PROBLEM BASED
LEARNING
BY: JESSICA N. HALL
WHAT IS PROBLEM BASED LEARNING?
Problem-Based Learning is an ACTIVE learning model in which students learn about
a subject or topic by working independently or in groups to solve an open-ended
problem.
In Problem-Based learning the problem is presented FIRST and drives all activities in
the classroom.
This learning model is student-centered and constructivist. Students become
leaders in their own learning and the teacher must become a facilitator in order for
PBL to be effective.
Problem-Based Learning began in the medical field and has since become a hot
topic in education.
WHEN SHOULD YOU USE PROBLEM BASED
LEARNING?
Problem-Based Learning is best used when teaching students to solve authentic
problems, develop critical-thinking, cooperative, and social skills; and influencing
self-directed learning.
It can be time consuming and therefore must be planned and outlined with
curricular goals. A solid PBL may take a week or more dependent on the complexity
of the given problem. This model is not intended for everyday use.
PBL is an excellent tool when working to connect the curriculum to the real world.
THE 4 STEPS OF PROBLEM BASED
LEARNING
The Problem-Based Learning model consists of four major steps:
Step One- Present or Identify the Problem
Step Two- Develop or Identify a Plan for Solving the Problem
Step Three- Implement the Plan for Solving the Problem
Step Four- Evaluate the Implementation Plan Results
TEACHER VS. STUDENT ROLES IN PBL
The role of the teacher and students differ in each step of the Problem-Based
Learning model. The role of each is summarized below.
Teachers Role
In Step One: Present an authentic problem or have students identify a
problem; provide an outline of tasks to complete; identify a timeline
for completion; divide students into groups
In Step Two: Use higher-order questions to assist students in analyzing
the problem and developing a plan to solve it; scaffold student
learning and structure development of plans
Students Role
In Step One: Examine the problem presented by the teacher, or in
some cases identify the problem
In Step Two: Develop a REASONABLE plan for solving the problem
(normally by discussing within a group)
TEACHERS VS. STUDENTS ROLES IN PBL
CONTINUED..
Teachers Role
In Step Three: Ask students to implement plan; provide additional
scaffolding if needed
In Step Four: Have students evaluate and reflect on implementation of
plans and their outcomes; require students to assess their individual
and group contributions; prompt students to identify different
approaches to solving the problem
Students Role
In Step Three: Test out or implement plans; must document outcomes
In Step Four: Evaluate and reflect on implementation of plans and their
outcomes; reflect on individual and group contributions; weigh
benefits and challenges of alternate approaches to solving the
problem
WHY USE PROBLEM-BASED LEARNING?
When implemented correctly Problem-Based Learning yields extraordinary benefits
such as:
Promotion of 21st century skills like critical thinking and metacognition
Development of research skills
Team building and collaboration with peers
Exposure to the complexity of real-world problems
Activates prior knowledge
Enhances oral and written communication
Promotes long term retention of concepts
TECHNOLOGY
INTEGRATION
There are numerous ways that
technology can take part in the
Problem-Based Learning model.
The text condenses many of
these into the following chart.
DIFFERENTIATION WITH PBL
Opportunities for Differentiation of CONTENT: Assign different problems per group;
provide different content to examine; allow students to access content in a variety
of ways (books, interviews, online research, hands-on activities, etc.)
Opportunities for Differentiation of the PROCCESS: Vary the makeup of groups;
determine the appropriate level of scaffolding for each group; alternate between
independent and group work
Opportunities for Differentiation of the PRODUCT: Due to the essential question of a
PBL being open-ended with multiple outcomes, the solution is automatically
differentiated. No two products will be identical.
EXAMPLES OF PROBLEM-BASED LEARNING
IN THE CLASSROOM
Problem-Based Learning in a high school History classroom:
http://score.rims.k12.ca.us/activity/bubbles/
Problem-Based Learning in the early childhood classroom:
https://www.edutopia.org/discussion/example-pbl-early-elementary-how-i-started
Bonus-- Teacher Pay Teachers Thanksgiving PBL Pack:
A Thanksgiving Project: Using Problem-Based Learning
LINKS FOR TWITTER AN RELATED
BLOGS/WEBSITES
https://twitter.com/bobpearlman (Bob Pearlman)
https://twitter.com/PBLProjects
https://twitter.com/BIEpbl
http://www.bie.org/blog
http://www.pblprojects.org/
