Problem-based Learning

The following section summarizes, paraphrases, and uses quotes from

this article: http://docs.lib.purdue.edu/ijpbl/vol1/iss1/3/

Savery, J. R. (2006). Overview of Problem-based Learning: Definitions and

Distinctions. Interdisciplinary Journal of Problem-Based Learning, 1(1).
Available at: http://dx.doi.org/10.7771/1541-5015.1002

KEY POINTS

o Problem-based learning is a pedagogical method in which students

working as a team to solve complicated, ill-structured problems rooted in the
real world.
o The role of the teacher is that of a manager and a facilitator (this approach
is student-centered).
o The teacher must consider the students ability to work collaboratively, be
self directed, and to think critically (and be prepared to teach these skills
during the learning experience).
o Proponents of Problem-based learning point to research that shows it
promotes critical thinking skills, communication skills, and cooperation.

DEFINITIONS

Problem-based learning:  A pedagogical approach in which students work on a

complicated, ill-structured problem or issue and attempt to develop solutions.

FULL TEXT

The core idea of problem-based learning is that real-world problems capture students’
interest and provoke serious thinking as the students acquire and apply new knowledge
in a problem-solving context. The teacher plays the role of facilitator, working with
students to frame worthwhile questions, structuring meaningful tasks, coaching both
knowledge development and social skills, and carefully assessing what students have
learned from the experience. Typically, the instructor presents a problem to solve (e.g.
addressing pollution in the school pond), and in some instances, students have a say
in which problem they wish address. The problem must be complicated, and do not
typically have one solution. This is a main reason problem-based learning is different
than case-based and project-based learning.
With problem-based learning, students are in the driver’s seat and take on a lot
of responsibility. The approach is student-centered and they utilize the guidance of an
instructor when necessary.

With problem-based learning, it is typical to have a lot of cross-curricular content. For

example, if students are investigating pollution in the school pond, they will be looking at
issues related to science, but will also bring in English skills when they attempt to
communicate on the issue. Also, there may be some involvement of social studies if
students investigate laws and regulations surrounding the issue. Math would play a part
as well, since students could measure pollution levels and use math to calculate
potential costs of implementing a solution.

To implement problem-based learning, it is important to understand the “soft-skills”

students must possess. The ability to Communicate, think critically, compromise and
collaborate are all essential skills when it comes to problem-based learning. The
teacher will need to understand this and will most likely need to spend time teaching
and evaluating these skills. It is also important for students to evaluate themselves and
their peers and be able to articulate what they have learned and defend the solutions
they present. In addition, the instructor will need to anticipate when students will get
stuck and what things students will need.

Things the Teacher Should Consider

What resources are available to students (e.g. subject experts, technology, books)?
What will the student produce at the end? How will they represent their learning?
What skills will students need to have in order to successfully work in groups?
How will students be assessed?
What roles will students have when they are working in groups?
What common questions will students ask?

Roles

When students use technology as a tool to communicate with others, they take on an
active role vs. a passive role of transmitting the information by a teacher, a book, or
broadcast. The student is constantly making choices on how to obtain, display, or
manipulate information. Technology makes it possible for students to think actively
about the choices they make and execute. Every student has the opportunity to get
involved either individually or as a group.

Instructor role in Project Based Learning is that of a facilitator. They do not relinquish
control of the collaborative classroom or student learning but rather develop an
atmosphere of shared responsibility. The Instructor must structure the proposed
question/issue so as to direct the student’s learning toward content-based materials.
The instructor must regulate student success with intermittent, transitional goals to
ensure student projects remain focused and students have a deep understanding of the
concepts being investigated. The students are held accountable to these goals through
ongoing feedback and assessments. The ongoing assessment and feedback are
essential to ensure the student stays within the scope of the driving question and the
core standards the project is trying to unpack. According to Andrew Miller of the Buck
Institute of Education, formative assessments are used “in order to be transparent to
parents and students, you need to be able to track and monitor ongoing formative
assessments, that show work toward that standard. ” The instructor uses these
assessments to guide the inquiry based learning process and ensure the students have
learned the required content. Once the project is finished, the instructor evaluates the
finished product and learning that it demonstrates

Outcomes

Students learn to work in a community, thereby taking on social responsibilities. Some

of the most significant contributions of problem-based learning have been in schools
languishing in poverty stricken areas; when students take responsibility, or ownership,
for their learning, their self-esteem soars. It also helps to create better work habits and
attitudes toward learning. Although students do work in groups, they also become more
independent because they are receiving little instruction from the teacher. With
Problem-based learning students also learn skills that are essential in higher education.
The students learn more than just finding answers, Problem-based learning allows them
to expand their minds and think beyond what they normally would. Students have to find
answers to questions and combine them using critically thinking skills to come up with
answers.

