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Satu Öystilä & Matleena Laakso 2015
The Principles of Problem-based Learning andthe Phases of the PBL Cycle
Eduta Oy
Puh. +35850 564 4887
www.eduta.fi
PBL as a strategy of the pedagogical developmentprocess
• Curriculumdevelopment
• Collaborative learningprocess
• New learning culture
• The change of the teacher role
PBL as an educational strategy
• PBL currculum is organized according to the subjectframe or a defined interdisciplinary
• The aims are:
– Learning in small groups (tutorials)
– Self-directed learning
– Critical thinking
– Life-long learning
– Self and peer assessment
– Inquiry-based learning
PBL as an educational strategy
• Student-centred learning environment
• Individual and collaborative learning processes in the PBL curriculum
• Less contact teaching and more facilitation
Constructive Alignment in PBL Curriculum
PBL curriculum:
– The substance and the aims
– Collaborative learningmethods and individual learningprocesses
– Both summative and formative assessment
– Interpersonal skills
– The organizationalculture
Constructive alignment
The aim
and the substance
Learning methodsAssessment and
evaluation
Constructive
alignment
Constructing theme-based PBL curriculum
qualification 1
qualification 2
qualification 3
qualification 4
qualification 5
qualification 6
qualification 7
qualification 8
qualification 9
qualification 10
• Theme A
• Theme B
• Theme C
subject 1
subject 2
subject 3
subject 4
subject 5
subject 6
Subject 7
subject 8
?
Studies
Course
PBL Cycle
The structure of the problem-based curriculum
How to implement problem-based curriculum?
1. Team, where all the expert groups arerepresentative
2. Formulation of all the qualifications, which arerelevant in the work life (core qualifications)
3. Specification of the learning areas
4. Specification of the themes
5. Definition the contents and subjects of eachtheme
6. Designing the learning cycles
PBL is inquiry-based learning I
1. The learners are responsible for their own learningand the group work - the ownership of the learning
2. Using problems (cases, scenarios, triggers) as starting points for learning
PBL is inquiry-based learning II
3. Integrating different knowledge areas and themes
4. Collaboration is essential part of learning and assessment
5. Shared knowledge construction and independentknowledge acquisition are separatedchronologically
PBL is inquiry-based learning III
6. Shared knowledge construction produces sharedunderstanding and meaning negotiation
7. The self and peer assessment are included in the process
PBL is inquiry-based learning IV
9.PBL curriculum improves interpersonal skills and work life competencies of learners
10. PBL is a strategy, not only a learning method
AssessmentLearning process
Problem solving process
Group process
Starting point
Brainstorming
Best ideas
Learning objects
Knowledgesharing
Visual synthesis
Self-study
PBL learning task
1
2
3
45
6
7
8
Tutorial I
Tutorial II
PBL cycle, 1. tutorial
6-10 students and the PBL tutor (facilitator), working time 2 hoursThe PBL tutorial is not the same as PBL butthe small group study phase of the PBL curriculum2 tutorials: The PBL object in the first tutorialand the synthesis in the secondThe indvidual learning phase and the data acquistion between the tutorials
The roles in the PBL tutorial
The grouping and the ground rules for the tutorial
The discussion leader- leading the discuss- taking care of the the timetableThe recorder- writing up ideas/synthesisThe observer- observing members of the tutorial and giving them
feedback
PBL-tutorial 1. phase: PBL starting point
• To become familiar with the starting point/case• Different ways to present the starting point: a
case, a story, a cartoon, a drama, etc.• The starting point is a surprise• The starting point is not a question
Different types of starting points
• scenario: gives the perspcetive to the future• case: a concrete case of the real life• trigger: for example a picture• problem: leading the collaborative problem
solving• impulse, stimulus: a starting point to the
brain storming
PBL tutorial 2. phase: Brainstorming
Brainstorming
• Producing new ideas• Connecting the knowledge achieved earlier• Activating• Innovative connections• No critisism• No long explanations• No analysing
PBL tutorial, 3. phase: choosing the ideas
Everyone has 5 points in order to choose the best ideas
PBL tutorial, 4. phase: defining the learning object
Picking up the ideas which have most pointsand defining the learning object together
PBL tutorial, 5. phase: defining the shared PBL learning task
Just one and shared PBL task:• What should we learn?• What do we know already?• What we do not know?• What is most important?• What is most interesting?• How do we acquise the new knowledge?• Which are the best references?• How much time do we have?
Assessment and feedback in PBL tutorials
The learning process, the problem solving and the group process.
• What are we observing?• The observer gives the feedback individually to
each member of the group and to the tutor• ”Just nice or okay” is not feedback• The feedback is not the truth• Everyone listens the feedback without
interrupting• After the round everyone has the possibility to
comment the feedback
PBL-tutorial, 6. phase: self-study
Each member of the tutorial group writes an individual PBL learning task and sends it to allother members and the tutor before the deadline.
Each member and the tutor read all the tasksbefore the next tutorial
Preparing to the tutorial is essential
The PBL tutorial, 6. phase: self study
Teaching
Lectures
Seminars
Small group work
Exercises
Reading the books, articles
Writing the essay
Working life
Learning at work
Excursions
Benchmarking
Expert interviews
Discussions
Media, Social mediaLibraryInternet
PBL tutorial 7. phase: knowledge sharing
• New roles
• The short starting round (star ideas, 1 minute/member)
• Dialogic reflections
• Argumenting
• It is important that everyone has orientatedand learned the task
• The recorder writes up the core points
PBL tutorial, 8. phase: the visual synthesis
• Modelling shared learning
• Problem solving and learning process becomesevident
• The summary and the comparison with the starting point
• Visualising gives the shared symbol to the common process
• It is also possible to make a theoretised modell
The observer´s feedback and self assessment
1. tutorial:
• How did you give new perspectives to the groupwork?
• How did you continue the others´ ideas?
• Did you present innovative ideas?
2. tutorial:
• How did you question?
• How did you support others?
• How did you learn from others?
The final review:
• Did you deal with the right issues?
• How did you find the atmosphere of the tutorial?
• Did you say what you wanted to?
• Have you been heard?