PROBLEM-BASED LEARNING An approach to curriculum, learning and teaching c. N Haigh, EdQuest

CONTEXT: POINTS OF VIEW ABOUT LEARNING AND TEACHING Learning and Teaching Philosophy The Law of the Land: Intellectual Independence Authentic Learning Activities and Assessment The World we are Preparing our Students For

Points Of View Learning Outcomes Learning Activities Teaching Activities Assessment Criteria And Tasks A L I G N M E N T ONE OPTION: PROBLEM-BASED LEARNING (PBL)

PROBLEM-BASED LEARNING HOPED FOR LEARNING OUTCOMES Describe intended learning outcomes, learner and teacher activities and assessment criteria and tasks associated with PBL. Evaluate the alignment between PBL and personal viewpoints about learning and teaching. Identify conditions that would need to be in place for successful implementation of PBL in your context.

PROBLEM-BASED LEARNING LEARNING AND TEACHING ACTIVITIES Identify your current knows and don’t knows about PBL Experience and reflect on a PBL learning cycle Review the alignment between PBL and your own learning and teaching philosophy Identify and discuss conditions required for successful implementation of PBL in your context

A PBL EXPERIENCE (Modified) 1. THE PROBLEM: Your 20 year old daughter says she would like to buy a new car but doesn’t know whether she can afford to as she will have to borrow some of the purchase money. She wants to know how to work out whether she can afford the car. What information and advice should you offer so that she can make a sound decision?

A PBL EXPERIENCE (Modified) 1. THE PROBLEM: real-world – messy, complex, incompletely and ill-defined no obvious right way of addressing the problem no simple, single, solution problem solving will require use of a wide range of ideas and information and a variety of information gathering and inquiry skills self directed and collaborative learning is likely to assist problem-solving

A PBL EXPERIENCE (Modified) 2. What do you KNOW that would be relevant to understanding the problem statement (meaning of terms) clarifying, confirming, defining the problem explaining the problem (why the problem exists) deciding on the criteria for a good solution finding, constructing coming and evaluating possible solutions

A PBL EXPERIENCE (Modified) 3. What DON’T YOU KNOW or are UNSURE OF that would be relevant to clarifying, defining, confirming the problem explaining the problem (why the problem exists) deciding on solution criteria finding, constructing and evaluating possible solutions

A PBL EXPERIENCE (Modified) 4. Would it be possible to get to know what you don’t know – or to resolve your uncertainties? If yes, what could you do? For specific dont knows, uncertainties, consider sources – what or who, where information-gathering methods, skills, tools inquiry/investigation methods, skills, tools work individually, together (task analysis, allocation, scheduling) reporting back, teaching others – what, how

A PBL EXPERIENCE (Modified) 5. Reporting Back, Teaching and Review What do you now know and understand in relation to the problem, explanations (revised/new formulation of the problem, new/alternative explanations), solutions? Are you in a position to construct and/or evaluate potential solutions? Are there some remaining, or new, don’t knows and uncertainties? If required, plan and undertake further information-gathering and inquiry until good solution(s) reached.

A PBL EXPERIENCE (Modified) 6. Debrief What do you now ‘know about’ and ‘know how to do’ in relation to giving information and advice about the purchase of a new car? (Subject Knowledge and Competencies) In relation to solving real-world problems like this, what - do you now know (Problem Solving Capabilities) - are you unsure about (e.g. only way, best way) - Still don’t you know?

PBL: STUDENTS ACTION SEQUENCE a.Check the meaning of the problem statement b.Identify relevant personal knowledge and experience c.Identify don’t knows and uncertainties d.Assist development of an information-gathering and inquiry plan e.Undertake assigned tasks individual or as a team member f.Report back to and teach others g.Contribute to evaluation of problem-solving progress h.Engage in further cycles of problem-solving (c – f) i.Contribute to final decision-making re solution(s) j.Participate in debrief

PBL: TEACHER ACTION SEQUENCE a.Present the problem b.Overview structure for PBL and intended roles c.Use facilitative questioning to help students identify relevant knows, don’t knows and uncertainties d.Develop an information-gathering and inquiry plan e.If appropriate, teach specific skills (e.g. redefine the problem, 5-whys, yellow-hat/black hat evaluation, reporting back) f.Facilitate reporting back, progress evaluation, re-planning g.Facilitate de-brief h.Arrange student feedback on PBL experience

Your Points Of View PBL Learning Outcomes Learning Activities Teaching Activities Assessment Criteria And Tasks A L I G N M E N T ?

PBL: CONDITIONS FOR SUCCESS Explain the purpose, rationale, structure and roles for PBL. State the learning outcomes Prepare problem statement carefully to ensure it fulfils criteria (eg ill-defined) Plan carefully in-class and out of class learner and teacher activities – and overview Identify resources that students will need to access. Ensure on-hand or accessible. Consider teaching some information, inquiry, team, reporting skills in advance.

PBL: CONDITIONS FOR SUCCESS Allow sufficient time for in-class sessions. Appreciate the need for student ‘real world’, out-of-class work Teach required knowledge/know-how when students cannot make progress Consistently provide constructive feedback Don’t skip the debrief. An essential element. Obtain and respond to student feedback Evolution vs Revolution. - Trial aspects of PBL in components of courses. - Course/programme curricula may be entirely PBL

PBL: CONDITIONS FOR SUCCESS Draw on on-line PBL tutorial materials for students eg The Learning Centre for PBL in Engineering at Monash Draw on the excellent on-line resources for teachers e.g. Leap into Problem based Learning, The Learning and Teaching Development Unit, University of Adelaide dfhttps://digital.library.adelaide.edu.au/dspace/bitstream/2440/71220/1/hdl_71220.p df.