Problem-based learning (PBL) begins with students working in groups to solve an authentic, complex, real-world problem. Students identify what they need to know to solve the problem through self-directed learning. The process enhances retention through exploration, invention, and application of concepts. PBL contrasts with traditional, subject-based learning by applying knowledge to solve problems rather than first learning concepts separately. Effective PBL balances learning objectives and assessment of both content mastery and soft skills like teamwork and problem-solving.

1. Problem-based Learning:
Challenges, Components, and Benefits
Stephen A. Bernhardt
sab@udel.edu

2. Characteristics Needed in College Graduates
• High level of communication skills
• Ability to define problems, gather and
evaluate information, develop solutions
• Team skills -- ability to work with others
• Ability to use all of the above to address
problems in a complex real-world setting
Quality Assurance in Undergraduate Education (1994)
Wingspread Conference, ECS, Boulder, CO.

3. 21st Century Literacies
• Develop proficiency with the tools of technology
• Build relationships with others to pose and solve
problems collaboratively and cross-culturally
• Design and share information for global
communities to meet a variety of purposes
• Manage, analyze and synthesize multiple streams
of simultaneous information
• Create, critique, analyze, and evaluate multi-
media texts
• Attend to the ethical responsibilities required by
these complex environments
National Council of Teachers of English, Feb. 15, 2008

4. Employers’ Ratings of Importance of ABET Outcomes for
New Hires
Figure 8. Executive Summary, Engineering Change: A Study of the Impact of
EC2000. ABET, 2006, p. 11

5. But I already assign problems . . .
From Cutnell & Johnson, Physics, 1989, p. 93.

6. And students have to learn before they can
solve problems . . .
http://www.morethanatestscore.com/2011/09/09/figuring-out-the-college-lecture/

7. PBL Contrasted with Subject-Based Learning
START
Solve problem to
demonstrate mastery Told what we
need to know
“Learn it” = read
book, remember
key formulae,
etc.
From Smith et al., 2005. Pedagogies of engagement: Classroom-based
practices. J. Engineering Education, January 2005. 87-101.

8. PBL begins with a problem . . . a different kind
of problem
• Major League Baseball (MLB) is looking to sell the
Montreal Expos, which it currently owns. Competitive
bids have been submitted by two Mexican cities, Mexico
City and Monterrey. Prior to making a decision, MLB has
asked your consulting firm to evaluate the effect that
altitude would have on a fly ball in these two baseball
stadiums . . .
PBL Clearinghouse “What a Drag!,” by Ed Nowak

9. PBL Contrasted with Subject-Based Learning
START
Apply it while Problem-posed
solving problem
Learn what we Identify what we
need to know need to know
From Smith et al., 2005. Pedagogies of engagement: Classroom-based
practices. J. Engineering Education, January 2005. 87-101.

10. PBL is based on the Learning Cycle
Students apply Problem posed
concepts in their
solution
Learning issues
identified
Students construct
understanding of issues

11. Learning cycles enhance retention
explore  invent  apply
EIA = Explore, Invent, Apply
IVP = Inform, Verify, Practice
EAI = Explore, Apply, Invent
J. Chem. Educ. 2011, 88, 1020–1025

12. PBL: The Process
Resolution of Problem; Presentation of Problem
(How did we do?)
Organize ideas and
Integrate new Next stage of
the problem prior knowledge
Information; (What do we know?)
Refine questions
Pose questions (What do
Reconvene, report
we need to know?)
on research;
Research questions; Assign responsibility
summarize; for questions; discuss
analyze findings resources

13. But I have to cover content…

14. Balancing Course Objectives
Tackle hard decisions about course content
• What content is essential?
• What is needed in subsequent courses?
• What knowledge is lasting?
Don’t overlook process skills
•Which skills are most important to your goals?
•Can content and process go hand-in-hand?
Learning Content Developing Process Skills

15. Typical Medical School PBL Problem:
High Degree of Authenticity
Patient arrives at hospital, ER, physician’s office
presenting with symptoms X, Y, Z
What questions should you ask?
What tests should you order?
Physician interviews patient, receives results of
tests
Differential diagnosis
Preferred therapy

