper understanding and skills development.

Development of problem-based learning:

Howard S. Barrows (March 28, 1928 – March 25, 2011) was an

American physician and medical educator who was Professor Emeritus at the Southern Illinois
University School of Medicine where he had previously served as Associate Dean for
Educational Affairs and Chair of Medical Education. Trained as a neurologist, Barrows is best
known today for his many innovations in medical education, particularly teaching using
Problem-Based Learning (PBL) , developed while he was a professor at McMaster University
Medical School, assessing clinical skills using simulated patients , and studying clinical
reasoning using stimulated recall techniques.

Why PBL should be introduced?

V Nilsson (2010) lists the following learning outcomes that are associated
with PBL. A well-designed PBL project provides students with the opportunity to develop skills
related to:

 Working in teams.

 Managing projects and holding leadership roles.

 Oral and written communication.

 Self-awareness and evaluation of group processes.

 Working independently.

 Critical thinking and analysis.

 Explaining concepts.
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 Self-directed learning.

 Applying course content to real-world examples.

 Researching and information literacy.

Considerations for Using Problem-Based Learning:

Rather than teaching relevant material and subsequently

having students apply the knowledge to solve problems, the problem is presented first. PBL
assignments can be short, or they can be more involved and take a whole semester. PBL is often
group-oriented, so it is beneficial to set aside classroom time to prepare students to work in
groups and to allow them to engage in their PBL project.

Students generally must:

 Examine and define the problem.

 Explore what they already know about underlying issues related to it.

 Determine what they need to learn and where they can acquire the information and
tools necessary to solve the problem.

 Evaluate possible ways to solve the problem.

 Solve the problem.

 Report on their findings.

Problem based learning, takes a little bit of creativity, add a dash of innovation,
and sprinkle in some critical thinking. This recipe makes for a well-rounded and engaged student
who’s ready to tackle life beyond the classroom. It’s called Problem-Based Learning (PBL), and
it teaches concepts and inspires lifelong learning at the same time. This open-ended problem-
based learning style presents students with a real-world issue and asks them to come up with a
well-constructed answer. They can tap into online resources, use their previously-taught
knowledge, and ask critical questions to brainstorm and present a solid solution. Unlike
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traditional learning, there might not be just one right answer, but the process encourages young
minds to stay active and think for themselves.

PBL as a teaching Methodology:

Problem-Based Learning (PBL) is a teaching method in which complex

real-world problems are used as the vehicle to promote student learning of concepts and
principles as opposed to direct presentation of facts and concepts. In addition to course content,
PBL can promote the development of critical thinking skills, problem-solving abilities, and
communication skills. It can also provide opportunities for working in groups, finding and
evaluating research materials, and life-long learning (Dutch et al, 2001).

How PBL can incorporated into learning situation:

PBL can be incorporated into any learning situation. In the

strictest definition of PBL, the approach is used over the entire semester as the primary method
of teaching. However, broader definitions and uses range from including PBL in lab and design
classes, to using it simply to start a single discussion. PBL can also be used to create assessment
items. The main thread connecting these various uses is the real-world problem.

Any subject area can be adapted to PBL with a little creativity. While the core problems
will vary among disciplines, there are some characteristics of good PBL problems that transcend
fields (Dutch, Groh, and Allen, 2001):

