Problem-based+Learning

=Problem-based Learning= PBL is both a curriculum and a process. The curriculum consists of carefully selected and designed problems that demand from the learner acquisition of critical knowledge, problem solving proficiency, self-directed learning strategies, and team participation skills. The process replicates the commonly used systemic approach to resolving problems or meeting challenges that are encountered in life and career. 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 life-long learners. The faculty in turn become resources, tutors, and evaluators, guiding the students in their problem solving efforts. Students involved in problem-based learning acquire knowledge and become proficient in problem solving, self-directed learning, and team participation. Studies show that PBL prepares students as well as traditional methods. PBL students do as well as their counterparts from traditional classrooms on national exams, but are in fact better practitioners of their professions. This is a simplified model--more detailed models are referenced below. Steps two through five may be repeated and reviewed as new information becomes available and redefines the problem. Step six may occur more than once--especially when teachers place emphasis on going beyond "the first draft."
 * Definition**
 * Role Changes**
 * Results**
 * Problem based learning will provide you with opportunities to**
 * examine and try out what you know
 * discover what you need to learn
 * develop your people skills for achieving higher performance in teams
 * improve your communications skills
 * state and defend positions with evidence and sound argument
 * become more flexible in processing information and meeting obligations
 * practice skills that you will need after your education
 * A Summary of Problem-Based Learning:**
 * The** **steps can be repeated and recycled.**

Your teacher introduces an "ill-structured" problem to you. Discuss the problem statement and list its significant parts. You may feel that you don't know enough to solve the problem but that is the challenge! You will have to gather information and learn new concepts, principles, or skills as you engage in the problem-solving process. What do you know to solve the problem? This includes both what you actually know and what strengths and capabilities each team member has. Consider or note everyone's input, no matter how strange it may appear: it could hold a possibility! A problem statement should come from your/the group's analysis of what you know, and what you will need to know to solve it. You will need: > (This may be optional, but is a good idea)
 * 1.** **Explore the issues:**
 * 2. List "What do we know?"**
 * 3**. **Develop, and write out, the problem statement in your own words:**
 * a written statement
 * the agreement of your group on the statement
 * feedback on this statement from your instructor.

or "old" information is discarded.
 * Note:** The problem statement is often revisited and edited as new information is discovered,

List them all, then order them from strongest to weakest Choose the best one, or most likely to succeed > Do we agree? Research the knowledge and data that will support your solution You will need to information to fill in missing gaps. > Experts, books, web sites, etc. and if there is general agreement, go to (7). If not, go to (4)** You may need to present your findings and/or recommendations to a group or your classmates. This should include the problem statement, questions, data gathered, analysis of data, and support for solutions or recommendations based on the data analysis: in short, the process and outcome.
 * 4. List out possible solutions**
 * 5. List actions to be taken with a timeline**
 * What do we have to know and do to solve the problem?
 * How do we rank these possibilities?
 * How do these relate to our list of solutions?
 * 6. List "What do we need to know?"**
 * Discuss possible resources
 * Assign and schedule research tasks, especially deadlines
 * If your research supports your solution,
 * 7. Write up your solution with its supporting documentation, and submit it.**

The goal is to present not only your conclusions, but the foundation upon which they rest. Prepare to > Bring others to your side, or to consider without prejudice your supporting documentation and reason > and you have an answer, present it clearly > and you don't have an answer, acknowledge it and refer it for more consideration
 * Presenting and defending your conclusions:**
 * State clearly both the problem and your conclusion
 * Summarize the process you used, options considered, and difficulties encountered
 * Convince, not overpower
 * Help others learn, as you have learned
 * If challenged

Sharing your findings with teachers and students is an opportunity in demonstrating that you have learned. If you know your subject well, this will be evident. If a challenge arises that you cannot respond to, accept it as an opportunity to be explored. However, take pride in your attention to quality when you present. See also the Guide on [|presenting projects].

This debriefing exercise applies both to individuals and the group. Take pride in what you have done well; learn from what you have not done well. Thomas Edison took pride in unsuccessful experiments as part of his journey to successful outcomes!
 * 8. Review your performance**
 * 9. Celebrate your work!

_______________________________________________________________________________________________________________________________** Problem-based learning begins with a problem or "case" that reflects the real world. Students first figure out what the problem is, and then seek the information they need to solve the problem. Rather than standing before a class and lecturing, teachers become coaches to help students understand the questions to ask, where they might go to find the information, and possible interpretations of what they find. "The entire process allows students to become self-directed and independent learners, with support from their teachers," said Stan Hill, Ph.D., director of National Science Foundation initiatives for the school system. "Teachers must realize that the goal of the learning process is for students to have the ability to transfer and apply their knowledge and skills to unforeseen situations in the future."