Characteristics of Problem-Based Learning
Problem-based learning requires an artful combination
of the following components. A skilled teacher/facilitator recognizes the value
of each step and takes the time for proper preparation, assimilation,
involvement, and development of the outcomes.
The following characteristics have been identified by
W. J. Stepien and S. A. Gallagher:
- Reliance on problems to drive the curriculum - The problems do not test skills; they assist in the development of the skills themselves.
- The problems are truly ill-structured - There is not meant to be one solution, and as new information is gathered in a reiterative process, perception of the problem, and thus the solution, changes.
- Students solve the problems - Teachers are the coaches and facilitators.
- Students are only given guidelines for how to approach problems - There is no one formula for student approaches to the problem.
- Authentic, performance based assessment - is a seamless part and end of the instruction.
Using PBL as a strategic tool in the classroom entails
the development of the teacher as facilitator of learning, the class as
strategic learners and problem solvers, and the district as an innovator and
embracer of productive, progressive education. Effective PBL strategies will
result in the following benefits for the teacher, the classroom, and the
district:
- Problems encountered resemble the nature of problems encountered in the real world. Problems provide clues, context, and motivation; they are the maps which guide learners to useful facts and concepts.
- Since the problem cannot be clearly approached on the first encounter, it becomes a challenge, promoting creative thinking and developing organizational skills.
- Prior knowledge provides a foundation for establishing a framework for extending learning opportunities for all parties involved in the process.
- Misconceptions about teaching and learning, curriculum, math and science instruction, and learner content level understandings are revealed.
- The legitimacy of the group's as well as the individual's learning goals are established.
- The process empowers the group (student and educator alike at their own level) to assume responsibility for directing learning, defining and analyzing problems, and constructing solutions.
- Transfer of knowledge and skills is enhanced through the use of multiple tasks and problem concepts to help form functional abstractions.
- Participants are instructed in becoming responsible members of a learning community by active participation in the PBL process.
- The PBL process models a strategy that can become a foundation for a life skill- vocational training for future problem solvers.
- Common understandings and unexamined assumptions are articulated district-wide as the PBL process is employed - providing direction and opportunities for staff development activities for the future.
Very simply stated, PBL develops students who can:
- Clearly define a problem from an ill-structured situation.
- Establish and prioritize learning issues, separating fact from opinion.
- Develop alternative hypotheses through group brainstorming and mind mapping.
- Access, evaluate, and utilize data from a variety of sources - electronic resources playing a major role.
- Alter initial hypotheses after research and evaluation of new information.
- Develop clearly stated solutions that fit the problem and its inherent conditions, based on sound research and logical interpretation of this information in a group setting.
Problem-Based Learning was first established as part
of the education of physicians in medical school and has been an educational
institution at Southern Illinois University for over 30 years. Developed by
Howard Barrows, this strategy has grown into an instructional approach which is
finding success in elementary through high school throughout the state of
Illinois and beyond. While its preliminary success has been documented through
Illinois Math and Science Academy, PBL is now a prominent strategy in many
elementary schools through high schools.
Students:
- Students trained in a traditional approach to learning/teaching may encounter a true "cultural change." As the teacher moves from the role of "sage on the stage" to a facilitator and coach, students may become confused and frustrated.
- Students will wish to know and understand the expectations for a high grade. Construction of a rubric will help to allay fears.
- Students must learn to be part of the group. Cooperative learning groups, if they are effectively monitored, will allow students to contribute within a given role.
- Students must feel "ownership" of the problem. They should be more concerned about solving their problem than worrying about what the teacher wants.
Teachers:
- Teachers will need to learn how to facilitate learning by "second-guessing" research needs, ensuring that there are ample materials (in print, online, and through human resources). Momentum must be maintained by careful preparation of materials.
- Teachers will also need to accept and applaud independent study that may appear chaotic and disjointed at times. A careful eye will be needed to discourage a learner's direction into a "dead end" while not appearing to direct learning - effectively killing the concept of student ownership.
- "Ill-structured" problems must be relevant to the students. Look for "windows" into students' thinking.
- The problem scenario must challenge student's initial hypotheses. Students then will develop an action plan to carry out the process.
- PBL takes time. Each stage must be completed thoroughly as the scaffolding of learning is built. Rushing the process will undermine the results.
- The scenario must be complex. Teachers must avoid oversimplifying, offering too much advice, or providing students with too many key variables.
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