1 Problem Based Learning 2 Introduction Curriculum change

1 Problem Based Learning

2 Introduction

Curriculum change - Why? Too much information - too little time The need to foster the skills for selfdirected life-long learning 3

Definition Ú Problem-based learning (PBL) is a total approach to education began at Mc. Master University Medical School over 25 years ago. Ú Dr. Howard Barrows and Ann Kelson of Southern Illinois University School of Medicine have defined PBL as: 4

Role Changes Ú In problem-based learning, the traditional teacher and student roles 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 lifelong learners. The faculty in turn become resources, tutors, and evaluators, guiding the students in their problem solving efforts. 6

Problem-solving v. s. PBL ØProblem-based learning - the process of acquiring new knowledge based on recognition of a need to learn. ØProblem-solving - arriving at decisions based on prior knowledge and reasoning 7

Principles Behind PBL Ú Understanding is built through what we experience Ú Meaning is created from efforts to answer our own questions and solve our own problems Ú We should appeal to students’ natural instincts to investigate and create Ú Student-centered strategies build critical thinking and reasoning skills and further their creativity and independence 8

History on PBL Ú 1916 --John Dewey’s progressive movement belief that 9 teachers should teach by appealing to students natural instincts to investigate and create. Ú 1980 --Howard Burrows, a physician and medical educator, started using this approach to help medical students better diagnose new illnesses Ú 1985 -High schools and Colleges start using this approach Ú 1990 -1991, Schools began developing PBL movements to improve student performance in science and other disciplines

Characteristics of PBL Ú Learning is student centered. Ú Learning occurs in small student groups. Ú Teachers are facilitators or guides. Ú Problems form the organizing focus and stimulus for learning. Ú Problems are a vehicle for the development of clinical problem-solving skills. Ú New information is acquired through selfdirected learning. 10

11 Objectives

Objectives of the PBL process To develop: Knowledge - basic and clinical content in context Skills - scientific reasoning, critical appraisal, information literacy, the skills of self-directed, life-long learning Attitudes - value of teamwork, interpersonal skills, the importance of psychosocial issues 12

13 Process

Process of PBL Ú Students confront a problem. Ú In groups, students organize prior knowledge and attempt to identify the nature of the problem. Ú Students pose questions about what they do not understand. Ú Students design a plan to solve the problem and identify the resources they need. Ú Students begin to gather information as they work to solve the problem. 14

Traditional Tutorial “Students” 15 “Tutor ”

PBL Tutorial “Students” 16 “Tutor ”

Characteristics of PBL Cases 1. Relevant, realistic, logical 2. Not too complex 3. Cases are characterized by “progressive disclosure” 4. Story unfolds, step-by-step 5. Narrative provokes discussion leading to next step 6. Enough issues for in-depth study between sessions 7. Avoid overlap with other sessions 17

18 An important part of PBL is the learning between sessions

Student PBL Workshop Task Read the case What do you know about this scenario? What do you need to know? Discuss & list learning issues Discuss & list potential sources of information Organize who (theoretically) will do what Evaluate how you performed as a group 19

PBL Process FACTS “What we know IDEAS “What we think” LEARNING NEEDS “What we need to know” Identify Problem Generate Ideas Reevaluate the Problem Organize/Prioritize Ideas Derive Learning Needs Learning Resources 20 New Facts New Ideas Test Ideas Revise Ideas

Why Use Problem-Based Learning? Ú It represents the way learning occurs in the world outside the classroom. Ú It is engaging and, therefore, motivating. Ú It increases the likelihood of transfer, a primary consideration in teacher education. 21

How Do We Feel About Using PBL in Teacher Education? It’s different! • Student driven • Problems prompt, rather than follow, skill development It’s hard! • Developing a “good” problem* • Consistent use of guided inquiry It’s time-consuming! • Giving up control • Planning • Implementing It’s wonderful! • High engagement • Self-directed learning 22

References Howard, J. (2002). Technology-enhanced project-based learning in teacher education: Addressing the goals of transfer. Journal of Technology and Teacher Education, 10(3), 343 -364. Lave, J. (1988). Cognition in practice: Mind, mathematics, and culture in everyday life. New York: Cambridge University Press. http: //www. vadlo. com/b/q? rel=2&keys=An+Introduction+To+Problem+Based+Learning+P owerpoint+Lectures 23