Problem-based learning (PBL) is an instructional approach that uses real-world problems as a context for students to learn critical thinking and problem solving skills. It involves small student groups working together to seek solutions to complex problems. The teacher takes on the role of facilitator rather than lecturer. Key aspects of PBL include students taking responsibility for their own learning, collaboration in small groups, and self-directed learning between classroom sessions. PBL aims to help students develop skills like information literacy, critical thinking, self-directed learning and teamwork. It has been adopted in various educational settings like medical schools to improve learning outcomes.
Inquiry Approach and Problem Solving Method.pptxshesubaru
Inquiry Approach
What is the Inquiry Approach?
The steps in the Inquiry Approach
Instructional Characteristics of Inquiry Approach
Outcomes of Inquiry Teaching
How to Facilitate Inquiry Teaching
Problem Solving Method
Advantages of Problem Solving Method
Guidelines for Its Effective Use of Problem Solving Method
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
Inquiry Approach and Problem Solving Method.pptxshesubaru
Inquiry Approach
What is the Inquiry Approach?
The steps in the Inquiry Approach
Instructional Characteristics of Inquiry Approach
Outcomes of Inquiry Teaching
How to Facilitate Inquiry Teaching
Problem Solving Method
Advantages of Problem Solving Method
Guidelines for Its Effective Use of Problem Solving Method
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
Keys to Student-Centered Learning (Creating a Student-Centered Learning Climate)Simple ABbieC
Keys to Student-Centered Learning
(Creating a Student-Centered Learning Climate)
- Setting high social and academic expectations
- Creating school environments focused on the needs of the learner
it is designed to help the students acquire an understanding of the principles and methods of communication and teaching. It helps to develop skill in communicating effectively, maintaining effective interpersonal relations, teaching individuals and groups in clinical, community health and educational settings
Less is More Teaching Philosophy (less traditional teaching and more active learning, more integration of technology, less paper works). 5 best practices in teaching and learning (know your learner, learn by sharing, teach how to learn, feedback is good and stay connected)
Despite efforts to help beginning teachers succeed, many still experience problems, ranging from feelings of isolation to lack of support from experienced teachers and supervisors.
Ways to help beginning teachers succeed include providing professional development geared specifically toward the needs of beginning teachers; peer coaching or mentoring; easing up on the assignment of extra class duties during the first year of service; and engaging beginning teachers in a reflective practice approach.
Remember the beginning of the school year is a critical ingredient of a wellness classroom.
Classroom management is one of the most feared parts of teaching for new teachers.
The slides shows some techniques or methods that would help new teachers to maintain control in the classroom.
Keys to Student-Centered Learning (Creating a Student-Centered Learning Climate)Simple ABbieC
Keys to Student-Centered Learning
(Creating a Student-Centered Learning Climate)
- Setting high social and academic expectations
- Creating school environments focused on the needs of the learner
it is designed to help the students acquire an understanding of the principles and methods of communication and teaching. It helps to develop skill in communicating effectively, maintaining effective interpersonal relations, teaching individuals and groups in clinical, community health and educational settings
Less is More Teaching Philosophy (less traditional teaching and more active learning, more integration of technology, less paper works). 5 best practices in teaching and learning (know your learner, learn by sharing, teach how to learn, feedback is good and stay connected)
Despite efforts to help beginning teachers succeed, many still experience problems, ranging from feelings of isolation to lack of support from experienced teachers and supervisors.
Ways to help beginning teachers succeed include providing professional development geared specifically toward the needs of beginning teachers; peer coaching or mentoring; easing up on the assignment of extra class duties during the first year of service; and engaging beginning teachers in a reflective practice approach.
Remember the beginning of the school year is a critical ingredient of a wellness classroom.
Classroom management is one of the most feared parts of teaching for new teachers.
The slides shows some techniques or methods that would help new teachers to maintain control in the classroom.
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.
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.
Problem-based learning
active learning style.
What is Problem-based learning( Pbl) ?
A learning method based on the principle of using problems as a starting point for the acquisition and integration of new knowledge.” Defined by H.S. Barrows (1982)
And as we defined it in" instructional technology" course it is a teaching and learning strategy that encourages students to take responsibility for their own learning and to develop competency in a number of skills including communication, collaboration and problem-solving. PBL requires you, the student, to become an active learner.
Characteristics of PBL:
1. Learning is student centered.
- Students as solver problem.
2. Learning occurs in small student groups.
- but each group member is also responsible for independent research.