Opponents of Project Based Learning warn against negative outcomes primarily in

projects that become unfocused and tangential arguing that underdeveloped lessons
can result in the wasting of precious class time. No one teaching method has been
proven more effective than another. Opponents suggest that narratives and
presentation of anecdotal evidence included in lecture-style instruction can convey the
same knowledge in less class time. Given that disadvantaged students generally have
fewer opportunities to learn academic content outside of school, wasted class time due
to an unfocused lesson presents a particular problem. Instructors can be deluded into
thinking that as long as a student is engaged and doing, they are learning. Ultimately it
is cognitive activity that determines the success of a lesson. If the project does not
remain on task and content driven the student will not be successful in learning the
material. The lesson will be ineffective. A source of difficulty for teachers includes,
“Keeping these complex projects on track while attending to students’ individual learning
needs requires artful teaching, as well as industrial-strength project management. ” Like
any approach, Project Based Learning is only beneficial when applied successfully.

https://courses.lumenlearning.com/educationx92x1/chapter/problem-based-learning/
Problem-Based Learning
Problem-based learning (PBL) is both a teaching method and an approach to the curriculum. It consists of carefully

designed problems that challenge students to use problem solving techniques, self-directed learning strategies, team

participation skills, and disciplinary knowledge. The articles and links in this section describe the characteristics and

objectives of PBL and the process for using PBL. There is also a list of printed and web resources.

Problem-Based Learning: An Introduction (Rhem, 1998, National

Teaching and Learning Forum)

This piece summarizes the benefits of using problem-based learning, its historical origins, and the faculty/student roles in

PBL. Overall, this is an easy to read introduction to problem-based learning.

http://www.crlt.umich.edu/tstrategies/tspbl

PROBLEM-BASED LEARNING (PBL)

Problem-Based Learning (PBL) is a teaching method in which complex real-world problems are used as
the vehicle to promote student learning of concepts and principles as opposed to direct presentation of
facts and concepts. In addition to course content, PBL can promote the development of critical thinking
skills, problem-solving abilities, and communication skills. It can also provide opportunities for working in
groups, finding and evaluating research materials, and life-long learning (Duch et al, 2001).
PBL can be incorporated into any learning situation. In the strictest definition of PBL, the approach is used
over the entire semester as the primary method of teaching. However, broader definitions and uses range
from including PBL in lab and design classes, to using it simply to start a single discussion. PBL can also
be used to create assessment items. The main thread connecting these various uses is the real-world
problem.
Any subject area can be adapted to PBL with a little creativity. While the core problems will vary among
disciplines, there are some characteristics of good PBL problems that transcend fields (Duch, Groh, and
Allen, 2001):

 The problem must motivate students to seek out a deeper understanding of concepts.
 The problem should require students to make reasoned decisions and to defend them.
 The problem should incorporate the content objectives in such a way as to connect it to previous
courses/knowledge.
 If used for a group project, the problem needs a level of complexity to ensure that the students
must work together to solve it.
 If used for a multistage project, the initial steps of the problem should be open-ended and
engaging to draw students into the problem.

The problems can come from a variety of sources: newspapers, magazines, journals, books, textbooks,
and television/ movies. Some are in such form that they can be used with little editing; however, others
need to be rewritten to be of use. The following guidelines from The Power of Problem-Based Learning
(Duch et al, 2001) are written for creating PBL problems for a class centered around the method;
however, the general ideas can be applied in simpler uses of PBL:

 Choose a central idea, concept, or principle that is always taught in a given course, and then
think of a typical end-of-chapter problem, assignment, or homework that is usually assigned to
students to help them learn that concept. List the learning objectives that students should meet
when they work through the problem.
 Think of a real-world context for the concept under consideration. Develop a storytelling aspect to
an end-of-chapter problem, or research an actual case that can be adapted, adding some
motivation for students to solve the problem. More complex problems will challenge students to go
beyond simple plug-and-chug to solve it. Look at magazines, newspapers, and articles for ideas on
the story line. Some PBL practitioners talk to professionals in the field, searching for ideas of
realistic applications of the concept being taught.
 The problem needs to be introduced in stages so that students will be able to identify learning
issues that will lead them to research the targeted concepts. The following are some questions that
may help guide this process:
o What will the first page (or stage) look like? What open-ended questions can be asked?
What learning issues will be identified?
o How will the problem be structured?
o How long will the problem be? How many class periods will it take to complete?
o Will students be given information in subsequent pages (or stages) as they work through
the problem?
o What resources will the students need?
o What end product will the students produce at the completion of the problem?
 Write a teacher's guide detailing the instructional plans on using the problem in the course. If the
course is a medium- to large-size class, a combination of mini-lectures, whole-class discussions,
and small group work with regular reporting may be necessary. The teacher's guide can indicate
plans or options for cycling through the pages of the problem interspersing the various modes of
learning.
 The final step is to identify key resources for students. Students need to learn to identify and
utilize learning resources on their own, but it can be helpful if the instructor indicates a few good
sources to get them started. Many students will want to limit their research to the Internet, so it will
be important to guide them toward the library as well.

