Problem based learning power point presentation

Problem based learning

1. PROBLEM-BASED LEARNING (PBL)

2. INTRODUCTION PBL is a learner centered instructional method in which students learn through solving ill structured problems. Students work in collaborative groups to identify what they need to learn in order to solve a problem. They engage in self-directed learning and then apply their knowledge to the problem and reflect on what they learned and the effectiveness of the strategies employed. The teacher acts to facilitate the learning process rather than to provide knowledge.

3. GOALS OF PBL Helping students develop: Flexible knowledge - Involves integrating information from multiple domains into the long-term memory. Effective problem-solving skills- Ability to apply appropriate metacognitive and reasoning strategies. Effective self-directed learning skills- Involves using metacognitive principles to be a self-regulated learner. Effective collaboration skills- Effectively and actively participating in a small group. Intrinsic motivation- The learner works on task for their own satisfaction or interest.

4. PBL vs TRADITIONAL LEARNING In implementing PBL, the teaching role shifts from that of the traditional model that follows linear, sequential pattern where the teacher presents relevant materials, informs the class what needs to be done and provides details and information for the students to apply their knowledge to a given problem. With PBL, the teacher acts as a facilitator, the learning is student driven with the aim of solving a given problem. NOTE: The problem is established at the onset of learning opposed to being presented last as in the traditional model.

5. THE PBL PROCESS Step 1: P resent the ill-structured problem A PBL process starts by presenting a group of learners with minimal information about a complex problem. From the outset, students engage in questioning in order to obtain additional information about the problem. Step 2: S tudents identify concepts they need to learn more in order to solve the problem Here, students state what they already know about the given problem by brainstorming ideas based on prior knowledge. This will enable them to identify knowledge gaps and construct a problem statement in their own words.

6. PBL PROCESS CONT… Step 3: Engaging in self-directed learning After considering the problem with their naïve knowledge, the students then divide and independently research the problem seeking answers from literature, the internet, past research and build on the little knowledge they had initially. Step 4: Investigating solutions The students then regroup and share what they have learnt as they try to find the best solution possible for their problem. In this phase, there is peer teaching and constructive criticism.

7. PBL PROCESS CONT… Step 5: Present and support the best chosen solution After much discussion and criticism, the learners compile their best work and present the best solution to the problem. In this phase, they reflect on the problem in order to abstract the lessons learned. Step 6: Evaluation The students then reflects on how they performed in self-directed learning and collaborative problem-solving. They evaluate their own understanding of the problem as well as progress towards the solution. Their facilitator then reviews their solution, problem-solving process and receive corrections on areas they can improve on and congratulations on areas they have done well.

8. THE PBL CYCLE

9. ROLES OF THE FACILITATOR Modeling good strategies for learning and thinking rather than providing content knowledge Guides the students through the various steps of PBL Monitoring group processes and ensuring that all students are involved. Guides the development of high-order thinking skills by encouraging students to justify their thinking .

10. ROLE OF THE PROBLEM In order to promote flexible thinking, problems should be complex, realistic, ill-structured and open-ended (to support intrinsic motivation). Good problems provide feedback that allows students to evaluate the effectiveness of their knowledge, reasoning and learning strategies. Good problems helps students to become engaged throughout the problem solving process.

11. ROLES OF LEARNERS Analyze the problem and issues it presents Identify what is known about the problem Construct a problem statement in their own words and take into consideration the team’s knowledge and experience. Generate a list of possible solution. Active participation in the groups Reflective thinking Evaluation

12. ADVANTAGES OF PBL Enhances student centered learning as students are actively involved. Engages students and help them develop critical thinking and problem solving skills. Enhances better understanding Reinforces interpersonal skills and teamwork Higher retention of materials since one has researched it themselves Enriches the teacher-student relationship

13. DISADVANTAGES OF PBL PBL is time consuming- instructors spend more time to assess students learning and prepare course material. Requires more resources and research hence expensive. Evaluating PBL is difficult. Most learners might have spent their previous educational years with teachers as their main disseminator of knowledge. This traditional assumption makes it difficult for learners to learn under the PBL method. The roles of an instructor in PBL includes guiding students in research and giving hints to correct mistakes. These features maybe foreign to some instructors hence finding it difficult to alter their past habits.