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Problem-Based
Learning
- PBL is an approach that challenges students to learn through
engagement in a real problem. It is a format that simultaneously
develops both problem solving strategies and disciplinary
knowledge bases and skills by placing students in the active role
of problem-solvers.
- Groupwork helps develop learning
communities in which students feel
comfortable developing new ideas and
raising questions about the material.
- PBL is characterized by a
student-centered approach.
- teachers as “facilitators
rather than disseminators”
- PBL is an effective method for improving students’
problem-solving skills. Students will make strong
connections between concepts when they learn facts
and skills by actively working with information rather
than by passively receiving information.
- Steps
- Steps two through five may be
repeated and reviewed as new
information becomes available and
redefines the problem.
- 1. Explore the issues: The teacher introduces
an "ill-structured" problem to the students.
Discuss the problem statement and list its
significant parts. You may feel that you don't
know enough to solve the problem but that
is the challenge!
- 2. List "What do we know?" What
do you know to solve the problem?
This includes both what you
actually know and what strengths
and capabilities each team
member has.
- 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.
- 4. List out possible solutions List them
all, then order them from strongest to
weakest Choose the best one, or most
likely to succeed.
- 5. List actions to be taken with a timeline:
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? Do we agree?
- 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.
- 7. Write up your solution with its
supporting documentation, and submit it.
You may need to present your findings
and/or recommendations to a group or
your classmates.
- 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!
- 1. Explore the issues: The teacher introduces
an "ill-structured" problem to the students.
Discuss the problem statement and list its
significant parts. You may feel that you don't
know enough to solve the problem but that
is the challenge!
- Steps two through five may be
repeated and reviewed as new
information becomes available and
redefines the problem.
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