The document discusses problem-based instruction (PBI) as an instructional approach. It notes that PBI was developed in medical education in the 1960s to address disconnects between traditional classroom instruction and real-world application. With PBI, students are presented with an authentic problem with no single correct answer and work to solve it by determining what is known and unknown, with the facilitator providing support. Key principles of PBI include using authentic problems that encourage cross-discipline thinking, the facilitator supporting metacognitive skills, using authentic assessment, and thorough debriefing activities. PBI promotes active, self-directed, lifelong learning through problem-solving authentic real-world situations.

1. Problem Based Approach to Instruction
(PBI)
Instructional Design Theories and Models
Edit 6317

2. Agrarian Age to Industrial Age (PBI)
• Public education adopted the teacher centered approach
• The Information Age brought about new teaching methods
• The goal was to help learners reach their potential
• PBI was one of those methods that continues to proper
S x ?= P

3. Medical Education 1960s (PBI)
• There were problems with traditional medical training
• New diagnostic tools, medicines and methods increased
• The classroom had not caught up with advances in the field
• Created disconnect between instruction and application
• PBI resolved problems with traditional medical education
• PBI can be used in multiple contexts as the Information Age ^

4. Problem Based Instruction (PBI)
• PBI is based upon experienced-based education
Students are given a problem with no single correct answer
Students engage the problem with ideas on how to solve it
They determine what is currently known and not known
The facilitator provides the required support for learning

5. PBI Approach Advantages
• Self-directed
• Self-regulated
• Life Long Learning
• Assume Greater Importance
• Much Larger Audience
• Addresses real world situations

6. PBI Principle I
• Select problems that are authentic and fit within the
curriculum and encourage cross discipline thinking
• PBI is designed for higher-order thinking skills
• PBI is not well suited for teaching basic skills
• Learners must have some knowledge of the problem

7. PBI Principle II
• The role of the Tutor is to Support the development of
the learner's Metacognitive skills as problem solver
• The instructor or tutor must function as facilitator
• The facilitator asks questions to probe depth of knowledge
• The facilitator provides resources of information
• The facilitator encourages collaboration between members

8. PBI Principle III
• Use authentic Assessment Practices to Validate Learning
• Test should assess student's ability to use resources
in developing possible solutions to the problem
• Assessment strategies must align with learning outcomes
• Summative evaluation can occur at end of problem solving
• Formative assessment can occur anytime during PBI

9. PBI Principle IV
• Use consistent and Thorough Debriefing Activities to
Consolidate Key Concepts Learned from Experience
• The purpose of debriefing process is to have the learner
recognize, verbalize and consolidate what they learned
• The learner should be able to integrate new information with
existing knowledge
• Tutor or Instructor should give participants equal voice that
encourages opinions and comments; the use of materials and
concept maps is encouraged

10. Simulation and PBI
• Repeatable learning opportunities
• Freedom to learn from mistakes
• Learning can accommodate a range of learners
• Detailed feedback and evaluation
• Active Learning
Examples : Pilot Flight Simulation; Law Enforcement Simulation

11. Speaking of Teaching
Stanford University News Letter on Teaching Winter 2001 Vol II, N0.1
• Group work is one essential aspect of PBL
• Group work develop learning communities
• Helps to develop questions and new ideas
• Students become actively involved and are held accountable
for their work by other group members or participants

12. PBI has no single answer but the other approaches have relatively clear
answers.
In distance learning, which one would be more useful for active learning
(participation) in discussion between PBI and case-based (or task-based
learning)?
How is problem-based learning different from project-based learning?
How does PBL promote critical thinking?
Who will benefit more from PBL: novice or more advanced learners; and
how to help novice learners to overcome possible difficulties?
Is it really applicable and possible to implement PBL in a K-12 setting?
Since tutor and teacher/coach should be a different person?
The author mentions a "tutor" as the main facilitator to PBI. Does this
mean that PBI is better suited for situations when an instructor is not
available?