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Problem Based Learning Module 2

This presentation provides an overview of problem-based learning (PBL), including its history, definition, steps, pros/cons, the teacher's role, and examples of how to implement it. Originally used in medical education, PBL presents students with an authentic problem to solve and allows them to acquire knowledge through researching and finding solutions. It is a student-centered approach where teachers facilitate rather than directly instruct. Technology tools can support collaboration and information gathering during the PBL process.

Uploaded by

Jamie Scrivner
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© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
481 views

Problem Based Learning Module 2

This presentation provides an overview of problem-based learning (PBL), including its history, definition, steps, pros/cons, the teacher's role, and examples of how to implement it. Originally used in medical education, PBL presents students with an authentic problem to solve and allows them to acquire knowledge through researching and finding solutions. It is a student-centered approach where teachers facilitate rather than directly instruct. Technology tools can support collaboration and information gathering during the PBL process.

Uploaded by

Jamie Scrivner
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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INSTRUCTIONAL MODEL PRESENTATION

PART 1: PROBLEM BASED LEARNING


POWERPOINT CREATED BY JAMIE SCRIVNER
HISTORY OF PBL

• Originally used for medical students as a way to teach them to


solve the real world situations they would soon encounter.
• First introduced at Case Western Reserve University. Rose to
prominence through adoption and use at McMaster University.
• Built on constructivism framework.
WHAT IS PROBLEM BASED LEARNING (PBL)?

• PBL is a pedagogy which allows students to acquire


knowledge thorough experiencing and solving an authentic,
real life problem.
• PBL is student centered and student led.
• PBL is usually collaborative, but collaboration is not required.
DIRECT INSTRUCTION MODEL

PROBLEM BASED LEARNING MODEL


STEPS IN PBL
1.Problem is presented
2.Plan for solving problem
• Activate prior knowledge
• Consider the strengths of team members (if applicable)
• Brainstorm: consider all possible solutions
• Decide on and create the plan
3.Test or implement the plan
4.Evaluate the results
A FEW PROS OF PBL
• Students are actively engaged in their learning and the learning
process.
• Collaboration allows students to teach each other.
• Encourages life skills such as critical thinking.
• “Curriculum overhaul is not required - Can be used sporadically
and short term.” (Kilbane & Milman, 2014)
• Increases long term retention of knowledge
A FEW CONS OF PBL
• Time Consuming - Students must be given ample time to solve the
assigned problem.
• Students may choose not to participate or engage.
• Group dynamics may interfere with process.
• Assessment of students can be challenging.
TEACHER’S ROLE
• Create an ill defined problem - there is not just one solution.
• This is the most important element of PBL and where the teacher must excel and be well
trained.

• Be a facilitator or tutor
• Offer guidance, mainly through asking questions.
• Monitor group dynamics

• Provide access to a variety of resources


• Technology is easily incorporated here.

• Create formative and summative assessments


• Evaluates solutions and offers feedback
WHEN TO USE PBL?
• Students have a prior knowledge and/or foundation knowledge.
• Ill defined problem is cross subject and encompasses learning in
multiple areas.
• Flexibility in schedule to allow for the time requirement of PBL.
• Intermittently
PROJECT BASED LEARNING
2ND INSTRUCTIONAL MODEL

• Problem based learning is often confused with project based


learning. Project based learning is also a student center
pedagogy. It requires students to produce a project or product.
The students are engaged and empowered by selecting the project
they would like to create. Knowledge is acquired throughout the
construction of the product.
• It should be noted there are similarities with these two models of
learning. For example, both strengthen and build critical thinking,
however, the models are not interchangeable.
PBL AND TECHNOLOGY

TECHNOLOGY CAN BE INCORPORATED INTO THE PBL MODEL


AND AIDE BOTH THE TEACHER AND THE LEARNERS.

EXAMPLES OF TOOLS WHICH COULD BE APPLIED DURING PBL


• Research • Brainstorming
• TED Ed • Tagxedo
• Common Sense Media
• Easel.ly
• PBS Learning Media
• Linoit
• Collaboration
• VideoScribe
• Prezi
• Gloster
• Padlet
DIFFERENTIATION OF INSTRUCTION USING PBL
• The Problem Based Learning Model lends itself heavily to differentiation because it
removes the teacher as the instructor of all knowledge. This allows the teacher to
monitor and differentiate in the moment of learning or when students get stuck. Also,
the ill defined question has many possible answers, which allows for individual
variation.
• A teacher can differentiate:
• The question and the problem introduced. This could vary from group to group or even student
to student.
• The resources/tools used to solve the problem.
• The assessment used to evaluate the problem solving.
• The students assigned within a group.
• The amount of collaboration.
• The amount of monitoring and/or tutoring provided to a team or individual.
PBL EXAMPLE
• Question posed to elementary students: How can the congestion and wait time
be minimized at the shared restrooms?
• Once the question is posed, the students will work in collaborative groups and
brainstorm. Student may use a variety of tools and gather data. For example,
students may want to polling the teachers to see how many students are in
each class. Students will create a solution and then implement the plan. After
the new plan is implemented, students and the teacher will evaluate its success.
AN EXCELLENT OVERVIEW VIDEO OF PBL
BY JOHN SPENCER

• What Is PBL?
TWITTER AND BLOGS

• Robin Fogarty
• John Spencer
• Feedly Blog 1
• Feedly Blog 2
REFERENCES
Kilbane, C.R. & Milman, N.B. (2014). The problem-based learning model, Teaching
models: Designing instruction for 21st century learners. (pp 278-306). USA:
Pearson Education, Inc.
Knowlton, D.S. (2003). Preparing students for educated living: virtues of problem-based
learning across the higher education curriculum. New Directions for Teaching and
Learning, 95, 5-12.
Lynch, M. (2017, October 13). 7 Must-have problem based learning apps, tools, and
resources. Retrieved from https://www.thetechedvocate.org/7-must-problem based-learning-apps-tools-resources/
Spencer, J. (2017, November 12). What is problem-based learning? [Video file]. Retrieved from
https://www.youtube.com/watch?v=RGoJIQYGpYk&vl=en
Sage, S. & Torp, L. (2002). How do you support problem-based learning?, Problems as
possibilities: Problem-based learning from K-16 education. (2nd edition). Alexandria, VA:
ASCD
Clipart on slide 4 Problem Based Learning. Retrieved from
https://ubisafe.org/explore/examined-clipart-problem-based-
learning/#gal_post_2801_examined-clipart-problem-based-learning-2.jpg

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