PBL is a student-centered pedagogy where students learn through the experience of problem solving. In PBL, students work in collaborative groups to solve an ill-structured problem. The teacher facilitates the process, while students determine what they need to learn in order to solve the problem. This allows students to actively develop problem-solving strategies, disciplinary knowledge, and skills. PBL shifts the teacher's role to a coach and places students in an active role as problem-solvers. It uses complex, real-world problems to motivate students to identify and research learning issues in order to find solutions.

1. Problem Based Learning
(PBL)
Submitted by (Team 1)
Mr. Vinay Kumar
Dr. Anukul Pandey
Dr. Harikesh
Mr. Kaustubh Ranjan Singh
Ms. Lavi Tanwar
Mr. Varun Sangwan

2. Scientific Habits of the Mind
● Reasoned use of evidence
● Verifiable data, testing, proof, prediction
● Curiosity, skepticism, open to new ideas
● Computational and estimation skills
● Ability to observe, measure
● Make connections, apply to new situations
● Communicate!
“Science is knowledge not of things, but of their
relations.” Henri Poincare

3. What is PBL
• Any learning environment in which the problem drives
the learning”. (Woods, 2005)
• In PBL groups 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

4. What is PBL
• Student-centered; faculty facilitated
• Inquiry training; methodology to teach students about
clinical cases, either real or hypothetical
• Going beyond content
• Involvement + Experience = Understanding, Ownership and
Long-term Retention

5. What does PBL do?
PBL simultaneously develops problem
solving strategies, disciplinary knowledge bases, and
skills.
How does PBL do it?
By placing students in the active role of
problem solvers confronted with a (purposefully) ill-
structured problem which mirrors real-world
problems.

6. Problem-based learning has as its organizing center
the ill-structured problem which
● is messy and complex in nature
● requires inquiry, information-gathering, and
reflection
● is changing and tentative
● has no simple, fixed, formulaic, "right" solution

7. PBL and other instructional approaches

8. PBL Consists of Two Complementary Inter-related Processes
Curriculum Design
● Teachers design an ill-structured problem based on desired curriculum outcomes, learner
characteristics, and compelling, problematic situations from the real world
● Teachers develop a sketch or template of teaching and learning events in anticipation of
students learning needs
● Teachers investigate the range of resources essential to the problem and arrange for their
availability
Cognitive Coaching
● Students actively define problems and construct potential solutions
● Teachers model, coach, and fade in supporting and making explicit students' learning processes

9. Problem-Based Learning causes a shift in roles...
Teacher as coach
Student as active
problem-solver
Problem as initial challenge
and motivation
Models/coaches/fades in:
•Asking about thinking
•Monitoring learning
•Probing/ challenging
students' thinking
•Keeping students
involved
•Monitoring/ adjusting
levels of challenge
•Managing group
dynamics
•Keeping process moving
Student as active
problem-solver:
•Active participant
•Engaged
•Constructing
meaning
Problem as initial challenge and
motivation to attention:
•Ill-structured
•Appeals to human desire for
resolution/ stasis/harmony
•Sets up need for and context of
learning which follows

10. Features of a PBL Problem
1. introduction,
2. content,
3. learning objectives,
4. resources,
5. expected outcome,
6. guiding questions,
7. assessment exercises,
8. and time frame.
The students must be guided to reach both the objectives
involved in solving the problem and the objectives related to the
process.

11. Steps for PBL method design and implementation
1.Problem creation
2.Problem understanding
3.Individual knowledge building
4.Validating the knowledge
5. Self evaluation

12. ill Structured Problem Example
For an amplifier designed using BJTs, it is observed that the gain is significantly smaller
than expected, and the circuit behaves differently in different countries. Detect the causes
and suggest possible solutions.

13. Creating An Appropriate Problem
• Choosing a relevant problem,
• Ensuring that the problem's coverage includes both the big idea
and basic skills, and
• Ensuring the problem's complexity mimics real-life problems.

14. Design Considerations
1. How should PBL be incorporated into the curriculum?
2. What problems should be used and how should they be
presented?
3. What are the instructional goals?
4. How should small groups be formed?
5. How much should each problem be pre-structured?
6. How to evaluate the program and the students?
7. What resources should be available?
8. How to prepare students and faculty for PBL? (Bridges,
1992).

15. Guidelines for Problems
1. common situation to serve as a prototype for other
situations,
2. significant,
3. prevention is possible,
4. interdisciplinary,
5. cover objectives,
6. task oriented,
7. and complex enough to incorporate prior knowledge
(Albanese & Mitchell, 1993).

16. 1. Assessment of problem based learning; students and classes
1.Written/Practical examinations
2.Concept maps
3.Peer/Self/Tutor assessment
4.Oral Presentations
5.Reports
2. Assessing the value of a problem based learning curriculum
1.Attitudes
2.Basic knowledge
3.Reasoning and problem solving skills
4.Team work
Assessment of PBL

17. One must reconsider what students really need to learn and the environment in which they learn. Much of
the enthusiasm for the problem-based approach to learning comes from instructors who feel revitalized by
the creative energy it releases.
Hal White, “ Creating Problems' for PBL"