• The problem must motivate students to seek out a deeper understanding of concepts.
• The problem should require students to make reasoned decisions and to defend them.
• The problem should incorporate the content objectives in such a way as to connect it to
previous courses/knowledge.
• If used for a group project, the problem needs a level of complexity to ensure that the
students must work together to solve it.
• If used for a multistage project, the initial steps of the problem should be open-ended and
engaging to draw students into the problem.
• The problems can come from a variety of sources: newspapers, magazines, journals,
books, textbooks, and television/ movies. Some are in such form that they can be used
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with little editing; however, others need to be rewritten to be of use. The following
guidelines from The Power of Problem-Based Learning (Dutch et al, 2001) are written
for creating PBL problems for a class centered around the method; however, the general
ideas can be applied in simpler uses of PBL:
• Choose a central idea, concept, or principle that is always taught in a given course, and
then think of a typical end-of-chapter problem, assignment, or homework that is usually
assigned to students to help them learn that concept. List the learning objectives that
students should meet when they work through the problem.
• Think of a real-world context for the concept under consideration. Develop a storytelling
aspect to an end-of-chapter problem, or research an actual case that can be adapted,
adding some motivation for students to solve the problem. More complex problems will
challenge students to go beyond simple plug-and-chug to solve it. Look at magazines,
newspapers, and articles for ideas on the story line. Some PBL practitioners talk to
professionals in the field, searching for ideas of realistic applications of the concept being
taught.

PBL Stages:

The problem needs to be introduced in stages so that students will be able to identify
learning issues that will lead them to research the targeted concepts.

Following are some questions that may help guide this process:

 What will the first page (or stage) look like? What open-ended questions can be asked?
What learning issues will be identified?
 How will the problem be structured?
 How long will the problem be? How many class periods will it take to complete?
 Will students be given information in subsequent pages (or stages) as they work through
the problem?
 What resources will the students need?
 What end product will the students produce at the completion of the problem?

ASPECTS of Problem-Based Learning:

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Problem-based learning can be applied to any school subject,

from social studies and literature to mathematics and science. No matter the field, a good
problem-based learning approach should embody features like:

• Challenging students to understand classroom concepts on a deeper level.

• Pushing students to make decisions they’re able to defend.
• Clearly connecting current course objectives to previous courses and knowledge.
• Encouraging students to work as a group to solve the complex issue at hand.
• Engaging students to solve an open-ended problem in multiple complex stages.

Examples of PBL in Action:

With a little context in mind, it’s time to take a look at problem-based

learning in the real world. One of the best parts of this learning style is that it’s very flexible. You
can adapt it to your classroom, content, and students. The following five examples are success
stories of problem-based learning in action:

1. Maritime discovery
2. Urban Planning
3. Zoo Habitats
4. Codebreakers
5. Financial Advisors

• Maritime discovery:
Students explore maritime culture and history through visits to a nearby
maritime museum. They’re tasked with choosing a specific voyage, researching it, and
crafting their own museum display.
• Urban planning:
Perfect for humanities classes, this example challenges students to
observe and interview members of their community and determine the biggest local issue.
They formulate practical solutions that they will then pitch to a panel of professional
urban planners.
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• Zoo habitats:

This scientific example starts with a visit to a local zoo. Students use their
observations and classroom knowledge to form teams and create research-supported habitat
plans, presented to professional zoologists.

• Codebreakers:
Instead of regular math lessons, let students lead with a code-breaking problem-
based learning assignment. Students take on the role of a security agent tasked with
decrypting a message, coding a new one in return, and presenting their findings to the
classroom.

• Financial advisors:
Challenge students to step into the role of a financial advisor and decide how to
spend an allotted amount of money in a way that most benefits their community. Have
them present their solution and explain their reasoning to the class.

How PBL could be taught to the students of ECE?

Teaching problem-based learning to students in early childhood education can
be adapted to their developmental stage and abilities. Here are 10 key points to explain
how to do this effectively:

Simplify Real-World Scenarios:

Present age-appropriate, relatable, and simplified real-world scenarios or "problems" that
young children can understand, such as sharing toys or resolving conflicts.

Engage Their Curiosity:

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Encourage natural curiosity by posing questions and challenges

related to their immediate environment, like asking them to investigate why plants need
sunlight.

Hands-On Exploration:
Emphasize hands-on learning experiences where children
actively explore and manipulate objects to find solutions, fostering tactile and sensory
engagement.

Collaborative Play:
Promote teamwork and social interaction by encouraging group
activities and play that involve problem-solving, like building structures together.

