1. Designing PBL Scenarios Dr. Shama Mashhood DUHSDCPS-HPE

2. PBL? PBL?

3. In teams, Students are given a problem they don’t know how to solve and they devise a strategy to solve it.In teams, Students are given a problem they don’t know how to solve and they devise a strategy to solve it.

4. Objectives At the end of the session, the participants will be able to: At the end of the session, the participants will be able to: Understand the principles of designing PBL scenario Understand the principles of designing PBL scenario Identify the technical flaws in the scenarios Identify the technical flaws in the scenarios

5. Why PBL? Why PBL?

6. An innovative solution to make learning more relevant and effective. An innovative solution to make learning more relevant and effective.

7. Effective PBL Scenario Reflect real work demands. Reflect real work demands. Constructivist learning approach. Constructivist learning approach. Enhance metacognitive skills. Enhance metacognitive skills. Integrate knowledge base. Integrate knowledge base.

8. Reflect real work demands- start with the end in mind Problem forms the stimulus for PBL. Problem forms the stimulus for PBL. Craft problem that mirror the real world challenges. Craft problem that mirror the real world challenges.

9. Craft problem with the end in mind (outcomes) Craft problem with the end in mind (outcomes) Outcomes serve as a benchmark for assessing the student’s performance Outcomes serve as a benchmark for assessing the student’s performance

10. Constructivist learning approach - build on prior knowledge written in interesting format that challenges the students to think. written in interesting format that challenges the students to think. problems are motivating enough to solve from the student’s perspective. problems are motivating enough to solve from the student’s perspective.

11. Metacognitive Level:- Learning is quicker when students possess self monitoring skills. Learning is quicker when students possess self monitoring skills. The problem must be unfamiliar, unusual, new to engage their meta cognitive level. The problem must be unfamiliar, unusual, new to engage their meta cognitive level.

12. Integrated Knowledge base Borderless PBL problems. Borderless PBL problems. Student use knowledge from all subjects Student use knowledge from all subjects

13. Non Effective Problems If its solution is obvious. If its solution is obvious. looks like a past year’s examination question looks like a past year’s examination question Looks like the end of a chapter summary Looks like the end of a chapter summary

14. Non Effective Problem Should not look like an instruction on what needs to be done. Should not look like an instruction on what needs to be done. Should not appear like the title of a chapter Should not appear like the title of a chapter Should not contain only one way of resolving problem. Should not contain only one way of resolving problem.

15. Conclusion Conclusion Problems drive learning in a PBL curriculum. Problems drive learning in a PBL curriculum. Problems that mirror the real world demands. Problems that mirror the real world demands. Problems should be viewed in a holistic manner crossing the boundaries of many subjects. Problems should be viewed in a holistic manner crossing the boundaries of many subjects.

16. Thank You Thank You