16. The Rule of 72
Bill is working at a financial services firm as a summer
intern. Stan, the area director, calls him into his office.
Stan: One of our analysts is using the Rule of 72 to give
predictions to our customers on how fast their money would
grow. I’m concerned that this could get us in trouble. I’d like
your recommendation on whether or not we should continue
to use the rule to give estimates to our clients. Have your
recommendations on my desk tomorrow.
Bill: Um, sure….
Mark A. Serva, University of Delaware

17. PBL Models for Undergraduate Courses
Medical School Model
Small class, one instructor to 8-10 students
Floating Facilitator Model
Small to medium class, one instructor, up to
~75 students
Peer Facilitator Model
Small to large class, one instructor and
several peer facilitators
Large Class Models
Floating facilitator and hybrid PBL/other
activities

18. Advanced Undergraduates as Peer Facilitators
• Help monitor group progress and
dynamics
• Serve as role models for novice learners
• Instructor works with facilitators behind
the scenes

19. “Hybrid” PBL
Non-exclusive use of problem-driven learning in a
class
May include separate lecture segments or other
active-learning components
Floating or peer facilitator models common

20. General Chemistry: Hybrid Model Example
Problem-based group work 40%
Lecture/whole-class discussion 50%
Demonstrations 7%
Other (Exam, lab review) 3%
Source: Susan Groh, Ph. D., Department of Chemistry & Biochemistry,
University of Delaware

21. So what does the teacher do?

22. A Typical Day in an Undergraduate PBL Course

23. Instructor roles
• Establish learning goals
• Create great problems
• Keep teams on track
• Present information as needed
• Evaluate outcomes
• Encourage reflective learning and transfer

24. What Makes a Good PBL Problem?
• Well-formed learning objectives for content and process
• The need for a solution, decision, or recommendation
• A “hook” or human scenario
• Good prompting questions (“What do we know?” “What
do we need to know?”)
• Need for research
• Thoughtful staging/selective disclosure
• Summative and formative assessment

25. Technologies for Haiti Relief
• Problem: Propose a technology to address
pressing issues in Haiti post-earthquake
• Research: Students research situation in Haiti
and available technologies (shelter, clean water,
construction, communication)
• Deliverables: Proposal, progress report,
technical briefing, document for wider audience,
presentation
Steve Bernhardt, Technical Writing, UD

26. PBL supports communication skills
• Discussion to define, analyze, evaluate
• Writing to set rules, assign tasks, manage team
• Reading to learn what is needed
• Speaking and writing to present findings,
solutions, recommendations
• Writing and discussing to evaluate and reflect

27. Can we assess teamwork and problem solving?

28. Assessment in PBL
• Evaluate knowledge, skills, behaviors, and
applied learning
• Use both formative feedback and summative
evaluation
• Assess performance and deliverables
• Use self and peer evaluation
• Assess both teamwork and individual learning

29. Common Features of PBL
• Learning is initiated by a problem.
• Problems are based on complex, real-world situations.
• All information needed to solve problem is not given
initially.
• Students identify, find and use appropriate resources.
• Students work in permanent groups.
• Learning is active, integrated, cumulative and connected.

30. Course Transformation: A Balancing Act
Learning
Classroom Control Objectives
Course Format
Assessment
Problem Design

31. Interested in learning more?
• Google PBL@UD
• Visit and register for the PBL Clearinghouse
• Find a colleague who wants to collaborate
• Try a low stakes problem to get started on a unit
• Watch for workshops
• Ask me! sab@udel.edu

32. PBL: The Process
Resolution of Problem; Presentation of Problem
(How did we do?)
Organize ideas and
Integrate new Next stage of
the problem prior knowledge
Information; (What do we know?)
Refine questions
Pose questions (What do
Reconvene, report
we need to know?)
on research;
Research questions; Assign responsibility
summarize; for questions; discuss
analyze findings resources

33. Assessing PBL
• Group problem on exams • Preparation of concept
(in class or take home) maps
• Grade product from PBL • Authentic reports to outside
problem “authority”
• Ask questions related to • Student construction or
PBL problem on exam critique of rubrics
• Tasks integrating • Student construction or
communication, thinking critique of problems
skills with content • Evaluation of group process
• IF-AT scratch-off forms ( and individual
http://www.epsteineducation.com/home/about/default.aspx )
contributions (by group and
instructor)
Many traditional assessment tools are still appropriate in PBL.