This document discusses problem-based learning strategies. It begins by outlining different pedagogical methods like traditional teaching, student-centered learning, and problem-based learning. It then defines problem-based learning as a student-centered, inquiry-based method where students learn through reflection, reasoning, and problem-solving to address real-world problems. The document outlines the process of problem-based learning and skills it develops in students like critical thinking and independent learning. It provides characteristics of good problems and advantages of using problem-based learning for both students and teachers. Finally, it discusses the role of instructors in facilitating the learning process and some potential limitations.

1. Problem Based
Learning
Strategies
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2. Why Teach?
 To impart knowledge & skills
 To share ideas and concepts
 To encourage, motivate and inspire
 To promote critical & creative thinking
 To create autonomous learners
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TEACH TODAY
to CHANGE
TOMORROW

3. Different Pedagogies
Traditional Methods
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Teach Memorize Assess
Modern Methods
Student-Centered Learning
Collaborative Learning
Project-Based Learning
Inquiry-Based Learning
Anchored Instruction
Self-Directed Learning
Problem Based Learning

4. Icebreaker
 Reflect
What ails the police stations in the state today?
 Pair
 Share with each other (2+2 minutes)
 Share with class
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5. What is a Problem?
You have a fever.
Is that a disease or symptom?
Your office is messy.
Is that the problem?
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6. Why and Who?
Should we solve problems?
Who should solve problems?
Why should students solve
them?
Can problem solving be taught?
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7. Solving Problems
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8. What is PBL?
A student-centred, inquiry-based learning method
in which students are stimulated to learn to learn
through
reflection and reasoning,
problem solving techniques,
self-directed learning (SDL) strategies,
team participation skills
to solve real world, open-ended problems.
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9. Process of PBL
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Solve the problem
Report findings
Develop an action plan
(consider options, plan events)
List possible solutions and
choose the best option
Determine & gather
what is needed
List what you
know
Brainstorm
and
analyze

10. Skills Developed in PBL
 to think critically
 to analyse and solve real-world problems
 to find, evaluate, and use appropriate
learning resources, knowledge and skills
 to work cooperatively in teams
 to learn effective communication skills
 to become independent learners
 to hold leadership roles
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11. Good PBL Problems
 motivate to explore comprehension of concepts
 incorporate the content objectives
 connect to previous courses / knowledge
 suit the level of complexity
 lend to collaborative learning, reasoned discussion
 open-ended and engaging
 from a variety of sources: newspapers, magazines,
journals, books, textbooks, and television / movies
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12. Characteristics of PBL
• Authentic problems drive the curriculum
• Problems do not test skills, but develop skills
(communication, problem-solving, responsibility, shared learning)
• Problems are fuzzy
• No fixed formula - dynamic process, multiple
possible solutions
• Self directed students - teachers facilitate
• Authentic, seamless, performance based
assessment
• Small groups, specific roles
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13. Advantages to Students
Builds communication skills
Reinforces interpersonal and leadership skills
Augments empowered self-learning
Improves problem solving, critical thinking skills
Nurtures research skills
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Motivation to solve problems
becomes motivation to learn

14. Advantages for Teachers
Teaching becomes exciting
Enriches the teacher-student relationship
Augments student-centred learning
Connects disciplinary knowledge to real world
Heightens in-depth comprehension
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15. Limitations of PBL
Time-consuming
Information overload
Resource intensive
(more staff, more space, more facilities)
Inspirational role of instructor limited
Needs attitudinal, structural changes
Grading students is difficult
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16. Role of Instructor
• Support, guide, and monitor the learning process
(Refrain from spoon feeding. Become a “guide on the side,’ not a
“source of solutions” or a “sage on the stage”)
• Hold brainstorming sessions, allow alternative views
• Anchor all learning to ill-structured, authentic problems
• Promote peer feedback, assess authentically
• Enable learner ownership for the overall problem
• Redesign learning environment
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17. Discuss
 Is it a problem/task?
 Is it meaningful and interesting?
 Is it related to real-life?
 Does it involve collaboration and
communication?
 Is finding a solution a priority?
 Does it allow multiple solutions?
Can the outcome be assessed?
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18. Problem Solving Activities
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 Have you had any professional problems?
 Identify the most pressing one of them.
 Discuss in groups, invite solutions, choose the best
 Share your ideas. What is the best solution? Why?
 Review language use
(you could, you should, you may, you need to, why
don’t you?, this worked for me, try this)
I have a professional problem, what should I do?

19. Question
s
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20. Thanks
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lionnagaraju@gmail.com