Storytelling and Imagination:

Incorporate storytelling and imaginative play to create scenarios
where children can role-play and develop creative solutions to fictional problems.

Observation Skills:
Develop observational skills by asking children to notice details in
their surroundings, like patterns in nature or colors in art, and discuss their findings.

Critical Thinking:
Encourage critical thinking through open-ended questions that prompt
them to reason and explain their thought processes, even if their answers are simple.

Reflective Discussions:
Hold reflective discussions after activities to help children
verbalize their experiences, share what they learned, and brainstorm alternative
approaches.
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Teacher Guidance:
Provide guidance and support while allowing children to take the
lead in problem-solving, ensuring they feel comfortable seeking help when needed.

Progressive Challenges:
Gradually introduce more complex problems as children develop their problem-solving
skills, adapting to their growing cognitive abilities.

By adapting problem-based learning to the developmental stage of early childhood

education, educators can foster curiosity, creativity, and critical thinking in young learners while
making learning an enjoyable and engaging experience.

PBL and Early Childhood Education: The Perfect Match:

For those that work in early childhood education, they often deal with
misperceptions – often suggesting that younger learners have barriers to deeper learning or high-
skilled activities. Not only are these inaccurate, according to teacher and early childhood
education advocate Sara Lev, but the situation is also quite the opposite. For Lev – who teaches
Transitional Kindergarten at Larchmont Charter School in Los Angeles and recently co-authored
the book Implementing Project-Based Learning in Early Childhood.

• Overcoming Misconceptions and Reaching Success – her learners deserve the

same rigorous, engaging, and meaningful learning that project-based learning
incorporates as learners of all ages do.

• Understanding Young Learners:

Although younger learners do bring some unique needs
developmentally and social-emotionally, Lev feels that PBL is important in creating a
sense of agency at a young age.
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“PBL gives learners the opportunity to develop ownership of their learning and their
lives,” said Lev. “This is particularly important in that younger children often do not have many
opportunities for ownership in the rest of their daily lives.”

Lev suggests that when young students engage in high-quality project-based learning, they are
setting a foundation of how they see themselves and their place in the world.

“They can learn from an early age that they can make a difference in their
communities and that their voice counts,” said Lev. “Early on, school can still be anything for
them and I want them to love learning from the beginning”.

Part of the challenge, according to Lev, is the values that we as a culture and society often
associate with young children.

“We can’t lower expectations,” said Lev. “We have to believe that kids can do things.”

• Providing Purpose:

PBL is not only valuable in terms of the aforementioned developmental

opportunities but also supports established early childhood learning goals related to literacy and
academic skills. The added value PBL brings is that now literacy has a purpose, according to
Lev. She feels that these younger learners are advancing their foundational skills – language,
speaking, listening – as well as social-emotional literacies through the integration PBL provides.

“When children can see the purpose or the why they will engage and ultimately learn
more,” said Lev. “PBL leverages the knowledge that children have and then expands on it.”

• Projects For Younger Learners:

Lev believes that younger learners engage more when the products
they may be producing seem tangible to them. She says she avoids driving questions that are
abstract such as ‘How do you define friendship?’ for more concrete pursuits such as ‘How can
we build a class website?’

“They want to create, make and get their hands dirty if you will,” says Lev. “I really
recommend tapping into their interests and strengths.”
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To illustrate, Lev cites the project Creating Our Classroom Community – a PBL unit designed
for in-person, hybrid, or distance learning for grades Pre KG-2. She said projects like these
illustrate that students respond to a real need. And whether their final products are a class
website, eBook, or even printed book, this resonates with students.

“This is authentic and they know that. It’s a real product in service of an actual need,”
said Lev. “Their work has an actual purpose.”

Other examples from Lev include project ideas such as having students design an outdoor
classroom or a project called Home Base – a 10-day distance learning project whereby students
design an online resource for kids and care-givers containing activities they can do at home. This
might include a video (explaining different options like games or books), a YouTube channel, a
Pinterest board, or any other digital display that can be shared (it could be a simple pamphlet or a
set of photos and directions).

