1. PROBLEM-BASED LEARNING LEARNING

2. What is It? Problem Based Learning (PBL), is a student-centered instructional strategy pioneered by McMaster University, Hamilton, Ontario, Canada, in which students collaboratively solve problems and reflect on their experiences. Characteristics of PBL are:  Learning is driven by challenging, open-ended problems.  Students work in small collaborative groups.  Teachers take on the role as "facilitators" of learning. Students are encouraged to take the responsibility for their group by organizing and directing their learning process with support from their instructor. Educators claim PBL enhances students content knowledge and fosters the development of communication, problem-solving, and self-directed learning skills.

3. Since Problem-based learning's inception at McMaster University Medical School over 25 years ago, it has been implemented in various undergraduate and graduate programs around the world. Additionally, numerous elementary and secondary schools have adopted PBL. History of PBL

4. Problem Based Learning Process

5. Change of Roles In problem-based learning, the traditional roles of teacher and student change.  The students assume increasing responsibility for their learning, giving them more motivation and more feelings of accomplishment, setting the pattern for them to become successful life-long learners.  The teacher becomes an evaluator, a supporter, and a resource as they guide the students in their problem solving efforts.

6. Why Use Problem-Based Learning? Theorists in favor of utilizing PBL claim that learning occurs only within the context of activity and is securely tied to the situation in which it occurs. PBL is a better representation of the way learning occurs in the world outside the classroom. Thereby enabling the student to be better prepared for what the world may have in store for them.

7. Benefits of Using PBL It is engaging therefore it is motivating. Cognitive components and motivational components become intertwined. Projects teach students to be mastery-oriented, notability oriented, and responsible. Students become learning-oriented rather than performance oriented. Students are task-involved when in the “role” of instructor. Project-based methods motivate students more than any other teaching method.

8. What are educators using PBL discovering? The literature on information transfer suggests that transferable learning experiences occur in an environment characterized by: Meaningful activities Expert guidance Knowledge-building collaboration PBL increases the likelihood of successful transfer of information, a primary consideration of teachers.

9. Intentional learning Relational understanding Critical thinking Creative thinking Effective collaboration Versatile communication To promote desirable student outcomes: Why do educators continue to use PBL?

10. Strengths and Weaknesses It’s different! Student driven Problems prompt, rather than follow skill development It’s hard! Giving up control Developing a “good” problem Consistent use of guided inquiry It’s time-consuming! Planning Implementing It’s wonderful! High engagement Self-directed learning

11.  Students involved in PBL acquire knowledge and become proficient in problem solving, self-directed learning, and team participation.  Studies show that PBL students do as well as their counterparts from traditional classrooms on national exams, but are in fact better practitioners of their professions. Results From Implementing PBL

12. Problem Based Learning Student Driven A Quest For Knowledge ExplorationSolutions, Not Answers QuestioningBuilds Confidence ReflectionCritical Thinking Skills

13. Reference List Anderson, J. R., Reder, L. M., & Simon, H. A. (1996). Situated learning and education. Educational Researcher, 25(4), 5-11. Bereiter, C., & Scardamalia, M. (1989). Intentional learning as a goal of instruction. In L.B. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 361-392). Hillsdale, NJ: Lawrence Erlbaum Associates. Berliner, D. C. (1992). Redesigning classroom activities for the future. Educational Technology, 32(5), 7-13. Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42. Niedelman, M. (1991). Problem solving and transfer. Journal of Learning Disabilities, 24(6), 322-329. Skemp, R. R. (1978). Relational understanding and instrumental understanding. Arithmetic Teacher, 26(3), 9-15.