3. Teachers are facilitators or guides not teach.
- Teacher as Cognitive Coach
4. Problems are a means to develop problem-solving skills.
5. Get new information from Self-learning.
Process of PBL:
- Students confront real world problems to get solutions for it.
- In groups, students organize prior knowledge, discuss what is known and attempt to identify the nature of the problem.
- Students pose questions about what they do not understand.
- Students design a plan to solve the problem and identify the resources they need.
- Students begin to gather information as they work to solve the problem and brainstorm their ideas.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
3. 3
Curriculum change - Why?
Too much information - too little time
The need to foster the skills for self-
directed life-long learning
4. 4
Definition
Problem-based learning (PBL) is a total approach
to education began at McMaster University
Medical School over 25 years ago.
Dr. Howard Barrows and Ann Kelson of Southern
Illinois University School of Medicine have
defined PBL as:
5. 6
Role Changes
In problem-based learning, the traditional
teacher and student roles change. The
students assume increasing responsibility for
their learning, giving them more motivation
and more feelings of accomplishment, setting
the pattern for them to become successful
life-long learners. The faculty in turn become
resources, tutors, and evaluators, guiding the
students in their problem solving efforts.
6. 7
Problem-solving v.s. PBL
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
7. 8
Principles Behind PBL
Understanding is built through what we
experience
Meaning is created from efforts to answer our own
questions and solve our own problems
We should appeal to students’ natural instincts to
investigate and create
Student-centered strategies build critical thinking
and reasoning skills and further their creativity
and independence
8. 9
History on PBL
1916--John Dewey’s progressive movement belief that
teachers should teach by appealing to students natural
instincts to investigate and create.
1980--Howard Burrows, a physician and medical
educator, started using this approach to help medical
students better diagnose new illnesses
1985-High schools and Colleges start using this
approach
1990-1991, Schools began developing PBL movements
to improve student performance in science and other
disciplines
9. 10
Characteristics of PBL
Learning is student centered.
Learning occurs in small student groups.
Teachers are facilitators or guides.
Problems form the organizing focus and
stimulus for learning.
Problems are a vehicle for the development
of clinical problem-solving skills.
New information is acquired through self-
directed learning.
10. 11
Characteristics of PBL
Shifts away from short, isolated teacher
centered lessons
Creates long term, interdisciplinary student
centered Lessons
Integrates real world issues and practices
Teaches students to apply what they have
learned in university to life-long endeavors
13. 14
Objectives of the PBL process
Knowledge - basic and clinical content in
context
Skills - scientific reasoning, critical appraisal,
information literacy, the skills of self-directed,
life-long learning
Attitudes - value of teamwork, interpersonal
skills, the importance of psychosocial issues
To develop:
15. 16
Process of PBL
Students confront a problem.
In groups, students organize prior knowledge
and attempt to identify the nature of the
problem.
Students pose questions about what they do
not understand.
Students design a plan to solve the problem
and identify the resources they need.
Students begin to gather information as they
work to solve the problem.
16. 17
Characteristics of the PBL
process
Usually based on clinical cases, relevant
Cases are characterized by “progressive
disclosure”
Students come in “cold” to the first tutorial
Students determine the learning issues
Sessions are open-ended to allow learning in
the interval
The tutor is a facilitator and not necessarily an
“expert”, except in the process
19. 20
“A Typical Case”
Mrs. Paula Embledon is a 78 year old
woman who has come to the emergency
room complaining of shortness of breath and
pain in her chest. She had been in relatively
good health until three weeks previously,
when she sprained.....
20. 21
“A Typical Case”
Opening Scenario
History of present illness
Past history, family history, social context
Physical examination
Investigations
Management
Sequel
Each step may lead
back to a previous
step, as well as
leading to the next
step
21. 22
Characteristics of PBL Cases
1. Relevant, realistic, logical
2. Not too complex
3. Cases are characterized by
“progressive disclosure”
4. Story unfolds, step-by-step
5. Narrative provokes discussion leading
to next step
22. 23
Characteristics of PBL Cases
1. Enough issues for in-depth study between
sessions
2. Not too many distractors or red herrings
3. Avoid overlap with other sessions
4. Try to introduce unanticipated issues in
second session
5. Confine third session to discussion and
wrap-up - no new issues
23. 24
“Progressive Disclosure”
To allow discussion before leading into
the next paragraph, page or session
Assumes students have knowledge to
proceed – if not, make it a learning issue
May involve “cue” statements
“You ask a few more questions…”
“You order some investigations.”