 Short-Term, Long-Term Implications:

Lev points out that younger learners are more prepared for PBL in some
ways than their older counterparts. She argues the way that school is traditionally structured, it
doesn’t necessarily foster creativity, choice, or exploration. And therefore, younger students
haven’t had school define learning yet.

“Young learners are naturally curious and want to investigate,” said Lev. “They are
creative problem solvers who seek independence and mastery. PBL leverages that.”

As these students continue to navigate through school, these early PBL experiences will prepare
them even more for deeper learning and lifelong success, according to Lev. She said she wants to
empower young children to be joyful learners who have experienced self-efficacy.

“Competence proceeds confidence,” said Lev. “If we want independent learners, we need to give
them agency, ownership, and choice as early as possible.”

 Intrinsic Motivation:
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PBL can increase motivation and curiosity as children become more invested
in solving meaningful problems.

Pros and Cons of Problem based learning

Advantages:

Below are the advantages of problem-based learning to help you determine if it can
work in your classroom.

 Development of Long-Term Knowledge Retention:

 Use of Diverse Instruction Type:
 Continuous Engagement:
 Development of Transferable Skills:
 Improvement of Teamwork and Interpersonal Skills:
 Critical Thinking:
 Problem-Solving Skills:
 Self-Directed Learning
 Collaboration
 Motivation and Engagement
 Communication skills
 Lifelong Learning
 Application of Knowledge
 Interdisciplinary Learning:

1. Development of Long-Term Knowledge Retention:

 Students who participate in problem-based learning activities can improve their abilities
to retain and recall information, according to a literature review of studies about the
pedagogy.
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 The literature review states “elaboration of knowledge at the time of learning” – by

sharing facts and ideas through discussion and answering questions – “enhances
subsequent retrieval.” This form of elaborating reinforces understanding of subject
matter, making it easier to remember.

 Small-group discussion can be especially beneficial – ideally, each student will get
chances to participate.

 But regardless of group size, problem-based learning promotes long-term knowledge

retention by encouraging students to discuss – and answer questions about – new
concepts as they’re learning them.

2. Use of Diverse Instruction Type:

 You can use problem-based learning activities to the meet the diverse learning needs and
styles of your students, effectively engaging a diverse classroom in the process. In
general, grouping students together for problem-based learning will allow them to

 Address real-life issues that require real-life solutions, appealing to students who struggle
to grasp abstract concepts
 Participate in small-group and large-group learning, helping students who don’t excel
during solo work grasp new material

 Talk about their ideas and challenge each other in a constructive manner, giving
participatory learners an avenue to excel
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 Tackle a problem using a range of content you provide – such as videos, audio
recordings, news articles and other applicable material – allowing the lesson to appeal to
distinct learning styles.

 Since running a problem-based learning scenario will give you a way to use these
differentiated instruction approaches, it can be especially worthwhile if your students
don’t have similar learning preferences.

3. Continuous Engagement:

 Providing a problem-based learning challenge can engage students by acting as a break

from normal lessons and common exercises.

 It’s not hard to see the potential for engagement, as kids collaborate to solve real-world
problems that directly affect or heavily interest them.

 Although conducted with post-secondary students, a study published by the Association

for the Study of Medical Education reported increased student attendance to – and better
attitudes towards – courses that feature problem-based learning.

 These activities may lose some inherent engagement if you repeat them too often, but can
certainly inject excitement into class.

4. Development of Transferable Skills:

 Problem-based learning can help students develop skills they can transfer to real-
world scenarios, according to a 2015 book that outlines theories and
characteristics of the pedagogy.
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 The tangible contexts and consequences presented in a problem-based learning

activity “allow learning to become more profound and durable.” As your present
lessons through these real-life scenarios, students should be able to apply
learnings if they eventually face similar issues.

