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Problem-based
learning (PBL) is an exciting
alternative
to the traditional classroom
approach to learning. With PBL,
your teacher presents you with a
problem, not lectures or assignments or
exercises. Since you are not
handed content, your learning becomes
active in the sense that you discover
and work with content that you
determine to be necessary to solve the
problem.
Often the problem is
assigned to you in a group,
and is ill-defined. It is up to you
as the learner
-
to analyze it
-
determine what you
know about the subject to form a
foundation toward solving it
-
determine what you
do not know about its content
-
determine resources
that will be necessary to solve it
-
set your strategies
in order to solve the problem
-
select the best
solution and test it
-
present, and even
defend, your process and
solution
In PBL, your
teacher acts as facilitator and
mentor,
rather than a source of
"solutions."
Problem based
learning provides opportunities to
-
examine and try out
what you know
-
discover what you
need to learn
-
develop your people
skills for achieving higher
performance in teams
-
improve your
communications skills
-
state and defend
positions with evidence and sound
argument
-
become more
flexible in processing information
and meeting obligations
-
practice these
skills that you will need after
your education
A
Summary of Problem-Based Learning:
This is a simplified model--more
detailed models are referenced below.
It
is a model where steps can be repeated
and recycled.
Steps two through five may be conducted
concurrently as new information becomes
available and redefines the problem.
Step six may occur more than
once--especially when teachers place
emphasis on going beyond "the
first draft."
1.
Explore the issues:
Your teacher introduces an
"ill-structured" problem to
you.
Discuss the problem statement as you
understand it and list its
significant parts. You may feel
that you don't know enough to solve
the problem but that is the
challenge! You will have to
gather information and learn new
concepts, principles, or skills as
you engage in the problem-solving
process.
2.
List "What do we know?"
What do you know to solve the
problem?
This can not only be what you
actually know, but who has what
strengths and capabilities.
Enter everyone's input, no matter how
related or unrelated you consider
it. This information is kept
under the heading: This
includes data from the situation as
well as information based on prior
knowledge.
3.
Develop, and write out, the
problem statement in your own words:
A problem statement should come
from your/the group's analysis of
what you know, and what you will need
to know to solve it. You will
need:
-
a
written statement
-
the
agreement of your group on the
statement
-
feedback
on this statement from your
instructor.
(This may be optional, but is a
good idea)
Note:
The problem statement is often
revisited and edited as new
information is discovered, or
"old" information is
discarded.
4.
List out possible solutions
List them all, then order them
from strongest to weakest
Choose the best one, or most likely
to be successful
5.
List "What should we do?"
with a timeline
List actions to be taken
-
What
do we have to know and do to
solve the problem?
-
How
do we rank these possibilities?
-
How
do these relate to our list of
solutions?
Is there agreement?
6.
List "What do we need to
know?"
Research the knowledge and data
that will support your solution
You will need to information to
fill in missing gaps.
-
Discuss
possible resources
Experts, books, web sites,
etc.
-
Assign
and schedule research tasks,
especially deadlines
If
your research supports your solution,
and if there is general agreement, go
to (7). If not, go to (4)
7.
Write up your solution with its
supporting documentation, and submit
it. As part of closure, teachers
may require you to present your
findings and/or recommendations to a
group or your classmates. This should
include the problem statement,
questions, data gathered, analysis of
data, and support for solutions or
recommendations based on the data
analysis: in short, the process
and outcome.
Presenting
and defending your conclusions:
The goal is to present not only your
conclusions,
but the foundation upon which they
rest. Prepare to
-
State
clearly both the problem and your
conclusion
-
Summarize
the process you used, options
considered, and difficulties
encountered
-
Convince,
not overpower
Bring others to your side, or to
consider without prejudice your
supporting documentation and
reason
-
Help
others learn, as you have learned
-
If
challenged
and you have an answer, present
it clearly
and you don't have an answer,
acknowledge it and refer it for
more consideration
Sharing
your findings with teachers and
students is an opportunity in
demonstrating that you have learned.
If you know your subject well, this
will be evident. If a challenge
arises that you cannot respond to,
accept it as an opportunity to be
explored. However, take pride
in your attention to quality when you
present. See also the Guide on presenting
projects.
8.
Review your performance
This debriefing exercise applies
both to individuals and the
group. Take pride in what you
have done well; learn from what you
have not done well. Thomas
Edison took pride in unsuccessful
experiments as part of his journey to
successful outcomes!
9.
Celebrate your work!
Problem solving
skills:
To be successful, PBL
requires problem solving and critical
thinking skills.
See
our Study Guides on Making
decisions/solving problems
and Thinking
critically, and/or ask your
teacher for help in developing
collaborative skills.
The
role of argument:
Through various stages of this
process, you or your group will be
expected to come to consensus on how to
next proceed. While each member
is expected to "argue" his or
her viewpoint, the focus should be on
the issues and reason, not
personalities and emotion. If
your group has difficulty, refer to
your teacher for assistance as a
mediator, and/or see the Guide Cooperative
conflict resolution
For more
on working in groups, see Learning
with others in the main index.
For
more on types of arguments,
organization, evidence, as well as
techniques in problem-based learning,
see Dr.
Larry D. Spence (Director,
Undergraduate Learning Initiatives,
Pennsylvania State University)
"Problem Based learning:
Lead to Learn, Learn to Lead .pdf
version | .doc
version
For
other PBL resources:
Problem-based
Learning, especially in the context of
large classes
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The Study Guides and Strategies web site was created and is
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of St. Thomas (UST), St. Paul, Minnesota. It is collaboratively
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