This document compares Problem-Based Learning (PBL) and Team-Based Learning (TBL) approaches. PBL involves students working in groups to analyze problems or cases and identify learning issues to research. TBL also uses small groups but emphasizes preparation before class through readiness tests. A graduate OT program surveyed students who experienced both approaches. Most students felt TBL facilitated better discussions but PBL promoted deeper independent learning. Both approaches have advantages like developing skills but also disadvantages like workload.
Introduction
Objectives
Need of Lesson Planning
Approaches to Lesson Planning
Course and Unit Planning
Daily and Weekly Planning
Steps in Lesson Planning
The Lesson Plan Format
Self-Assessment Questions
References
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
Introduction
Objectives
Need of Lesson Planning
Approaches to Lesson Planning
Course and Unit Planning
Daily and Weekly Planning
Steps in Lesson Planning
The Lesson Plan Format
Self-Assessment Questions
References
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
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2. Objectives
To learn about and experience Problem-Based
Learning (PBL) methodology
To learn about and experience Team-Based
Learning (TBL) methodology
To have the opportunity to compare and
contrast TBLwith PBL
3. Expected Outcomes of Graduates
High level communication
Effectively define problems, gather and
evaluate information, and develop
solutions – critical thinking
Technical competence
Ability to demonstrate all of the above in
a complex real-world setting
4. Problem-based learning (PBL)
A pedagogy rooted in constructivism:
Understanding isin our interaction with the environment
Cognitive conflict or puzzlement isthe stimulus for
learning and determines the organization and nature of
what islearned
Knowledge evolves through social negotiation and
through the evaluation of the viability of individual
understandings
5. What isProblem-Based Learning?
Students are presented with a problem (case, research paper,
video, etc...)
Working in permanent groups, students organize their ideas and
previous knowledge to define the broad nature of the problem
Through discussion, students pose questions called “learning issues”
that identify aspects of the problem they do not understand
Students rank these learning issues which are assigned for investigation
When students reconvene, they explore these learning issues and
integrate their new knowledge into the context of the problem
6. Faculty steps to designing a PBL
project
Articulate the learning outcomes of the project. What do you want students to know or
be able to do as a result of participating in the assignment?
Create the problem or case
Establish ground rules at the beginning to prepare students to work effectively in
groups
Introduce students to group processes and do some warm up exercises to allow them
to practice assessing both their own work and that of their peers
Consider having students take on different roles or divide up the work up amongst
themselves. Alternatively, the project might require students to assume various
perspectives
Establish how you will evaluate and assess the assignment
7. What does a PBLexperience look like?
Let’s practice analyzing a clinical case scenarioand
generating learning issues in small groups:
- What do we already know?
- What do we not know?
- What do we need to find out and how will we do that?
www.youtube.com/watch?v=426GhJAz2uM
8. Team-based Learning (TBL)
Team-based learning incorporates the main elements of constructivist
learning, in which the “focus ison the mental representation of information
by the learner”
The teacher is a guide to facilitate learning.
Learners should encounter inconsistencies between
preconceptions and new experiences to provide a basis for
development of new understandings.
A focus on relevant problems accompanied by group interaction
promotes learning.
Learning requires reflection.
9. What isTeam-based learning(TBL)
Structured form of small-group learning that emphasizes student preparation out of class and
application of knowledgein class
Students participate in a “Readiness Assurance Process,” or RAP
Specifically, students complete a test individually (the “Individual Readiness Assurance Test” or
iRAT)
Then students complete the test with their group members (the “Team Readiness Assurance
Test” or tRAT)
Immediate feedback assessment (IF-AT)(scratch-off form for team test): http://learntbl.ca/if-
at-immediate-feedback-assessment-technique/
Students can appeal incorrect questions
To conclude the RAP, the instructor gives a mini-lecture that focuses on concepts with which
students struggled the most
RAP is followed by problem solving of specific case scenarios in small teams
10. Faculty steps to designing a TBL
project
Create strategically-formed, permanent student teams
Orient the students
Set grade weights
Provide appropriate pre-class preparation
Create iRAT-s and tRAT-s
Create case scenarios to be problem-solved by the
student teams
11. What does a TBLdiscussion look like?
Let’s practice problem solving clinical
case scenarios in small teams!
17. Sample Students’ Comments
I did not enjoy Mondays portion of PBL, but Friday's was good.
I really liked the discussion portion of the TBL experience in PBL and in Topics. I also enjoyed
breaking down the quiz together as a group compared to individually.
I really liked the TBL experience because with PBL we are so focused on the paper we miss out
on all the other aspects of the experience. With TBL I felt as though I had breathing room to
explore all aspects of the case
Didn't like the quizzes and I kind of like having a paper because it forces me to dive deeper
into the case. However, I think the PBL papers should be graded less harshly.
The Friday class of the TBL week I learned more and was engaged more. I didn't like Mondays
portion of TBL at all. Writing a paper every week can be challenging in PBL but I learn a lot.
I think if PBL and TBL switched every other week if would be a nice mix of quizzes and paper
writing, and incorporate different ways of analyzing the information.
23. Sample Students’ Comments
It (TBL) was less challenging since I did not have to write a paper, which usually takes up a good section of
my week. I enjoyed the dialogue on Friday more in TBL than PBL, since we have talking points that lead to
great discussions.
TBL was a nice break from PBL, but doing research on your own provided me more knowledge on the overall
subject.
I think we need a combination of TBL and PBL. I liked having a group discussion Friday in Topics and I think
it would be beneficial if we kept PBL and added in the group discussion from PBL.
I thought the TBL experience facilitated a deeper understanding of course content. It allowed my group and I
to have better conversations about the case and the course material. I was able to better see how my group
members clinically reason, and we were able to help each other get onto the same page with all of the
material.
As an occupational therapy program we are known for our PBL experience. I feel it helps us to become
better practitioners clinically. I just feel that TBL does not do this as adequately.
I would love to see and take part in half a semester of TBL and the other half PBL. The TBL experience
was very enjoyable and allowed us as students to confidently use and apply more clinical reasoning.
24. PBL– Advantages and Disadvantages
ADVANTAGES
STUDENT CENTERED
FOCUSESON COMPREHENSION, NOT
FACTS
PROMOTES INDEPENDENT STUDENT
RESEARCHAND IN-DEPTHLEARNING
FOSTERSSKILLAQUASITION
PROMOTES TEAMWORK
ENHANCES SELF-MOTIVATION
DISADVANTAGES
TIME CONSUMING
DEMANDING IN TERMSOF
CLASS SIZEAND FACILITATION
NEEDS
STUDENT EXPECTATIONS
INSTRUCTOR ROLE
ASSESSMENT STRATEGIES
25. TBL– Advantages and Disadvantages
ADVANTAGES
ENCOURAGES STUDENTSTO
BEPREPAREDFORCLASS
IMPROVES PROBLEM-
SOLVING SKILLS
ENCOURAGES TEAM WORK
CAN BEIMPLEMENTEDWITH
LARGE CLASSES
DISADVANTAGES
DOES NOT EMPHASIZE PROFESSIONALWRITING
(e.g., TREATMENT GOALS)
DOES NOT INCORPORATE DEMONSTRATION
OF CLINICAL SKILLS
STUDENTSARE NOT REQUIREDTO DELIVER
PROFESSIONALPRESENTATIONS
MAY NOT FOSTERPERSONALACCOUNTABILITY
(SINCE MOST OF THEWORK ISDONE IN
GROUPSAND A LARGE PORTION OF THE
FEEDBACK IS PEER-DRIVEN)
