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Problem-based learning Method
Definition:
Problem-based learning (PBL) is an instructional
methodology that challenges students to learn by engaging
with complex, real-world problems. It emphasizes student-
centered education and encourages learners to develop
critical thinking, problem-solving, and collaborative skills.
Here are some key aspects of problem-based learning
Real-World Problems:
PBL typically begins with a problem that is relevant to the
students and aligned with the learning objectives. These
problems are often complex and open-ended, requiring
students to explore various solutions.
Student-Centered Approach:
In PBL, students take responsibility for their own learning.
They engage in self-directed research to understand the
problem and develop potential solutions.
Collaborative Learning:
PBL encourages collaboration among students. They often
work in groups, sharing ideas, discussing different
perspectives, and learning from one another.
Integration of Knowledge:
PBL often requires students to draw upon knowledge from
multiple disciplines, integrating theory with practice. This
helps students make connections between different subject
areas.
Development of Critical Skills:
Students enhance a variety of skills through PBL, including
critical thinking, communication, teamwork, and research
skills. They also learn to manage time and resources
effectively.
Reflection:
Reflection is a crucial component of PBL. Students are
encouraged to think about their learning process, the
strategies they used, and how they can improve in the future.
Employers like to see good problem-solving skills because
it also helps to show them you have a range of other
competencies such as logic, creativity, resilience,
imagination, lateral thinking and determination. It is a
vital skills for your professional and personal life.
In my interactions with parents, I often find they do not yet
know about the power of PBL, or problem-based
learning as a critical thinking skill to implement.
Parents and sometimes even educators view PBL with
curiosity, however the reality is that PBL is the optimal
educational pedagogy for the 21st century, and is changing
education the world.
Introduced nearly half-a-century ago, PBL is a teaching
strategy that prepares learners for the challenges of real life.
It’s a research-oriented learning process, where children
are in the driver’s seat, they are at the center of learning.
They don’t just follow instructions from an adult in a
classroom-setting. Instead, children ask questions,
discover answers, solve problems and tackle real
challenges being faced by their community and the
larger society.
Learners solve problems by imagining, investigating,
evaluating, designing, inventing, collaborating, and
communicating. With the world advancing at a rapid pace
into the 21st century, PBL is by far the most effective
teaching method for future-thinking learners.
Why do we need PBL in teaching?
Today's world brings with it a rapid explosion of easily
accessible knowledge. Today, graduates need to be
self-directed and possess lifelong learning skills.
They need to be critical thinkers, problem solvers
and analytical in their approach.
The interdisciplinary nature of work means that they
need to be able to integrate knowledge and skills
from a number of disciplines as well as have the
interpersonal skills to be an effective team member.
Problem Identification:
Select or present a real-world problem that is relevant to the
learning objectives.
Group Formation:
Organize students into small groups to facilitate collaborative
learning.
Research and Inquiry:
Students investigate the problem, gather information, and
explore various perspectives.
Solution Development:
Groups brainstorm and evaluate possible solutions, weighing
the pros and cons of each.
Presentation and Feedback:
Students present their findings and proposed solutions to
the class or a panel, allowing for feedback and discussion.
Problem-solving requires two distinct types of mental skill,
analytical and creative.
Analytical or logical thinking includes skills such as ordering,
comparing, contrasting, evaluating and selecting. It provides
a logical framework for problem-solving and helps to select
the best alternative from those available by narrowing down
the range of possibilities (a convergent process)..
Analytical thinking often predominates in solving closed
problems, where the many possible causes have to be
identified and analysed to find the real cause.
Creative thinking skills :
Effective problem-solving requires a controlled mixture of
analytical and creative thinking.
Curriculum and process:
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 common used
systemic approach to resolving problems or
meeting challenges that are encountered in life
and career.
Procedure:
1) First, students are presented with a problem.
2) Students discuss the problem in a small group
PBL tutorial. They clarify the facts of the case. They
define what the problem is. They brainstorm ideas
based on the prior knowledge.
They identify what they need to learn to work on the
problem, what they do not know (learning issues).
They specify an action plan for working on the
problem.
3) Students engage in independent study on their
learning issues outside the tutorial. This can
include: library, databases, the web, resource
people and observations.
4) They come back to the PBL tutorial(s) sharing
information, peer teaching and working together on
the problem.
5) They present their solution to the problem.
6) They review what they have learned from
working on the problem.
Problem-Based learning method
1-Pre-solving problem
1-The teacher sets the objective
2-The teacher sets the problem
3-The teacher sets the time
4- The teacher prepares the tools
5-The teacher manages learners' work in groups
6- The teacher monitors, observes and facilitates.
2-During solving the problem:
1- learners work in groups to define the problem
the teacher set.
2- learners collect information.
3-Learners set several hypotheses.
4- Learners select the suitable hypothesis.
5- They test the hypothesis validity.
6- They present the solution as a learners' project.
3-Post-solving the problem:
1- The teacher allows each group to present their solution.
2- The leader and presenter of each group present their
project.
3- The other groups interview the leader and the
presenter in front as a kind of evaluation in the form
of a wonderful interview.
4- The other groups are interviewed in the same way.
5- The teacher monitors and checks in a wonderful
scientific congregation.
How to become a good problem solver?
To be a good problem solver, you need to be able to switch
from one group of skills to the other and back again,
although, this is not always easy. Traditional education
gives far greater encouragement to the development and
use of left-brain thinking.
This is reinforced in the way we
are required to work, where emphasis is placed on
rational, logical analysis of data in drawing conclusions.
Terms of creativity include:
Intuition -
the ability to draw conclusions based on impressions
and feelings rather than hard facts. It is a
characteristic of right-brain thinking and some people
rely on it more than others.
Incubation -
the period between stopping conscious work on a
problem and the time when we become aware
of a solution or part solution. People struggling with
problems often suddenly become aware of a solution
after a period of incubation, during which the mind is
occupied by other things.
Invention -
The creation of new, meaningful ideas or concepts.
Innovation -
putting new ideas or concepts to a practical use, as
in the development of a new product or service.
In dealing with our education problems, the
American EDX program, Harvard University, USA
:(Introduction to Data Wise: A Collaborative Process
to Improve Learning & Teaching)taught me the
following steps to solve the problem of poor
listening and speaking skills:
Example:
1-Organizing collaborative work:
We formed a group work to exchange work,
experience and guide.
2-Creating data:
We did diagnostic tests collaboratively and collected
data using our senses, observation and statistics.
3-Digging into students' data:
We studied data to find the evidence that refers to
the problem reasons and the way of remedy
4-Finding evidence:
Learners couldn't speak well because of the lack of
language practice and communication. The GTM
method(Grammar Translation Method) that depends
on grammar and translation was not good for
learners to use listening, speaking or
communication.
5-Deciding the problem:
Learners were poor at listening and speaking skills.
6-Developing the action plan:
Speaking English through authentic situations,
guided and free practice was the remedy. Teaching
rules can't help learners to develop their speaking
skill.
7-Acting and assessing progress:
We started our remedial work plan collaboratively
through focusing on using real situations and free
practice for learners to work in pairs to ask and
answer questions through using gestures, pointing,
acting, CDs, songs, music, games, realia and
authentic material and situations. Assessment went
side by side.
8-Solving the problem.
Learners became good speakers when they used
and functioned the language.
I can pass EDX experiences, experiences of my
study in England and my work experiences in
Egypt on to my colleagues in the USA.
View resources:
1-Classroom rules.
2-Disruptive learners.
3-Classroom discipline.
4-Students' behavior
5-Teaching diverse and multi-cultured
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