“She says her sister died young.”
24. 25
“Progressive Disclosure”
-Session Breaks -
At the end of the first and the second
sessions
Leaves students with enough to work on
- issues essential for all, individual
issues
Reading between sessions should lead
naturally to the next - e.g., leading to a
differential diagnosis while the next
session presents new data
25. 26
PBL cases are open-ended and
the process is iterative
2-3
Hr.
Case 1 Case 2
Case 1
Case 1
Case 1 Case 2
Case 2
Case 2
Wk1 Wk2 Wk3 Wk4 Wk5
Most programs schedule 1 case over 3 sessions,
one or two sessions a week
Some do 2-3 sessions a week - “Case of the Week”
Case 3
Intro,
Review
Process
29. 30
Student PBL Workshop Task
(normally 45 minutes)
Read the case
What do you know about this scenario?
What do you need to know?
Discuss & list learning issues
Discuss & list potential sources of
information
Organize who (theoretically) will do what
Evaluate how you performed as a group
30. 31
Mr. John Appleseed
You are a family practitioner in a small town north of
Ottawa. Mr. Appleseed is a 38 y.o. white male who
comes complaining of a painful swelling in the palm of
his right hand. About 4 days ago he was clearing brush
behind the barn and pricked his hand on a thorn. The
thorn entered about 1 and half inches. There was very
little blood and he thought it was OK until yesterday. He
tells you he last had a tetanus shot 11 years ago.
You examine his hand. It is red, swollen and inflamed.
He is tender along his inner forearm and there is a
tender swelling in his axilla.
Otherwise his physical exam is normal.
31. 32
PBL Process
IDEAS
“What we think”
Identify Problem
Generate Ideas
Organize/Prioritize Ideas
Derive Learning Needs
New Facts
Test Ideas
LEARNING NEEDS
“What we need to know”
FACTS
“What we know
Learning Resources New Ideas
Revise Ideas
Reevaluate the Problem
35. 36
Characteristics of a good
PBL tutor
A knowledge of the process of PBL
Commitment to student-directed learning
Ability to generate a non-threatening
environment while still acting to promote
discussion and critical thinking
Willingness to make constructive
evaluation of student and group
performance
36. 37
Characteristics of a good PBL
student
Prompt and present for all sessions
A knowledge of the process of PBL
Commitment to self/student-directed learning
Active participation in discussion and critical
thinking while contributing to a friendly,
non-intimidating environment
Willingness to make constructive
evaluation of self, group and tutor
38. 39
The Advantages of PBL
Emphasis on Meaning, Not Facts
– By replacing lectures with discussion forums, faculty
mentoring, and collaborative research, students become
actively engaged in meaningful learning.
Increased Self Direction
– As students pursue solutions to their classroom problem, they
tend to assume increased responsibility for their learning.
Higher Comprehension and Better Skill Development
– Students are able to practice the knowledge and skills in a
functional context, thereby to better imagine what it will be
like using the knowledge and skills on the job .
Interpersonal Skills and Teamwork
– This methodology promotes student interaction and teamwork,
thereby enhancing students' interpersonal skills.
39. 40
Self-Motivated Attitude
– Students think problem based learning is a more interesting,
stimulating, and enjoyable learning method, and that it offers a
more flexible and nurturing way to learn.
Facilitator-Student Relationship
– The aspect faculty liked most is the tutor-student relationship
(Vernon, 1995). Faculty also consider problem based learning a
more nurturing and enjoyable curriculum, and believe the
increased student contact is beneficial to the cognitive growth of
the student (Albanese & Mitchell, 1993).
Level of Learning
– Problem based learning medical students score better than
traditional students with respect to learning skills, problem-
solving, self-evaluation techniques, data gathering, behavioral
science, and their relation to the social-emotional problems of
patients (Albanese & Mitchell, 1993).
