Post on 15-Jul-2015
PBL has been used since the 1950’s.
While it originated in universities today,
PBL is used extensively in elementary,
secondary and tertiary education
institutions worldwide, and has also been
adopted in various fields of professional
training, such as nursing, engineering and
architecture, among many others.
• PBL was pioneered in the health sciences at
McMaster University in the late 1960's and
subsequently it has been adopted by other medical
school programs (Barrows, 1996) and also been
adapted for undergraduate instruction.
•Until recently the PBL approach has flourished
mainly in medical and professional schools. Slowly
the sciences in general have begun taking it up, and
even more slowly, the humanities.
Problem-Based Learning (PBL) is a total approach to education that challenges students to learn through an active engagement in real life problems.
Problem-based learning is learning that results from working with problems. Official descriptions generally describe it as "an instructional strategy in which students confront contextualized, ill-structured problems and strive to find meaningful solutions."
•Problem-based learning is an instructional method
that challenges students to “learn to learn”, working
cooperatively in groups to seek solutions to real world
problems (Duch et al., 2001).
•In a problem-based learning (PBL) model, students
engage complex, challenging problems and
collaboratively work toward their resolution. PBL is
about students connecting disciplinary knowledge to
real-world problems—the motivation to solve a
problem becomes the motivation to learn.
Recent research concluded that traditional
teacher-centered learning models are more
likely to result in surface level learning.
Additionally, research indicates that higher
quality learning is more likely to come from a
morestudent-centered approach to study
(Entwistle 1998).
Based on the statement mentioned above we need tochange our teaching approach from a teacher-centered model to a more student-centered onein order to encourage our students to adopt a deeplevel approach to their learning, and to encourage them to master a competence in problem solving.
Thus, the solution can be Problem-based learning (PBL) which places greater emphasis on student’s self-directed learning (SDL) and training students’research ability while learning.
In problem-based classrooms of language learning, the teacher acts as a cognitive coach or facilitator of activities that students carry out themselves so their role include the following steps:
. Preteach
· Introduce the Problem and the Language Needed to Work on It
· Group Students and Provide Resources
· Observe and Support
· Follow Up and Assess Progress
With PBL, your teacher presents you with a
problem, not lectures or assignments or exercises.
Since you are not handed "content", your learning
becomes active in the sense that you discover and
work with content that you determine to be necessary
to solve the problem.
Several medical schools have incorporated
problem-based learning into their curricula, using
real patient cases to teach students how to think
like a clinician. More than eighty percent of
medical schools in the United States now have
some form of problem-based learning in their
programs.
•Maastricht University offers its whole program in
PBL format only, as does the University of Limerick
Graduate entry medical school in Ireland.
The key characteristics of PBL are that it involves team- work and communication skills, a problem-solving capacity, critical, analytical and creative, as well as individual research.
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.
students divided into groups
real problem is presented and discussed
students identify what is known, what
information is needed, and what strategies or
next steps to take
individuals research different issues, gather
resources.
•resources evaluated in group
•cycle repeats until students feel the problem has been
framed adequately and all issues have been addressed.
•possible actions, recommendations, solutions, or
hypotheses are generated.
•tutor groups conduct peer/self-assessments
greater recall of knowledge, retention
interdisciplinary, can require accessing and using
information from a variety of subject domains;
better integration of knowledge
development of life-long learning skills:
how to research, how to communicate in groups,
how to handle problems
increased motivation, interest in subject areas
increased student-student interaction, and
student-instructor interaction.
•become more flexible in processing information and
meeting obligations .
•Develops critical thinking, writing, and
communication skills
• Demonstrates the power of working cooperatively
practice skills that you will need after your education
Unfortunately no single education strategy is
perfect for all educational situations and PBL has
several significant disadvantages.
One of the disadvantages that has been reported
in relation to the PBL process is that it is a very
different teaching process to the one that students
have already received and, as a result, it can be
stressful and disorienting (Mills, 2008).
•Knowledge acquired through PBL being less
organized than knowledge acquired through traditional
learning.
•There is a difficulty of training facilitators and the
scarcity of teaching faculty with the skills of
facilitating rather than the skills of traditional
teaching.
•Takes longer time in contrast to the other approaches.
This can be particularly problematic for time-poor
faculty and teachers who are being asked to teach and
learn within an increasingly crowded curriculum.