The method for distributing a PBL problem falls under three closely related teaching techniques: case
studies, role-plays, and simulations. Case studies are presented to students in written form. Role-plays
have students improvise scenes based on character descriptions given. Today, simulations often involve
computer-based programs. Regardless of which technique is used, the heart of the method remains the
same: the real-world problem.

WHERE CAN I LEARN MORE?

 PBL through the Institute for Transforming Undergraduate Education at the University of
Delaware

READINGS

 Duch, B. J., Groh, S. E, & Allen, D. E. (Eds.). (2001). The power of problem-based learning.
Sterling, VA: Stylus.
 Grasha, A. F. (1996). Teaching with style: A practical guide to enhancing learning by
understanding teaching and learning styles. Pittsburgh: Alliance Publishers.
https://citl.illinois.edu/citl-101/teaching-learning/resources/teaching-strategies/problem-based-
learning-(pbl)

How Does Project-Based Learning Work?

Tools for understanding the process of planning
and building projects.
October 19, 2007

Project-based learning, as with all lessons, requires much

preparation and planning. It begins with an idea and an
essential question. When you are designing the project and
the essential question that will launch the activities, it is
important to remember that many content standards will be
addressed. With these standards in mind, devise a plan that
will integrate as many subjects as possible into the project.

Have in mind what materials and resources will be

accessible to the students. Next, students will need
assistance in managing their time -- a definite life skill.
Finally, have multiple means for assessing your students'
completion of the project: Did the students master the
content? Were they able to apply their new knowledge and
skills? Many educators involve their students in developing
these rubrics.

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Teacher Eeva Reeder developed and implemented an architecture project for her geometry students.

Here are steps for implementing PBL, which are detailed

below:

 Start with the Essential Question

 Design a Plan for the Project

 Create a Schedule

 Monitor the Students and the Progress of the Project

 Assess the Outcome

 Evaluate the Experience

Start with the Essential Question

The question that will launch a PBL lesson must be one that
will engage your students. It is greater than the task at hand.
It is open ended. It will pose a problem or a situation they
can tackle, knowing that there is no one answer or solution.

"Questions may be the most powerful technology we have ever

created. Questions and questioning allow us to make sense of a
confusing world. They are the tools that lead to insight and
understanding." --Jamie McKenzie, The Question Mark
Take a real-world topic and begin an in-depth investigation.
Base your question on an authentic situation or topic. What
is happening in your classroom? In your community? Select
a question about an issue students will believe that, by
answering, they are having an impact on. Make it relevant
for them. The question should be a "now" question -- a
question that has meaning in your students' lives.
Among many other wonderful resources for understanding
PBL, the  Buck Institute for Education  (BIE) offers a great tutorial on
how to  "Craft the Driving Question."  BIE consultant Andrew Miller
recently wrote two blog posts for Edutopia.org,  How to Write
Effective Driving Questions for Project-Based Learning  and  How to Refine
Driving Questions for Effective Project-Based Learning .

Edutopia.org PBL blogger  Suzie Boss  describes a variety of

project kickoff ideas in  How to Get Projects Off to a Good Start .

Design a Plan for the Project

When designing the project, it is essential that you have in
mind which content standards will be addressed. Involve the
students in planning; they will feel ownership of the project
when they are actively involved in decision making. Select
activities that support the question and utilize the curriculum,
thus fueling the process. Integrate as many subjects as
possible into the project. Know what materials and resources
will be accessible to the students to assist them. Be
prepared to delve deeper into new topics and new issues
that arise as the students become increasingly involved in
the active pursuit of answers.

Create a Schedule
Design a timeline for project components. Realize that
changes to the schedule will happen. Be flexible, but help
the students realize that a time will come when they need to
finalize their thoughts, findings, and evaluations. Consider
these issues when creating a schedule:

"We have to know the curriculum. We've got to know the

standards inside and out. Even though it looks like the kids are
doing all the hard work, there's a lot of planning that goes on
behind it to make sure that the work is there for them." --Patty
Vreeland, kindergarten and first-grade teacher, Newsome Park
Elementary School, Newport News, Virginia
 What time allotment will be given to the project?

