Problem-based learning

(PBL) is a student-centered pedagogy in which students learn about a subject in the context of complex, multifaceted, and realistic problems. Working in groups, students identify what they already know, what they need to know, and how and where to access new information that may lead to resolution of the problem. The role of the instructor is that of facilitator of learning who provides appropriate scaffolding of that process by (for example), asking probing questions, providing appropriate resources, and leading class discussions, as well as designing student assessments.

PBL was pioneered in the health sciences in Hamilton, Ontario[1] at McMaster University[2] in the late 1960's and subsequently it has been adopted by other medical school programs and also been adapted for undergraduate instruction. The use of PBL, like other student-centered pedagogies, has been motivated by recognition of the failures of traditional instruction and the emergence of deeper understandings of how people learn. Unlike traditional instruction, PBL actively engages the student in constructing knowledge in their own mind by themselves, and thus addresses many of deficits of traditional classroom where knowledge is expounded by an instructor.
[1] Hamilton, Ontario - Wikipedia, the free encyclopedia
City of Hamilton - Official website of the City of Hamilton



Characteristics of PBL are:
• Learning is driven by challenging, open-ended, ill-defined and ill-structured problems.
• Students generally work in collaborative groups.
• Teachers take on the role as "facilitators" of learning.

In PBL, the teacher acts as facilitator and mentor, rather than a source of "solutions."
A Summary of Problem-Based Learning:
A simplified model
Problem-based Learning is a six step process. However, steps two through five my happen simultaneously as new information becomes available and redefines the problem. Additionally, step six may occur more than once:
1. Present the problem statement. Introduce an "ill-structured" problem or scenario to students. They should not have enough prior knowledge to solve the problem. This simply means they will have to gather necessary information or learn new concepts, principles, or skills as they engage in the problem-solving process.
2. List what is known. Student groups list what they know about the scenario. This information is kept under the heading: "What do we know?" This may include data from the situation as well as information based on prior knowledge.
3. Develop a problem statement. A problem statement should come from the students' analysis of what they know. The problem statement will probably have to be refined as new information is discovered and brought to bear on the situation. Typical problem statements may be based on discrepant events, incongruities, anomalies, or stated needs of a client.
4. List what is needed. Presented with a problem, students will need to find information to fill in missing gaps. A second list is prepared under the heading: "What do we need to know?" These questions will guide searches that may take place on-line, in the library, and in other out-of-class searches.
5. List possible actions, recommendations, solutions, or hypotheses. Under the heading: "What should we do?" students list actions to be taken (e.g., questioning an expert), and formulate and test tentative hypotheses.
6. Present and support the solution. As part of closure, teachers may require students to communicate, orally and/or in writing, their findings and recommendations. The product should include the problem statement, questions, data gathered, analysis of data, and support for solutions or recommendations based on the data analysis.

Problem-based learning - Wikipedia, the free encyclopedia

[2] McMaster University Problem Based Learning
McMaster University CLL Resources Problem Based Learning