We are continually faced
with a series of great
opportunities brilliantly
disguised as
insoluble problems
John W. Gardner 1912 - 2002
American educator
Cooperative learning series
Problem-based learning
Problem-based learning (PBL) is an exciting alternative to traditional classroom learning.
With PBL, your teacher presents you with a problem, not lectures
or assignments or exercises. Since you are not handed "content", your
learning becomes active in the sense that you discover and work with
content that you determine to be necessary to solve the problem.
In PBL, your teacher acts as facilitator and mentor,
rather than a source of "solutions."
Problem based learning will provide you with opportunities to
examine and try out what you know
discover what you need to learn
develop your people skills for achieving higher performance in
teams
improve your communications skills
state and defend positions with evidence and sound argument
become more flexible in processing information and meeting
obligations
practice skills that you will need after your education
A Summary of Problem-Based Learning:
This is a simplified model--more detailed models are referenced
below.
The steps can be repeated and recycled.
Steps two through five may be repeated and reviewed as new
information becomes available and redefines the problem.
Step six may occur more than once--especially when teachers place
emphasis on going beyond "the first draft."
1.Explore the issues:
Your teacher introduces an "ill-structured" problem to you.
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!
You will have to gather information and learn new concepts,
principles, or skills as you engage in the problem-solving process.
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.
Consider or note everyone's input, no matter how strange it may
appear: it could hold a possibility!
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. You
will need:
a written statement
the agreement of your group on the statement
feedback on this statement from your instructor.
(This may be optional, but is a good idea)
Note: The problem statement is often revisited and edited
as new information is discovered,
or "old" information is discarded.
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.
Discuss possible resources
Experts, books, web sites, etc.
Assign and schedule research tasks, especially deadlines
If your research supports your solution,
and if there is general agreement, go to (7). If not, go to (4)
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.
This should include the problem statement, questions, data
gathered, analysis of data, and support for solutions or
recommendations based on the data analysis: in short, the process
and outcome.
Presenting and defending your conclusions:
The goal is to present not only your conclusions,
but the foundation upon which they rest. Prepare to
State clearly both the problem and your conclusion
Summarize the process you used, options considered, and
difficulties encountered
Convince, not overpower
Bring others to your side, or to consider without prejudice your
supporting documentation and reason
Help others learn, as you have learned
If challenged
and you have an answer, present it clearly
and you don't have an answer, acknowledge it and refer it for
more consideration
Sharing your findings with teachers and students is an
opportunity in demonstrating that you have learned. If you know your
subject well, this will be evident. If a challenge arises that you
cannot respond to, accept it as an opportunity to be explored.
However, take pride in your attention to quality when you present.
See also the Guide on presenting projects.
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!
Website overview:
Kiosk guides for learning are a freely accessible educational environment that offers strategies to recognize and realize learning objectives. We accept individual differences without regard to ability and creed; sexual and affectional orientation; caste, tribal and national affiliation; individual, familial and collective history. Our suggestions should be thoughtfully considered for appropriateness and guidance to your situation, relying on elders, mentors, cohorts and/or professionals to achieve learning objectives and outcomes.