For example, if they work together to address a dispute within the school, they may develop
lifelong skills related to negotiation and communicating their thoughts with others. As long as
the problem’s context applies to out-of-class scenarios, students should be able to build skills
they can use again.

5. Improvement of Teamwork and Interpersonal Skills:

Successful completion of a problem-based
learning challenge hinges on interaction and communication, meaning students should
also build transferable skills based on teamwork and collaboration. Instead of
memorizing facts, they get chances to present their ideas to a group, defending and
revising them when needed.

What’s more, this should help them understand a group dynamic. Depending on a given
student, this can involve developing listening skills and a sense of responsibility when
completing one’s tasks. Such skills and knowledge should serve your students well when they
enter higher education levels and, eventually, the working world.

6. Critical Thinking:

PBL encourages students to think critically, analyze information, and develop

problem-solving skills as they tackle complex, real-world issues.

7. Problem-Solving Skills:

Through repeated exposure to authentic problems, students become adept at

identifying, formulating, and solving problems in various contexts.

8. Self-Directed Learning:
PBL promotes self-directed learning, as students take responsibility for
their education by researching, seeking resources, and managing their time effectively.
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9. Collaboration:

PBL often involves group work, fostering teamwork, communication, and

interpersonal skills as students collaborate to solve problems.

10. Motivation and Engagement:

Engaging with real problems can motivate students to learn and stay
engaged in their studies, increasing their overall interest in the subject matter.

11. Communication Skills:

Students often need to present their findings and solutions, which helps
improve their communication and presentation skills.

12. Lifelong Learning:

PBL instills a mindset of continuous learning, as students become

comfortable with exploring new topics and adapting to changing circumstances.

13. Application of Knowledge:

PBL emphasizes the application of knowledge to real-world situations,

preparing students for practical challenges in their future careers.

14. Interdisciplinary Learning:

PBL often involves integrating knowledge from multiple disciplines,

fostering a holistic understanding of complex issues.

Disadvantages of Problem based learning:

 Potentially Poorer Performance on Tests

 Student Unpreparedness
 Teacher Unpreparedness
 Time-Consuming Assessment
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 Varying Degrees of Relevancy and Applicability

1. Potentially Poorer Performance on Tests:

Devoting too much time to problem-based learning can

cause issues when students take standardized tests, as they may not have the breadth of
knowledge needed to achieve high scores. Whereas problem-based learners develop skills related
to collaboration and justifying their reasoning, many tests reward fact-based learning with
multiple choice and short answer questions. Despite offering many advantages, you could spot
this problem develop if you run problem-based learning activities too regularly.

2. Student Unpreparedness:

Problem-based learning exercises can engage many of your kids,

but others may feel disengaged as a result of not being ready to handle this type of exercise for a
number of reasons. On a class-by-class and activity-by-activity basis, participation may be
hindered due to:

• Immaturity:
Some students may not display enough maturity to effectively work in a
group, not fulfilling expectations and distracting other students.
• Unfamiliarity:
Some kids may struggle to grasp the concept of an open problem, since they
can’t rely on you for answers.
• Lack of Prerequisite Knowledge:
Although the activity should address a relevant and tangible
problem, students may require new or abstract information to create an effective solution.

You can partially mitigate these issues by actively monitoring the classroom and
distributing helpful resources, such as guiding questions and articles to read. This should keep
students focused and help them overcome knowledge gaps. But if you foresee facing these
challenges too frequently, you may decide to avoid or seldom introduce problem-based learning
exercises.
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3. Teacher Unpreparedness:

If supervising a problem-based learning activity is a new

experience, you may have to prepare to adjust some teaching habits. For example, overtly
correcting students who make flawed assumptions or statements can prevent them from thinking
through difficult concepts and questions. Similarly, you shouldn’t teach to promote the fast recall
of facts. Instead, you should concentrate on:

 Giving hints to help fix improper reasoning

 Questioning student logic and ideas in a constructive manner

 Distributing content for research and to reinforce new concepts

 Asking targeted questions to a group or the class, focusing their attention on a specific
aspect of the problem

 Depending on your teaching style, it may take time to prepare yourself to successfully
run a problem-based learning lesson.

