Tutorial on PBL

7/27/2019 Tutorial on PBL

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Tutorial on Problem-Based Learning

Problem-based learning is a system for organizing portions of a school's curriculum around

ill-structured problems that help students simultaneously acquire new knowledge and

experience in solving problems.

Bill StepienNorthern Illinois University Consortium for Problem-Based Learning

Steps-Background-Socratic Taxonomy-Brainstorming-Research Plan-References

Problem-based learning and engaged learning enable students to actively participate in theirlearning while acquiring skills necessary to function in tomorrow's technological society.

These online learner-centered units allow students to use the Internet as the organizer for their

research study. The teacher provides importance guidance throughout the study.

Problem-based learning requires an artful combination of a skilled teacher/facilitator who

recognizes the value of each step and who takes the time for proper preparation, assimilation,

development and involvement. As a result students will:

Engage - Define and investigate a research question or problem. Inquire and Investigate - Access, process, and apply information through a

variety of resources including the use of current technology, i.e., Internet. Evaluate and Justify - Interpret results; develop solutions for real-world

application.

Communicate - Information, conclusions and personal responses.As students begin the PBL process and progress through its stages, an observer may note the

following steps:

After the Students are Introduced to the Problem:

Learning? Students divide issues into "facts" and "opinions." Students form research teams around the issues. Students review what they know, and, more importantly, what they don't

know.

Students decide which topics will be tackled by individual team membersbased on talent or interest and which issues will become the task of the group

at large.

Teams develop a research plan to study their issue. Questions they consider may include:

o Are you sure of the "facts"?o What else do we need to know?o Where can we find the information that we need?o When can we get this information?
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o How will we get this information?o How can we evaluate and justify this information?

The class analyzes the feasibility of the individual research plans andinvestigates a practical application of a class research study.

Teams conduct considerable research, largely via Internet, as teams challengeeach other's findings.

Students dismiss nondocumented information as unreliable and concentrate onsupportable issues.

Students massage these supportable issues in a final class research study. Individual teams complete tasks as the research continues. Students reconvene as a class and determine if all of the research issues have

been resolved.

Students attach old concepts to new ideas as they progress through theproblem.

Questions they consider may include:o How are we doing?o What's working?o What is not working?o How do we know?

Students communicate their study results to a larger audience.


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Introduction

Find the Problem:

The study is planned and directed by the students and facilitated by their teacher. Students collect data and analyze and compare it with other datasets. Students use a problem-based learning (PBL) strategy. Students use technology (i.e., Internet, word processing, interactive charts and graphs, etc.)

in their work.

Students work in cooperative learning groups simulating a research mode in which scientistengage.

Meet the Problem: The research question is ill-structured in nature and must be thoroughly

analyzed by investigation, inquiry and experience before it can be solved.

Frame the Problem: Students will need to collect the "missing components"- information

not provided but necessary for a viable solution. As part of this process, students will gather

data, hypothesize, prioritize, organize and analyze through methods that include:

Relating "hunches" and determining fact from opinion. Assessing what is known by critical analysis. Developing an action plan that is a product of many minds. Gathering information/organizing/sharing information from various special focus groups. Generating preliminary solutions based on information interpreted in action groups through

cooperative learning strategies such as jigsaw.

Revisiting the problem and analyzing solutions from various focus groups critically todetermine viability.

Assessing/Debriefing to make certain that all special interest groups are heard. Solving the problem appropriate to conditions of problem - cooperation, compromise,

common sense!

More Information on PBL:

Characteristics Benefits Potential Problems How Does It Look in the Classroom? Socratic Questioning

Characteristics of Problem-Based Learning

Problem-based learning requires an artful combination of the following components. Askilled 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:
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Reliance on problems to drive the curriculum - The problems do not test skills; they assist inthe development of the skills themselves.

The problems are truly ill-structured - There is not meant to be one solution, and as newinformation 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.Back to Top

Problem-Based Learning - What Are the Benefits?

Using PBL as a strategic tool in the classroom entails the development of the teacher asfacilitator 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 achallenge, promoting creative thinking and developing organizational skills.

Prior knowledge provides a foundation for establishing a framework for extending learningopportunities for all parties involved in the process.

Misconceptions about teaching and learning, curriculum, math and science instruction, andlearner 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 problemconcepts to help form functional abstractions.

Participants are instructed in becoming responsible members of a learning community byactive participation in the PBL process.

The PBL process models a strategy that can become a foundation for a life skill- vocationaltraining for future problem solvers.

Common understandings and unexamined assumptions are articulated district-wide as thePBL 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.
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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 forover 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.

Back to Top

Potential Problems in Problem-Based Learning

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. Constructionof a rubric will help to allay fears.

Students must learn to be part of the group. Cooperative learning groups, if they areeffectively monitored, will allow students to contribute within a given role.