41. 42
Problems with PBL in hybrid curricula
Finding enough tutors - 1 for each 6 students
Faculty busy with “traditional” curriculum
The range of topics which can be discussed is
a limiting factor - quality control is difficult
Heavy on library, computer resources, support
Objective evaluation of PBL is difficult
Inherent conflict with lectures - waste of time
43. 44
Factors In Choosing a Model
Class size
Intellectual maturity of students
Student motivation
Course learning objectives
Instructor’s preferences
Availability of peer tutors
44. 45
Medical School Model
Dedicated faculty tutor
Groups of 8-10
Very student-centered
Group discussion is primary class activity
A Good Choice for
Highly motivated, experienced learners
Small, upper-level seminar classes
45. 46
Floating Facilitator Model
Instructor moves from group to group:
– asks questions
– directs discussions
– checks understanding
Group size: 4
More structured format: instructor input into
learning issues and resources
46. 47
Floating Facilitator Model
Class activities besides group discussions:
– groups report out
– whole class discussions
– mini-lectures
A Good Choice for
Less experienced learners
Small to medium-sized classes
47. 48
Peer Tutor Model
Advanced undergraduates serve as tutors
– help monitor group progress and dynamics
– serve as role models for novice learners
– capstone experience for tutor
Group size: 6-8 (dedicated peer tutor)
4 ( if tutor rotates among 2-3 groups)
48. 49
Peer Tutor Model
Tutor training important
– Development of questioning skills
– Group dynamics
– Resource guide
A Good Choice for
Classes of all sizes
50. 51
Large Classes
Floating facilitator or peer tutor models are
the most appropriate
Requires a more teacher-centered,
structured format: instructor directs group
activities
Group size: 4
Numbers advantage in dealing with group
vs. individual papers, projects
52. 53
Three core principles of adult learning
Learners are in control of the learning
process.
Teachers activate learners knowledge
scripts and encourage a process of analysis
and synthesis.
Teachers provide a learning context that is
as similar as possible to that in which
knowledge is eventually applied
53. 54
Building cases mirrors naturalistic learning
When physicians talk about cases several things
happen:
1) A composite case is formed during the discussion
2) These composites are nuanced to practice contexts
3) A diversity of approaches to assessment and
intervention emerges
4) Recognition of this diversity between peers creates a
learning moment.
5) The moment may facilitate accommodation to more
explicit schema
55. 56
The Build-A-Case Process
A learning need is identified
A Build-A-Case group is convened
The “typical case” inquiry is initiated
The case is recorded on flip charts or computer/projector
A consensus on treatment is developed.
Using practice guidelines, a gap analysis is facilitated
Practice gaps are debated
56. 57
6 Basic Steps to Planning and
Implementing PBL
Decide on the project/problem
– content, scope, major goals of project, TEKS or
TAAS objectives
Draft time frame
– Length, due dates, check points, (allow room
for growth and changes in project)
Plan for activities
– Tie these in with the time frame
57. 58
Plan for Assessment
– Rubrics, checklist, etc.
Begin project with student
– discussion, show possible samples
Finish project and reflect
– highlights, improvements, personal reflection
and things to remember next time
58. 59
Maastricht "seven jump"
sequence for PBL
1. Clarify and agree working definitions and unclear
terms and concepts
2. Define the problems; agree which phenomena need
explanation
3. Analyze the problem (brainstorm)
4. Arrange possible explanations and working
hypotheses
5. Generate and prioritize learning objectives
6. Research the learning objectives
7. Report back, synthesize explanations, and apply
newly acquired information to the problem
59. 60
Words of Wisdom
Integration is very involved
Plan well
Go slow, integrate one piece at a time
Don’t give up when unsuccessful, learn from the
situation and try again
Remember, it’s not the situation that causes the
frustration, it’s your reaction to the situation.
Try teacher chat rooms, web sites, etc.for ideas
60. 61
Argyris, C. (1990) Overcoming Organizational Defenses: Facilitating
Organizational learning. N.Y.: Alleyn & Bacon
Barrows, HS & Mitchell, DL (1975) An innovative course in
undergraduate, neuroscience: Experiments in problem-based learning
with ‘problem boxes’. British Journal of Medical Education, 9, 223-230.
Barrow,HS. (1986) A taxonomy of problem based learning methods,
Medical Education, 20,(6), 481-6.
Jonassen, D. H. and Marra, R. M. (1994) Concept mapping and other
formalisms as tools for representing knowledge. Alt-J. 2(1), 50 -56.
Laurillard, Diana, (1993) Rethinking University Teaching: a framework
for the effective use of educational technology, London: New York:
Routledge. (P. 37)
Schank, R.C. & Abelson, R. (1977) Scripts, plans, goals , and
understanding. Hillsdale, N.J.: Erlbaum
Some Useful References
61. 62
Schmidt HG, Norman GR, & Boshuizen HPA. (1990) A cognitive
perspective on medical expertise: Theory and implications.
Academic Medicine, 65(10), 611-621
Some Useful References