 Will this project be conducted during the entire school day

or during dedicated blocks of time?

 How many days will be devoted to the project?

Enable success by practicing the following tactics:

 Help students who may not perceive time limits.

 Set benchmarks.

 Give students direction for managing their time.

 Teach them how to schedule their tasks.

 Remind them of the timeline.

 Help them set deadlines.

 Keep the essential question simple and age appropriate.

 Initiate projects that will let all students meet with success.
Also, allow students to go in new directions, but guide them
when they appear to digress from the project. When a group
seems to be going in a different direction, ask the students
to explain the reasoning behind their actions. They may have
an insight to a solution you haven't seen. Help the children
stay on course, but don't accidentally set limitations.
Check out guest blogger Andrew Miller's post  How to Build a
Calendar for Project-Based Learning  for more tips on scheduling.

Monitor the Students and the Progress of the Project

To maintain control without preventing students from taking
responsibility for their work, follow these steps:

 Facilitate the process and the love of learning.

 Teach the students how to work collaboratively.

 Designate fluid roles for group members.

 Have students choose their primary roles, but assume

responsibility and interactivity for all group roles.

 Remind them that every part of the process belongs to

each individual and needs each student's total
involvement.

 Provide resources and guidance.

 Assess the process by creating team and project rubrics.

"As the number of ideas to consider or the number of procedures

that need to be followed increases, students may need to stay
organized, track their progress, and maintain a focus on the
problem rather than get confused by its elements." --Phyllis P.
Blumenfeld and others, "Motivating Project-Based Learning:
Sustaining the Doing, Supporting the Learning," Educational
Psychologist magazine
What's the difference between team rubrics and project
rubrics?
Team rubrics state the expectations of each team member:
Watch the group dynamics. How well are the members
participating? How engaged are they in the process? Assess
the outcome.

Project rubrics, on the other hand, ask these questions:

What is required for project completion? What is the final
product: A document? A multimedia presentation? A poster?
A combination of products? What does a good report,
multimedia presentation, poster, or other product look like?
Make the requirements clear to the students so they can all
meet with success.

Discovery Education  offers a great resource;  a collection of assessment

rubrics and graphic organizers  that may be helpful to you as you
create your own.

Assess the Outcome

Assessment meets many needs. It

 provides diagnostic feedback.

 helps educators set standards.

 allows one to evaluate progress and relate that progress to

others.

 gives students feedback on how well they understand the

information and on what they need to improve.

 helps the teacher design instruction to teach more

effectively.
"Project-based learning is focused on teaching by engaging
students in investigation. Within this framework, students pursue
solutions to nontrivial problems by asking and refining questions,
debating ideas, making predictions, designing plans and/or
experiments, collecting and analyzing data, drawing conclusions,
communicating their ideas and findings to others, asking new
questions, and creating artifacts (e.g., a model, a report, a
videotape, or a computer program)." --Phyllis P. Blumenfeld and
others, "Motivating Project-Based Learning: Sustaining the Doing,
Supporting the Learning," Educational Psychologist magazine
Whenever possible, give the students the opportunity to
conduct self-assessment. When a student's assessment and
the teacher's assessment don't agree, schedule a student-
teacher conference to let the student explain in more detail
his or her understanding of the content and justify the
outcome.

Edutopia.org PBL blogger  Suzie Boss  also wrote a great post

on culminating events in  How to End Projects on a High Note .

Evaluate the Experience

Little time for reflection is available in the busy schedule of
the school day, yet reflection is a key component of learning.
How do we expect our students to synthesize new
knowledge if they are not given time to reflect on what they
have discovered? Too often, we teachers do not allow
ourselves that time, either. Designate a time for reflection of
the daily activities. Allow for individual reflection, such as
journaling, as well as group reflection and discussion. (For
example, validate what students have learned and make
suggestions for improvements.)
To enable effective self-evaluation, follow these steps:

 Take time to reflect, individually and as a group.

 Share feelings and experiences.

 Discuss what worked well.

 Discuss what needs change.

 Share ideas that will lead to new questions and new

projects.
Continue to the next section of the guide,  Workshop Activities .

This guide is organized into six sections:

 Introduction

 Why Is PBL Important?

 What Is PBL About?

 How Does PBL Work?

 Workshop Activities

 Resources for PBL

https://www.edutopia.org/project-based-learning-guide-implementation