PROBLEM-BASED LEARNING An approach to curriculum, learning and teaching c. N Haigh, EdQuest

PROBLEM-BASED LEARNING

An approach to curriculum, learning and teaching

c. N Haigh, EdQuest

CONTEXT: POINTS OF VIEW ABOUT LEARNING AND TEACHING

• Learning and Teaching Philosophy

• The Law of the Land: Intellectual Independence

• Authentic Learning Activities and Assessment

• The World we are Preparing our Students For

Points

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LearningOutcomes

Learning Activities

Teaching Activities

Assessment CriteriaAnd Tasks

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ONE OPTION: PROBLEM-BASED LEARNING (PBL)


HOPED FOR LEARNING OUTCOMES

• Describe intended learning outcomes, learner and teacher activities and assessment criteria and tasks associated with PBL.

• Evaluate the alignment between PBL and personal viewpoints about learning and teaching.

• Identify conditions that would need to be in place for successful implementation of PBL in your context.


LEARNING AND TEACHING ACTIVITIES

• Identify your current knows and don’t knows about PBL

• Experience and reflect on a PBL learning cycle• Review the alignment between PBL and your own

learning and teaching philosophy• Identify and discuss conditions required for

successful implementation of PBL in your context

A PBL EXPERIENCE (Modified)

1. THE PROBLEM: Your 20 year old daughter says she would like to buy a new car but doesn’t know whether she can afford to as she will have to borrow some of the purchase money. She wants to know how to work out whether she can afford the car. What information and advice should you offer so that she can make a sound decision?


1. THE PROBLEM:• real-world – messy, complex, incompletely and ill-defined• no obvious right way of addressing the problem• no simple, single, solution• problem solving will require use of a wide range of ideas and information and a variety of information gathering and inquiry skills • self directed and collaborative learning is likely to assist problem-solving


2. What do you KNOW that would be relevant to

• understanding the problem statement (meaning of terms)

• clarifying, confirming, defining the problem • explaining the problem (why the problem exists)

• deciding on the criteria for a good solution

• finding, constructing coming and evaluating possible solutions


3. What DON’T YOU KNOW or are UNSURE OF that would be relevant to

• clarifying, defining, confirming the problem

• explaining the problem (why the problem exists)

• deciding on solution criteria

• finding, constructing and evaluating possible solutions


4. Would it be possible to get to know what you don’t know – or to resolve your uncertainties? If yes, what could you do?

For specific dont knows, uncertainties, consider

• sources – what or who, where• information-gathering methods, skills, tools• inquiry/investigation methods, skills, tools• work individually, together (task analysis, allocation, scheduling)• reporting back, teaching others – what, how


5. Reporting Back, Teaching and ReviewWhat do you now know and understand in relation to the problem, explanations (revised/new formulation of the problem, new/alternative explanations), solutions?Are you in a position to construct and/or evaluate potential solutions?Are there some remaining, or new, don’t knows and uncertainties?

If required, plan and undertake further information-gathering and inquiry until good solution(s) reached.


6. Debrief

What do you now ‘know about’ and ‘know how to do’ in relation to giving information and advice about the purchase of a new car? (Subject Knowledge and Competencies)

In relation to solving real-world problems like this, what- do you now know (Problem Solving Capabilities)- are you unsure about (e.g. only way, best way)- Still don’t you know?

PBL: STUDENTS ACTION SEQUENCE

a. Check the meaning of the problem statementb. Identify relevant personal knowledge and experiencec. Identify don’t knows and uncertaintiesd. Assist development of an information-gathering and inquiry plane. Undertake assigned tasks individual or as a team memberf. Report back to and teach othersg. Contribute to evaluation of problem-solving progressh. Engage in further cycles of problem-solving (c – f)i. Contribute to final decision-making re solution(s)j. Participate in debrief

PBL: TEACHER ACTION SEQUENCE

a. Present the problemb. Overview structure for PBL and intended roles c. Use facilitative questioning to help students identify relevant

knows, don’t knows and uncertainties d. Develop an information-gathering and inquiry plane. If appropriate, teach specific skills (e.g. redefine the problem,

5-whys, yellow-hat/black hat evaluation, reporting back)f. Facilitate reporting back, progress evaluation, re-planningg. Facilitate de-briefh. Arrange student feedback on PBL experience

Your

Points

Of

View

PBL

LearningOutcomes

Learning Activities

Teaching Activities

Assessment CriteriaAnd Tasks

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PBL: CONDITIONS FOR SUCCESS

• Explain the purpose, rationale, structure and roles for PBL .

• State the learning outcomes

• Prepare problem statement carefully to ensure it fulfils

criteria (eg ill-defined)

• Plan carefully in-class and out of class learner and teacher

activities – and overview

• Identify resources that students will need to access. Ensure

on-hand or accessible.

• Consider teaching some information, inquiry, team,

reporting skills in advance.


• Allow sufficient time for in-class sessions.

• Appreciate the need for student ‘real world’, out-of-class

work

• Teach required knowledge/know-how when students

cannot make progress

• Consistently provide constructive feedback

• Don’t skip the debrief. An essential element.

• Obtain and respond to student feedback

• Evolution vs Revolution.

- Trial aspects of PBL in components of courses.

- Course/programme curricula may be entirely PBL


• Draw on on-line PBL tutorial materials for students eg The Learning Centre for PBL in Engineering at Monash http://cleo.eng.monash.edu.au/teaching/pbl-list/

• Draw on the excellent on-line resources for teachers e.g. Leap into Problem based Learning, The Learning and Teaching Development Unit, University of Adelaide https://digital.library.adelaide.edu.au/dspace/bitstream/2440/71220/1/hdl_71220.pdf.

Documents

PROBLEM-BASED LEARNING An approach to curriculum, learning and teaching c. N Haigh, EdQuest