This document discusses Problem Based Learning (PBL), an instructional approach where students learn through solving open-ended problems. It begins with a brief history of PBL starting in medical schools in the early 20th century. The core features of PBL are described, including dividing students into small groups, presenting problems for them to solve, and having them engage in self-directed learning to address problems. The roles of students and teachers are also outlined. Some advantages include improved retention and development of lifelong learning skills, while disadvantages include the time required. Assessment focuses on knowledge, skills, and dispositions gained from PBL. The document concludes that although time-consuming, PBL is effective for keeping students engaged and supporting lifelong learning.
Problem-based learning (PBL) is a student-centered pedagogy in which students learn about a subject through the experience of solving an open-ended problem found in trigger material.PBL enables the students to consolidate their knowledge , stimulate their creativity , critical thinking and communication and problem solving skills.
Problem based learning: Principles and Practice for Healthcare practitionersgrace lindsay
This presentation is prepared for qualified nurses to provide an overview of problem based learning with examples of how they may use this approach in their teaching
An introduction to PBL. Slide presentation used during a workshop involving lecturers from Civil & Environmental Engineering, Universiti Tun Hussein Onn Malaysia. 4th & 5th September 2012.
Problem-based learning (PBL) is a student-centered pedagogy in which students learn about a subject through the experience of solving an open-ended problem found in trigger material.PBL enables the students to consolidate their knowledge , stimulate their creativity , critical thinking and communication and problem solving skills.
Problem based learning: Principles and Practice for Healthcare practitionersgrace lindsay
This presentation is prepared for qualified nurses to provide an overview of problem based learning with examples of how they may use this approach in their teaching
An introduction to PBL. Slide presentation used during a workshop involving lecturers from Civil & Environmental Engineering, Universiti Tun Hussein Onn Malaysia. 4th & 5th September 2012.
5 Reasons Why Problem Based Learning Is an Effective Teaching Method SlideShop.com
The Problem-Based Learning (PBL) teaching method supports the Chinese proverb, "Give a man a fish and you feed him for a day. Teach a man to fish and you feed him for a lifetime."
We came up with a Slideshare presentation why this method is more effectiving in the classroom. Hope this inspires teachers to enhance the problem solving skills of their students.
More themed slides: https://slideshop.com/Themed-Slides
Problem-based Learning: PBL is any learning environment in which the problem drives the learning. That is, before students learn some knowledge they are given a problem. The problem is posed so that the students discover that they need to learn some new knowledge before they can solve the problem. Some example problem-based learning environments include:
•research projects
•engineering design projects that are more than a synthesis of previously learned knowledge
Problem based learning (or PBL) is a student-centered pedagogical theory of classroom learning where small group of students study (and discuss) complex problems, and work together to formulate suitable solutions to cases.
MEMORY LEVEL OF TEACHING -HERBARTIAN APPROACHBeulahJayarani
It discuss about memory level of teaching - Herbartian approach in details. It explains the types of level of teaching, JOHANN FRIEDRICH HERBART - SIX STEPS OF HERBARTIANS ARE……1. Focus 2. Syntax - 3. Social system & support system in detail
5 Reasons Why Problem Based Learning Is an Effective Teaching Method SlideShop.com
The Problem-Based Learning (PBL) teaching method supports the Chinese proverb, "Give a man a fish and you feed him for a day. Teach a man to fish and you feed him for a lifetime."
We came up with a Slideshare presentation why this method is more effectiving in the classroom. Hope this inspires teachers to enhance the problem solving skills of their students.
More themed slides: https://slideshop.com/Themed-Slides
Problem-based Learning: PBL is any learning environment in which the problem drives the learning. That is, before students learn some knowledge they are given a problem. The problem is posed so that the students discover that they need to learn some new knowledge before they can solve the problem. Some example problem-based learning environments include:
•research projects
•engineering design projects that are more than a synthesis of previously learned knowledge
Problem based learning (or PBL) is a student-centered pedagogical theory of classroom learning where small group of students study (and discuss) complex problems, and work together to formulate suitable solutions to cases.
MEMORY LEVEL OF TEACHING -HERBARTIAN APPROACHBeulahJayarani
It discuss about memory level of teaching - Herbartian approach in details. It explains the types of level of teaching, JOHANN FRIEDRICH HERBART - SIX STEPS OF HERBARTIANS ARE……1. Focus 2. Syntax - 3. Social system & support system in detail
Problem based learning, A teaching strategySusmita Halder
Problem Based Learning or PBL is a self directed process of learning which enables students to learn from real life experiences and enhances their problem solving skills under guidance of teacher as the facilitator.
