Problem-based Learning Problem-based learning (PBL) is a student-centered pedagogy in which students learn about a subject in the context of complex,

multifaceted, and realistic problems. PBL helps the students develop flexible knowledge, effective problem-solving skills, self-directed learning, effective collaboration skills, and intrinsic motivation. Characteristics of PBL In PBL, students are presented with ill-structured problems that they will deal with in groups. An "ill-structured" problem is imprecise in many ways. To solve an ill-structured problem, students typically have to gather more information not presented in the problem statement. The problem can change as more information becomes available. Most problems are carried over from real-life scenarios but will be given to the students depending on their level of study. Most of the time, problems in PBL have a stakeholder (someone for whom the problem means something). The answers obtained in PBL aren't neat at all - so students will naturally struggle for the answer. In that struggle, students are expected to learn plenty of skills, such as problem-solving, critical thinking, initiative, leadership, communication, and teamwork. Students also experience dealing with complex problems. "Ill-structured" problems can be solved in more than one way. There are many solutions to these problems. Because there are no single right or wrong solutions to problems, students must back up their solutions with relevant information. The teacher's role is to be a facilitator - the teacher does not give solutions at all. The teacher, however, can mentor students about their solutions. Students are guided in techniques that may prove important for problemsolving. PBL is constructivist because the instructor's role is to guide and challenge the learning process rather than simply provide knowledge. Students are active agents who participate in knowledge construction. Because there are no right or wrong answers, students are evaluated, not based on their answers, but based on how they performed in solving a problem. (Did they interpret the problem well? Did they have sufficient

information to back up their solution? Did they defend their solutions will, using the information that they have gathered? Was use of various problem solving skills evident in their presentation?) Characteristics of an ill-structured problem: Must be authentic (addresses real-world concerns). Must target defined areas of the curriculum. Must contain a minimum of presenting information. Must be related to, or approximate, the real world, so that there is student engagement. Must not be too easy but not too hard. Must encourage reflection (thinking about how the problem is solved) and communication Benefits of "ill-structured" problems: Students gather a significant body of content knowledge, retrievable as necessary. Students can consciously observe and regulate the way they think. Students provide evidence-driven arguments as necessary. "Ill-structured" problems provide students an opportunity to use right brain, to tolerate ambiguity, and to take risks. Benefits of PBL PBL develops critical and creative thinking. PBL creates effective problem-solvers. PBL develops mental habits. PBL allows problem solving skills to be met in the classroom. PBL increases motivation and encourages self-directed learning. PBL makes students think about what they know. PBL encourages lateral thinking (interdisciplinary thinking). PBL improves communication, teamwork, and leadership skills. Problems encountered in PBL are mostly related to real life. Assessment is more closely based on real-life criteria. Studies show that graduates of schools that use PBL are more favored by employers and are generally more successful in their careers. Students undergoing PBL are usually more enthusiastic. Students will not only learn skills needed to solve real-life problems but also may learn how to identify those real-life problems themselves. Steps in PBL: 1. Form small groups. (3-5)

2. Select knowledge and skills that students will demonstrate. (Based on local standards) 3. Develop a driving question (the ill-structured problem). The question should be thought-provoking, have no simple answers, and child-friendly. 4. Students typically do the following: a. Explore the issues. Students may not know much about the problem, but that is the challenge! Students should gather new information and learn new skills and concepts as they solve the problem. b. List down what they currently know: students list down each others' inputs, as well as assess each other's strengths and weaknesses. c. Interpret the problem statement in their own words. The group can write down the problem, agree upon it, and ask for feedback. d. List down possible solutions. They decide on the best one. e. List down everything that should be done: obtain information, rank possible solutions, obtain agreement on solutions. Students take into account the time required to do all of these. Tutors pose questions, e.g. Do you need more information? Are you sure that the sources of your facts are reliable? Do you think additional information would be helpful? f. Gather and list down information needed. Students consult different resources, as well as evaluate each resource. [Return to step (d) if information is inadequate or if there is no agreement on the solution] g. Write down solution along with the problem statement, questions, process, data gathered, analysis, and arguments in favor of your solution. Support is particularly important because it is not only the conclusions that are important, but the foundations as well. h. Present and defend solution. i. Review the entire performance. Some criticisms of PBL: PBL requires cultural change among students and teachers, especially those who are used to traditional learning settings. Teachers who are used to teacher-centered learning may find it difficult to switch to a student-centered setup.

 Students who are used to getting evaluated because of information retained may complain if situation does not apply. PBL decreases its effectiveness when combined with the traditional lecture and laboratory setup. It seems that PBL is more effective only if entire course is student centered, not teacher centered. Novice problem solvers may feel overwhelmed with the massive amount of available information. This can be solved by scaffolding. Hexagon Trains Problem Below are five trains with a hexagon pattern. The first train is simply a regular hexagon and each train after that one adds one additional hexagon to its pattern.

What you will need to do...

1.

Compute the perimeter of each of the five trains. Note: each side of each hexagon represents 1 unit. Determine the perimeter of the twentieth train without constructing it. Explain how someone could find and compute the perimeter of any train that uses this pattern. Can your solution be adapted for any polygon train pattern? What if the train was in the shape of octagon? A heptagon? Explain your answer in complete sentences, using diagrams and explanations to thoroughly answer the question.

2. 3.

4.

What you will need to hand in... At the end of this period you should have all of your ideas and explanations written on a piece of paper. Please include all of your solution methods even if they did not work.

Prepared by: Percival Byron S. Bueser, CTP