General Methods of Teaching (EDU301) VU

Lesson No.34

PROBLEM BASED LEARNING

Objectives
• Problem based learning
• Difference between project and problem-based learning
• Learners outcome for PBL
• Special features of PBL
• Theoretical support
• Planning PBL
• Managing PBL
• Assessing PBL
• Obstacle of PBL
• Approaches of PBL

Being teachers, we must identify the problems of the children and help them to solve the problems.
Teachers also have the problems. At times we are unable to solve the problems, the reason is that we
do not learn to identify and solve the problems in our schools and homes. Problem solving is very useful
learner cantered teaching and learning strategy. Good teachers are those who help children to learn.
Children learn a lot from this method.

Problem-based learning (PBL) overview

The essence of problem-based learning consists of presenting students with authentic and meaningful
problem situations that can serve as springboards for investigation and inquiry. PBL is designed
primarily to help students develop their thinking, problem solving and intellectual skills and they actually
learn through autonomous learners’ opportunity.

What is Problem-Based Learning?

The “flow” of problem-based learning:
1. Problem based learning starts from problem engagement.
2. Inquiry and investigation
3. Problem resolution
4. Problem debriefing

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Basically, teachers give certain problem to the students. Students engage themselves in the problems.
They carry out inquiry and investigation. They define the problem. When we talk about the problem,
there is some relevant and irrelevant information. If we focus on irrelevant problem, we will not be able
to identify the exact problem and solve the problem. To define the problem is very important. In
problem-based learning students try to clarify the problem.

Difference between Project Learning and Problem Based Learning

In problem base learning the focus is on process. In project learning the focus is on ultimate outcome
and product. Inquiry base learning and project learning are the learning approaches.
When we talk about learning approaches it has a lot of importance of process rather than product. If
we talk about factories, at one time we assess them on the basis of product. Later on, it is assessed on
the basis of process. Now both process and product are important.

Learner Outcomes for Problem-Based Learning

Adult role
behaviours and
social skills

Skills for Problem Inquiry and

independent Based Problem solving
learning Learning skills

Usually problem base learning is done on groups. In groups naturally they will be able to communicate
with each other and learn from each other. Cooperative learning is very important. For example, a child
spends six hours in thinking and comes up with two brilliant ideas. While if we make the groups of
children and they brainstorm for one hour and come up with six brilliant ideas. Group learning will be
more efficient for developing the ideas. Group learning lso develops the social skills of the learners.

Special features of problem-based learning

• Driving question or problem
• Focusing on interdisciplinary integration.
• Authentic investigation
• Production of artifacts and exhibits.
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• Collaboration

For curious observation, curious attributes are required. Problem based learning also starts from
questions. Questions are based on reason and then investigate them.

Integrate learning with particular topic.

After identifying the problem, we integrate it with different factors. Problem based learning is not based
on one discipline its focus must be interdisciplinary. We need to integrate with different areas. There is
authentic investigation because we apply scientific method in it. In scientific method we ask the
question, make hypothesis in the light of red literature. Then we test the hypothesis, if it is accepted, we
draw our results if it is rejected, we make another hypothesis.
Children work is very important. They produce their original work after problem-based learning.
Cooperation is another important thing in this approach.
Theoretical support
• Problem Based Learning has its intellectual roots in the Socratic Method dating back to the early
Greeks but has been expanded by ideas stemming from twentieth-century cognitive psychology.
Socratic Method is based on dialogue generation. We can solve many problems through
dialogue. Roots of problem-based learning are in dialogue. Its roots are also linked with
cognitive psychology. In cognitive psychology higher order skills are involved.
• The knowledge base on problem- based learning is rich and complex. Several studies done in
the last few years provide strong evidence about some of the model’s instructional effects.
However, other studies lead to the conclusion that effects are cloudy.
• Over the past three decades, considerable attention has been devoted to teaching approaches
known by various names-discovery learning, inquiry training, higher-level thinking- all of which
focus on helping students become independent, autonomous learners capable of figuring things
out for themselves.

Its ultimate outcome is that students become autonomous learners.

Theoretical and empirical Support
Problem based learning will be traced through three main stream of twentieth-century thought.
1. Dewey and problem-oriented classroom
2. Piaget, Vygotsky and constructivism
3. Burner and Discovery learning

John Dewey said that classroom is just like a laboratory. Laboratory for the students to have experiences
and applicant them in their real life. In real life there are many problems, these problems must also be
presented in laboratory so that the children will be able to solve them. Piaget spend actually 50 years to
work on constructivism. His approach was also that we must give opportunities to the students to
identify and solve the problems. Its examples are puzzles.
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Our focus needs to be interdisciplinary.

Vygotsky was a Russian Psychologist and his work was not translated very later. His work was based on
the concept that our social environment also helps us to solve the problems. In this approach we ask
the children to work in group and with cooperation. Another important thing of this approach is that
teacher is not the central figure. Teacher only plan this. This is not the teaching method; it is a learning
method.

Planning for PBL

• As its most fundamental level, problem-based learning is characterized by students working in
pairs or small group to investigate puzzling, real-life problems.
• Because of Interactive nature, PBL requires as much, if not more, planning as compared to more
teacher-cantered models.

It is difficult to manage problem-based learning. There might be problem in resource management.

There might be problems to handle the students.

Managing for PBL

• Dealing with Multitask Situation
• Adjusting to differing Finishing Rates
• Monitoring and Managing Student work
• Managing Material and Equipment
• Regulating Movement and Behaviour outside the classroom

Assessing PBL
• Assessment tasks for problem-based lessons cannot consist solely of paper-and-pencil tests.
• Rather the work products created by students lend themselves nicely to performance assessment
using scoring rubrics or checklist and rating scales.
• Performance assessment can be used to measure students’ problem-solving potential as well as
group work.
• We must assess the students in all three (cognitive, affective and psychomotor) domains.

How can problem-based learning be assessed?

By using multiple means to measure acquisition of knowledge, skills and dispositions.

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To assess Product Method

Knowledge: Interrelationship Concept map, Unit Expert map-based scheme,
among facts, concepts product written/oral Rubrics, SOLO taxonomy,
responses, traditional scoring guides
(Relational understanding) tests
Skills: critical creative Unit products and/or Rubrics, SOLO taxonomy,
thinking, performance, written/oral self-reports
collaboration, effective responses, observations,
thinking, versatile self-ratings, peer ratings
communication
Dispositions: intentional Problem logs Observation Content analysis, Rubrics
learning

Knowledge can be assessed through written tests. But skills can be assessed through direct observation.
Any presentation or display of some product are its simple examples. It needs to be assessed with diverse
techniques.
Obstacle for PBL
The first and the most important thing is training. If we do not have proper training, we will not be
able to apply this method.
Another obstacle is school time table. Sometimes it will be difficult to complete the task in short period
of time. Teacher may have the break time or extra class to do the task, if he may do that.
Finishing the syllabus is another big hurdle. Content is not important but process is the main thing.
Lack of resources is another obstacle. For this reason, teacher needs to be innovative. He should not
be the burden on the parents. Try to use the simple and available resources. Teacher can recycle the
natural resources.

Approaches for Problem Based Learning

• Modelling
• Guiding
• Fade out

These are three things to apply the problem-based learning. In the first step teacher displays himself as
a model. In second step he provides guidelines to them to do the tasks.
And in final step he fades out and provides the opportunity to the students to experience and solve the
problems to their own.

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