Bibliography-
• Kaur Sodhi Jaspreet, Comprehensive Textbook of Nursing Education, 1st ed. New Delhi, India :Jaypee Brothers Medical Publishers (P) Ltd.; 2017, Page No.- 70
• R Promila, Nursing Communication and Educational Technology, 1st ed. New Delhi, India :Jaypee Brothers Medical Publishers (P) Ltd.; 2010, Page No.- 270
• Suresh S. Communication and educational technology in nursing. 2nd ed. New Delhi, India: Elsevier; 2016., Page No.- 272-276
The problem based learning was developed in the university of McMaster, Canada, in 1976.
It emphasizes on the problem as the starting point for the acquisition and integration of new knowledge. This enables the students to earn critical thinking and problem solving skills, which are essential to nursing practice.
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The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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1. Problem Based Learning
by
Ijaz Ahmad
PhD Student
Reg#:136-FSS/ Ph.D. Edu/F17
To
Prof. Dr. Samina Malik
DEPARTMENT OF EDUCATION
INTERNATIONAL ISLAMIC UNIVERSITY ISLAMABAD
Problem Based Learning
2. Plan of talk
•History of PBL
•What is PBL?
•Basic steps in PBL
•Generic Skills and Attitudes
•Teacher Role in PBL
•Advantages and disadvantages of PBL
•Assessment of PBL
•PBL and Teacher Education
Problem Based Learning
3. History of PBL
Started in medical school
◦1913, Sir William Ossler (concerning the education of
medical students) “ too great a reliance on lectures and on
students’ capability of memorising a growing number of items
of knowledge.”
◦1960’s PBL introduced in Canadian medical school
(McMaster University Faculty of Health Sciences in Canada)
◦1970’s many USA and worldwide medical schools adopted
PBL
◦1990’s introduced into medical schools in UK by Manchester,
Glasgow and Liverpool universities
Problem Based Learning
4. Problem Based Learning?
An instructional student-centered approach which uses
carefully constructed clinical problems as a context for
students to:
Apply knowledge and skills to develop a solution to a
defined problem (Howard, 2002).
Problem Based Learning
5. Cont.
In Problem Based Learning (PBL), small groups of students are
presented with contextual situations and asked to define the problem,
decide what skills and resources are necessary to investigate the
problem and then pose possible solutions (Duch, Groh & Allen, 2001).
PBL courses start with the problems rather than with exposition of
disciplinary knowledge.
Problem Based Learning
6. Objectives of the PBL Process
Knowledge
◦ Theoretical
◦ Clinical
Skills
◦ Scientific reasoning
◦ Critical appraisal,
◦ Information literacy
◦ Self directed, lifelong learning
Attitudes
◦ value of teamwork
◦ interpersonal skills
◦ the importance of psycho-social issues
Problem Based Learning
7. Basic Steps in PBL
Students divided into groups < 8
Real problem is presented and discussed
Students identify
◦ What is known in relation to the problem
◦ What information is needed
◦ What strategies or next steps to take in order to “learn” the
information/knowledge/skills needed
Individuals research different issues, gather resources
Problem Based Learning
8. Cont.
Resources evaluated in group and new
information/knowledge/skills are shared/taught to rest of the group
Cycle repeats until students feel that problem has been framed
adequately and all issues have been addressed
Possible actions, recommendations, solutions or hypotheses are
generated
Tutor/groups conduct peer/self assessments
Problem Based Learning
9. The Seven Step Model (Wood, 2003)
Step 1: Identify and clarify unfamiliar terms presented in the scenario,
(allocate a scribe and a chairperson, define rules)
Step 2: Define the problem or problems to be discussed;
Step 3: Ideas storming session to discuss the problem(s),
Step 4: Review steps 2 and 3 and arrange explanations into tentative solutions;
Step 5: Formulate learning objectives;
Step 6: Private study (all students gather information related to each learning
objective)
Step 7: Reconvene (meet again)- Group shares results of private study
Problem Based Learning
10. Generic Skills and Attitudes
Teamwork
Chairing a group
Listening
Recording
Cooperation
Respect for colleagues’ views
Critical evaluation of literature
Self directed learning and use of resources
Presentation skills
Problem Based Learning
12. Good PBL Student
Prompt and present for all sessions
A knowledge of the PBL process
Commitment to self/student directed learning
Active participation in discussion and critical thinking
whilst contributing to a friendly non-threatening
environment
Willingness to make constructive evaluation of self, group
and teacher
Problem Based Learning
14. The Teacher as Facilitator
The facilitator’s role is to prompt, guide and question, when
necessary, to ensure that predetermined learning issues are identified,
researched and discussed.
