Problem-based Learning method.

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Problem-based learning

Mr. / Girgis

Definition:

Problem-based learning is a student-centered pedagogy in which students learn about a subject through the experience of problem solving. Students learn both thinking strategies and domain knowledge.

The learning that results from the process of working towards the understanding of a resolution of a problem.

Problem-based learning is based on the messy, complex problems encountered in the real world as a stimulus for learning and for integrating and organizing learned information in ways that will ensure its recall and application to future problems.

Why PBL?

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 inter-disciplinary 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-based learning activities are designed to develop

transferable skills and attributes along with the appropriate discipline specific knowledge. Transferable skills/attributes are part of the

degree level expectations that represent the intended outcomes

for a university education and are being written into program curriculum.

Problem-based learning challenges students to develop the ability

to think critically, analyze problems, find and use appropriate learning researches.

Role of learners:

In PBL, rather than sitting in a lecture or blinding following a lab manual, students are encouraged to solve problems set in a real world framework. The problems are often complex and open-ended, requiring real thought and enquirer.

The students work together in small groups supported by a staff facilitator. The groups enable the students to test and develop their level of understanding as they discuss their and findings with other.

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.

2-Problem-Based learning method

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.

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.

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Post-solving the problem:

1- The teacher allows each group to present their solution.

2- The leader and the 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.

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Practical Example 1

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.

Practical Example:2

Students in my community face challenges. Students suffer from learning through listening to the lecturing teachers according to the GTM method. Learners don't have opportunities to be positive participants. Learners don't use technology in learning. They learn through recitation and memorization.

Learners don't use their critical skills of practice, analysis, synthesis, evaluation, creation and innovation. Their only aim is to memorize the information to write it on the written answering exam paper. Learners are containers of information not a problem solvers, discoverers, explorers or a project doers.

There is no place for vocabulary practice, authentic language situations or tools, no structure practice, no communication practice or language activities.

As a supervisor of English, I entered a classroom of one of my teachers, grade 9, middle school. I did a speedy diagnostic test. I found out thar the learners levels were divided into 4 parts : The first group of learners didn't identify even the alphabets. The second group didn't identify any vocabulary.

The third group didn't know how to form a correct sentence. The fourth group didn't know how to form a paragraph. With my teachers in a work group , we collected data and examined it to know the reason. We discovered that the teacher used lecturing method with no practice or participation from the side of the learners. Learners didn't use language at all.

I played the role of the class teacher practically in front of all the school teachers to show and present the problem solution. I gathered the learners of each level in groups. They were 4 groups. Each group was 10 learners.

Starting with the alphabetic letters regularly, I presented the letter (A) to the first group. I pronounced it, pointed to it, drew it and used it in cards. The learners listened to it, saw it, pointed to it, saw it in an electronic program and repeated it in peers happily. Next, I turned to the second group.

I used the letter (A) in a word that begins with the same letter(A) like (Apple). I pronounced it, pointed to it in pictures and authentically I ate it. Learners did the same in pairs. I turned to the third group and through questioning and answering practice, learners communicated using he word (Apple) in their asking and answering in pairs.

Then, I turned to the final group , they learned to write a paragraph in groups on: ( Apples) through answering 5 questions. In this way, all learners participated, used English and communicated in peers, pairs and groups using authentic tools and acting.

What I did with the letter(A), i did it with the other letters(B), (C),(D),............... . I gave the class teacher a period of one month to follow the same strategy till he finished the alphabets.After a month, I visited the same class. We were happy to see that all learners learnt English with simple differences in levels.

In this way, We taught English through solving problems in groups.

We practiced high quality education.

View resources:

1-Classroom rules.

2-Disruptive learners.

3-Classroom discipline.

4-Students' behavior VS Classroom

Management.

5-Teaching diverse and multi-cultured

learners in one classroom.

View External Links:

1-Fun activities.