Students must feel "ownership" of the problem. They should be more concerned aboutsolving 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 chaoticand 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 willdevelop an action plan to carry out the process.

PBL takes time. Each stage must be completed thoroughly as the scaffolding of learning isbuilt. Rushing the process will undermine the results.

The scenario must be complex. Teachers must avoid oversimplifying, offering too muchadvice, or providing students with too many key variables.

Back to Top
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PBL Socratic Questioning

The Role of Questioning in Problem-Based Learning

The use of open-ended, probing questioning when initiating and perpetuating inquiry into the

ill-structured problem is a key component to the success of the PBL experience. A strategyknown as Socratic questioning is designed to elicit a wealth of ideas and facts from any

group. When using Socratic questioning with younger audiences, considerable patience,

coupled with a warm and inviting classroom atmosphere is essential. Socratic questioning

promotes synthesis of information into discernible categories of "fact" and "opinion." This

strategy will attempt to:

raise basic issues. probe beneath the surface. pursue problematic areas of thought. help participants discover the structure of their own thoughts. help participants develop a sensitivity to clarity, accuracy, and relevance. help participants arrive at judgments based on their own reasoning. helps participants note claims, evidence, conclusions, questions at issue, assumptions,

implications, consequences, concepts, interpretations, points of view, . . . all considered to

be the elements of thought. (Paul, 1993)

While it is difficult to establish a concrete format for questioning within a variety of

circumstances, Socratic questioning includes a taxonomy of questions that may be utilized

diagnostically as the teacher/facilitator moderates discussion and verbal inquiry. The

categories are as follows:

Clarification Probe assumptions Probe reasons and evidence Reveal differing viewpoints and perspectives Probe implications and/or consequences Used for responding to questions

Even young children can appreciate the value of listening skills and respecting the views of

others. Participants involved in the PBL experience must be willing to:

listen carefully to each other, and take the issues and comments seriously. thoughtfully reflect on the issues and look beneath the surface. look for reasons, evidence, assumptions, inconsistencies, implications and/or consequences,

examples or counter-examples, and respect other perspectives.

seek to differentiate knowledge from beliefs (facts from opinions). maintain a "healthy" level of skepticism, or play "devil's advocate." remain open-minded, and not allow themselves to "shutdown" when the views of others do

not match their own.


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Center for Problem-Based Learning from Illinois Math and Science Academy

http://pbln.imsa.edu/

Exploring the Environment - Goals and Objectives of PBL

http://www.cotf.edu/ete/teacher/teacherout.html

University of Delaware - Center for Teaching Effectiveness

http://www.udel.edu/pbl/cte/jan95-what.html
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After completing the initial brainstorming, students meet in cooperative learning groups toplan their research strategy. An effective way to develop synergy within the classroom setting

is to have individual groups of students determine which of the "learning issues" they would

like to pursue. Assuming that there are multiple issues within the classroom, each group will

have at least one issue to research. It is all right to have two groups independently researching

the same issue and collaborating at the end to meld the best information into a reliablecomponent.

The research plan will determine:

The role(s) of each group member (coordinator, recorder, reporter, etc.). The task(s) of each group member (refine research directions, establish specialty

areas, etc.).

How students will gather information about learning issues established previouslythrough research.

How students will formulate and test hypotheses. How students will rethink and/or revamp initial ideas to reflect newfound knowledge

and understanding.

Throughout the work, students will keep notes in their journals. The action plan, when

completed, will lead to final preparation and execution of reporting study results.


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Following the acquisition of the "ill-structured" problem, students need to establish learningissues within the context of the problem. Mind maps (also known as concept maps) and/or

know/need to know charts will benefit students in the following ways:

"Capture" ideas as they are generated Organize these ideas in a meaningful manner Prioritize ideas generated from class discussion Separate "fact" from "opinion" Help to establish learning issues and develop focus areas for group work

Rules for brainstorming generally include the following:

Establish a "starting point" based on the "ill-structured" problem (In this case,"Prairie Restoration/Planting" may be the logical choice.)

Students brainstorm ideas surrounding the starting point. A recorder records responses without comment. Items will be categorized and grouped by group consensus (Format A). Items will be analyzed as "fact" or "opinion" through group consensus (Format

B).

Format A:Sample Mind Map

Format B:Know/Need to Know ChartAdapted from Stepien, Gallagher, & Workman,

1993

Background on KWL and Mind Maps

After students have completed these preliminary steps, they will determine their research

questions. The questions will be derived from the students' analysis of what they know. We

expect them to refine these questions as students gather new knowledge and test their initial

ideas. Typical questions may be based on discrepant events, incongruities, anomolies or the

implied purpose of the initial letter. Students will strive to "fill in the gaps" of knowledge and

understanding through their research.

Throughout the brainstorming component, all students will be keeping notes in their journals.
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Tutorial on PBL