4. Time-Consuming Assessment:

If you choose to give marks, assessing a student’s

performance throughout a problem-based learning exercise demands constant monitoring and
note-taking. You must take factors into account such as:

 Completed tasks

 The quality of those tasks

 The group’s overall work and solution

 Communication among team members

 Anything you outlined on the activity’s rubric

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 Monitoring these criteria is required for each student, making it time-consuming to give
and justify a mark for everyone.

5. Varying Degrees of Relevancy and Applicability:

It can be difficult to identify a tangible problem that

students can solve with content they’re studying and skills they’re mastering. This introduces
two clear issues. First, if it is easy for students to divert from the challenge’s objectives, they may
miss pertinent information. Second, you could veer off the problem’s focus and purpose as
students run into unanticipated obstacles. Overcoming obstacles has benefits, but may
compromise the planning you did. It can also make it hard to get back on track once the activity
is complete. Because of the difficulty associated with keeping activities relevant and applicable,
you may see problem-based learning as too taxing.

Steps to Designing Problem-Based Learning Activities:

If the advantages outweigh the disadvantages – or you just want to

give problem-based learning a shot – follow these steps:

 Identify an Applicable Real-Life Problem

 Determine the Overarching Purpose of the Activity
 Create and distribute helpful material
 Set Goals and Expectations for Your Students
 Participation
 Have Students Present Ideas and Findings

1. Identify an Applicable Real-Life Problem:

Find a tangible problem that’s relevant to your

students, allowing them to easily contextualize it and hopefully apply it to future challenges. To
identify an appropriate real-world problem, look at issues related to your:

• School
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• Community
• Students’ shared interests

You must also ensure that students understand the problem and the information around it. So, not
all problems are appropriate for all grade

2. Determine the Overarching Purpose of the Activity:

Depending on the problem you choose, determine what

you want to accomplish by running the challenge. For example, you may intend to help your
students improve skills related to:

• Collaboration
• Problem-solving
• Curriculum-aligned topics
• Processing diverse content

A more precise example, you may prioritize collaboration skills by assigning specific tasks to
pairs of students within each team. In doing so, students will continuously develop
communication and collaboration abilities by working as a couple and part of a small group. By
defining a clear purpose, you’ll also have an easier time following the next step.

3. Create and distribute helpful material:

Handouts and other content not only act as a set of

resources, but help students stay focused on the activity and its purpose. For example, if you
want them to improve a certain math skill, you should make material that highlights the
mathematical aspects of the problem. You may decide to provide items such as:

• Data that helps quantify and add context to the problem

• Videos, presentations and other audio-visual material
• A list of preliminary questions to investigate
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Providing a range of resources can be especially important for elementary students and
struggling students in higher grades, who may not have self-direction skills to work without
them.

4. Set Goals and Expectations for Your Students:

Along with the aforementioned materials, give

students a guide or rubric that details goals and expectations. It will allow you to further
highlight the purpose of the problem-based learning exercise, as you can explain what you’re
looking for in terms of collaboration, the final product and anything else. It should also help
students stay on track by acting as a reference throughout the activity.

5. Participation:

Although explicitly correcting students may be discouraged, you can still help
them and ask questions to dig into their thought processes. When you see an opportunity,
consider if it’s worthwhile to:

• Fill gaps in knowledge

• Provide hints, not answers
• Question a student’s conclusion or logic regarding a certain point, helping them think
through tough spots
• By participating in these ways, you can provide insight when students need it most,
encouraging them to effectively analyze the problem.