Open-ended questions should be used to foster student
metacognitive growth.
A wait-time is essential to allow the student to process the
information and formulate their ideas – they should not be rushed.
Never identify issues or state an opinion while students are framing
the problems
Problem Based Learning
15. Good PBL Facilitator
A knowledge of the PBL process
Commitment to student directed learning
Ability to generate a non-threatening environment whilst still acting
to promote discussion and critical thinking
An ability to facilitate and not teach.
Willingness to make constructive evaluation of student and group
performance
Problem Based Learning
16. Greater retention and recall of knowledge
Development of life-long learning skills
◦ How to research
◦ How to communicate in groups
◦ How to handle problems
Learning environment that enhances critical thinking and
problem solving skills
Advantages of PBL
Problem Based Learning
17. Advantages Cont.
Greatest strength of PBL is:
◦ Increased motivation
◦ Increased student satisfaction
◦ Increased Student-student interaction
◦ Increased Student-instructor interaction
Problem Based Learning
18. Advantages Cont.
Learning environment that is
◦ Active
◦ Cooperative
◦ Self & peer assessed
◦ Student centered
Learning environment that provides
◦ Prompt feedback
◦ Opportunities to allow for a variety of levels of learning
Problem Based Learning
19. Disdvantages of PBL
Tutors who can’t “teach”
Information overload
Time-consuming
Requires significant pre-planning and development of
◦ Authentic problems, cases, situations
◦ Resources available for students
◦ Literature
◦ Resource people
◦ Professionals in the field
Problem Based Learning
20. Assessment of PBL
Knowledge
Interrelationships among facts,
concepts
(Rational understanding)
Unit products
Written/oral responses
Traditional tests
Rubrics
SOLO taxonomy
Scoring guides
Skills
Critical thinking
Creative thinking
Effective collaboration
Versatile communication
Unit products and/or
performances
Written/oral responses
Observation
Self-ratings
Peer ratings
SOLO taxonomy
Rubrics
Self-reports
Likert scales
Dispositions (Characteristics)
Intentional learning
Problem logs (record)
Observation
Content analysis
Rubrics
To Assess Product Method
By using multiple means to measure acquisition of knowledge, skills, and dispositions
Problem Based Learning
21. PBL and Teacher Education
To model PBL as an approach that can be used in teacher Education
MODEL > COACH > FADE
Collins, Brown, & Newman, (1989) provides the theoretical basis for
PBL approach to be used in classes.
“First, we model the use of PBL by using it.
Next, we coach students (teachers trainees) as they develop their own
PBL units to use with their students.
Last, with each unit students develop we lend less direct assistance, i.e.,
we fade instruction”
Problem Based Learning
22. Conclusion
◦Although PBL is a time consuming approach
and required prior planning and hard to
implement still it is different and wonderful in
the sense that it helps the students to improve
their knowledge (theoretical and clinical) and
skills. Further its self directed mode keep the
students more engaged and motivated, which
help them in lifelong learning.
23. Howard, J. (2002). Technology-enhanced project-based learning in teacher education: Addressing the goals of transfer.
Journal of Technology and Teacher Education, 10(3), 343-364
Duch,B., Gron,S., Allen,D. (2001) The Power of Problem Based Learning. Stylus Publishing
Collins, A., Brown, J. S., & Newman, S. (1989). Cognitive apprenticeship: Teaching the craft of reading, writing, and
mathematics. In L. Resnick (Ed.), Knowing, learning and instruction: Essays in honor of Robert Glaser (pp.453-494).
Hillsdale, NJ: Erlbaum
Wood, D.F. (2003) ‘ABC of learning and teaching in medicine: Problem based learning’ British Medical Journal 326: 328-330
Problem Based Learning
Problem Based Learning: The process of acquiring new knowledge based on recognition of a need to learn
Problem Solving: Arriving at decisions based on prior knowledge and reasoning
Role of the teacher in PBL:
Teachers are seen as the “facilitator” and are key to these learning environments
Teachers always asked open ended question in PBL to increase students meta cognition
Allow the students to take time in order to understand the problem