Problem-Based Learning
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Problem-based learning (PBL) is a new concept that I have learnt through my Learning with Technology class. The class was framed in three week blocks. The first week we were presented with a problem by the professor and as a class we were to come up with various solutions. Based on the solutions we were to group them into five or six major themes. Then place ourselves into groups based on the themes. The second week was dedicated to researching with our groups and creating a presentation. The third week we would present our findings. The entire class was based on the PBL framework. This class was very interesting because instead of simply learning about what PBL is and how it works, we actually were a part of it and got an idea of how it would work in a classroom. This theory was important to me during my M.Ed. because it falls under my philosophy where learning should be child-centered and the teacher should be a facilitator. In the future, I could see myself using the PBL approach in my classroom as it is a great method for students to work in collaborative groups, critically think about a problem, and present information in any way they want.
Problem-Based Learning is defined as "an educational approach whereby the problem is the starting point of the learning process" (Graaff & Kolmos, 2003). Problems are usually based on real-life situations (but could also be hypothetical) which the teacher selects and edits to meet curriculum objectives. The problem needs to serve as the basis for the learning process because this determines the direction of the learning process and puts an emphasis on the formulation of the question rather than the answer. There are seven characteristics of PBL. They are; learning is student-centered, learning occurs in small student groups, teachers are facilitators, problems form the focus and stimulus for learning, problems are a vehicle for the development of problem-solving skills, problems are 'ill-structured' and new knowledge and information is acquired through self-directed learning (Savery & Duffy, 2001). In order to analyze a problem there are seven steps that should be followed they include: 1. clarify the concepts 2. define the problem 3. analyze the problem 4. find the explanation 5. formulate the learning objective 6. search for information 7. report the new information (Graaff & Kolmos, 2003). The role of the teacher when using the PBL method is to act as a guide or facilitator to scaffold students' learning in order to simulate the elaboration of information and ideas, guide the learning process, including stimulation of reflection on the learning process, stimulate the creation and integration of knowledge and stimulate and support students interaction and individual accountability.
Problem-Based Learning is defined as "an educational approach whereby the problem is the starting point of the learning process" (Graaff & Kolmos, 2003). Problems are usually based on real-life situations (but could also be hypothetical) which the teacher selects and edits to meet curriculum objectives. The problem needs to serve as the basis for the learning process because this determines the direction of the learning process and puts an emphasis on the formulation of the question rather than the answer. There are seven characteristics of PBL. They are; learning is student-centered, learning occurs in small student groups, teachers are facilitators, problems form the focus and stimulus for learning, problems are a vehicle for the development of problem-solving skills, problems are 'ill-structured' and new knowledge and information is acquired through self-directed learning (Savery & Duffy, 2001). In order to analyze a problem there are seven steps that should be followed they include: 1. clarify the concepts 2. define the problem 3. analyze the problem 4. find the explanation 5. formulate the learning objective 6. search for information 7. report the new information (Graaff & Kolmos, 2003). The role of the teacher when using the PBL method is to act as a guide or facilitator to scaffold students' learning in order to simulate the elaboration of information and ideas, guide the learning process, including stimulation of reflection on the learning process, stimulate the creation and integration of knowledge and stimulate and support students interaction and individual accountability.
Artifact 1This artifact is a collaborative PowerPoint presentation that was created based on the problem of reliability and validity of online tools. As a group we looked at what cognitive tools are available for higher order thinking skills. In addition, we researched theories that support higher order thinking. Through this artifact we were able to define a problem, analyze it, research possible solutions and present the information.
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Artifact 2The second artifact is similar to the first one where we were given a problem, found solutions and presented information. This artifact is another collaborative PowerPoint presentation that examines why things go viral. Through the PowerPoint we discuss various methods that contribute to things going viral as well as analyze Malcolm Gladwell's The Tipping Point.
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References
Graaff, E., & Kolmos, A. (2003). Characteristics of problem-based learning. International Journal of Engaging Education.
Savery, J. R. & Duffy, T. M. (2001). Problem Based Learning: An instructional model and its constructivist framework. CRLT Technical Report No. 16-01.
Savery, J. R. & Duffy, T. M. (2001). Problem Based Learning: An instructional model and its constructivist framework. CRLT Technical Report No. 16-01.