6. Have Students Present Ideas and Findings:

If you divided them into small groups, requiring students to

present their thoughts and results in front the class adds a large-group learning component to the
lesson. Encourage other students to ask questions, allowing the presenting group to elaborate and
provide evidence for their thoughts. This wraps up the activity and gives your class a final
chance to find solutions to the problem.
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Problem based learning as Student centered Learning:

Problem-Based Learning (PBL) is highly relevant to Student-Centered Learning as it

empowers students to take an active role in their education by engaging them in solving real-
world problems. Here’s an explanation with examples and theories:

Relevance to Student-Centered Learning:

 Active engagement
 Autonomy and ownership
 Collaboration
 Application of Knowledge

1. Active Engagement:

PBL promotes active learning by presenting students with complex, open-ended

problems that require critical thinking and problem-solving skills. This aligns with the student-
centered approach, where learners actively participate in their education.

2. Autonomy and Ownership:

In PBL, students have the autonomy to investigate and explore solutions

independently or in groups. This sense of ownership over their learning mirrors the student-
centered philosophy, which emphasizes self-directed learning.

3. Collaboration:

PBL often involves collaborative group work. Students work together to solve
problems, fostering peer-to-peer learning and collaboration, key aspects of student-centered
learning.

4. Application of Knowledge:
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PBL encourages students to apply their existing knowledge and skills to real-
world situations. This application-oriented approach is central to student-centered learning,
where the focus is on practical, applicable knowledge.

Examples:

1. Medical Education:

In medical schools, PBL is commonly used. Students are presented with a

patient case and are tasked with diagnosing and proposing a treatment plan. They research
medical literature, collaborate with peers, and apply their knowledge to solve the case, making
their learning experience student-centered.

2. Engineering Design Projects:

In engineering education, students might be given a design challenge, like

creating a sustainable energy solution. They work in teams, conduct research, and apply
engineering principles, aligning with student-centered learning principles.

Relevance of Problem based learning with theories

 Constructivism
 Experiential Learning
 Self Determination Theory

1. Constructivism:

PBL aligns with the constructivist theory, which suggests that learners actively
construct their knowledge. Through PBL, students build their understanding by solving problems
and grappling with real-world scenarios.

2. Experiential Learning:
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PBL is rooted in experiential learning theory, which emphasizes learning through

experiences. By immersing students in problem-solving situations, PBL allows them to gain
knowledge and skills through hands-on experiences.

3. Self-Determination Theory:

This theory posits that intrinsic motivation and a sense of autonomy drive effective learning.
PBL supports autonomy as students choose how to approach and solve problems, enhancing their
intrinsic motivation and aligning with student-centered principles.

Problem based learning is a powerful pedagogical approach that fosters student-centered

learning by engaging students in active problem-solving, promoting autonomy, encouraging
collaboration, and facilitating the application of knowledge. It aligns with educational theories
that emphasize active, experiential, and self-directed learning.

Conclusion:

In conclusion, Problem-Based Learning (PBL) is an innovative and effective

educational approach that places students at the center of their learning experience. Through the
exploration of real-world problems, PBL encourages active engagement, critical thinking,
collaboration, and problem-solving skills. This student-centered pedagogy has proven to be a
valuable tool for fostering not only subject-specific knowledge but also the development of
lifelong learning skills. As education continues to evolve in the 21 st century, PBL stands as a
beacon of progressive teaching methodology, empowering students to tackle complex challenges
and prepare for a future where adaptability and creativity are paramount. Its potential to bridge
the gap between theory and practice makes PBL a vital asset in preparing individuals for the
demands of an ever-changing world. In sum, PBL is not merely an instructional strategy but a
transformational approach to education, equipping students with the abilities they need to thrive
in a dynamic global landscape. The effectiveness of problem-based learning may differ between
classrooms and individual students, depending on how significant specific advantages and
disadvantages are to you. Evaluative research consistently shows value in giving students a
question and letting them take control of their learning. But the extent of this value can depend
on the difficulties you face. It may be wise to try a problem-based learning activity, and go
forward based on results.
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