PROBLEM-BASED LEARNING (PBL)

CreatedBy:

Misnawati141100690

What is Problem-Based Learning?

The learning that results from the process of working towards the understanding of a resolution of a problem.

What is Problem-Based Learning?

Barrows defines the Problem-Based Learning Model as:

Students are presented with a problem

Students discuss the problem in a small group PBL tutorial.

Students engage in independent study on their learning issues outside the tutorial.

They come back to the PBL tutorial (s) sharing information, peer teaching and working together on the problem

They present and discuss their solution to the problem

They review what they have learnt from working on the problem

a pedagogical methodology by which learning is initiated with a posed problem

Students assume a role in the problem scenario and are led through a process in which they:

a) Pose questions, “learning issues,” identifying what they need to know in order to address the problem

b) Rank the learning issues in terms of importance and decide who will investigate which issue

c) Identify needed resources and where they might be found

e)Gather needed information through individual and group investigation

f) Reconvene to integrate information

g)Generate and evaluate possible solutions

h)Make needed decisions or take agreed upon actions

i) Communicate results as appropriate for problem resolution

j) Step out of role to debrief on problem solving experience

Problem-Based Learning (PBL) is characterized by:

Meaningful Activity : PBL engages students in problems that are designed to be realistic, intriguing, and relevant to the field of study. Meaningful problems thus serve as the context and the stimulus for knowledge-building and critical thinking.

Situated Learning: PBL creates an environment that permits students to work on the kinds of problems that professionals encounter and to use the perspectives, the knowledge, and the skills that professionals use in attempting to solve them.

Characterized: Open-ended generative tasks : PBL

engages students in an ill-structured, open-ended problem for which there is no prescribed approach or solution. Students become intentional learners as they generate their own questions, plans, and goals.

Collaborative decision-making and problem-solving: PBL encourages students to work together in their problem solving and product development. Students collaborate with each other and with more knowledgeable individuals who model expert behaviors and lend assistance as students try out skills on their own.

Characterized: Changed role of the

instructor: Instructors act as metacognitive coaches throughout the PBL process. They model and coach, giving students guidance as needed, but encouraging student independence in goal setting and decision-making.

Why Use Problem-Based Learning?

• Acquiring subject matter knowledge• Motivating students to learn• Helping student retention• Developing students thinking skills• Developing students key skills relevant to

employment e.g. interpersonal communication skills, information seeking skills and presentation skills

• Fostering professional competence and confidence together with professional identity

• Mirroring the interdisciplinary team process graduates will be using in work and research

Why Use Problem-Based Learning?

• Facilitating students learning how to learn

• Encouraging students to integrate knowledge from different subjects, disciplines and sources

• Linking theory and practice

• Having a sense of belonging and friendship

• Having fun

• Expressing in operational form a philosophy of learning that is student-centred and problem-focused

• Responding to research evidence on the benefits of PBL

• Increasing competitiveness in the higher education market

• Producing graduates that can hit the floor running at work after graduation

How Do We Use Problem-Based Learning in Teacher Education?

to model PBL as an approach that we

ask our students to use in their

teaching

MODEL > COACH > FADE

Cognitive apprenticeship (Collins,

Brown, & Newman, 1989) provides

the theoretical basis of our approach

to using PBL in methods classes.

CONCLUSIONA problem is something that is problematic

to the student; something that cannot be resolved with the current level of knowledge and/or way of thinking about the issues.

The role of the PBL tutor is not to teach or give information but rather to facilitate students reasoning through the problem

The goals of PBL are to help the students develop flexible knowledge, effective problem solving skills, self-directed learning, effective collaboration skills and intrinsic motivation