Problem-Based Learning by Nick Pastore

The instructional model that I will be explaining is problem-based learning or PBL for short.  PBL is a constructivist pedagogical approach to teaching (Harasim, 2012). Constructivist teachers encourage students to learn by doing. This allows the students to construct new knowledge based off of what they already know.  The students become more engaged because they can apply what they already know to solve real-world problems.  This makes the students active participants in the learning process.  Harasim (2012) stated, “The constructivist teacher introduces techniques such as problem-solving and inquiry-based learning activities whereby students formulate and test their ideas, and draw conclusions and inferences” (p. 69).  The learning theory behind problem-based learning is constructivism. The embedded theory is that the learning takes place in the classroom using a variety of techniques.  

Scaffolding is a teaching strategy that teachers can use to guide students along the path of learning new information (Harasim, 2012).  Collaboration is when the students work together to accomplish a task or create a finished product.  Constructivist collaboration is when students share their views and challenge one another to another person's perspective.  Students will learn how to learn from each other as well as the teacher.  This is why problem-based learning is such an effective way for students to learn.

Inquiry and Problem-Based Learning Explained

According to the Instructional Design Knowledge Base web site, problem-based learning is an instructional model that uses a problem-solving activity to engage the learner.  One of the goals of PBL is for the students to work collaboratively with one another to solve a problem.  The students are given a real-world problem that needs to be solved.  The teacher guides the students through actively constructing their knowledge on how to solve the problem so the students can come up with a solution (Harasim, 2012).

Study Guides and Strategies stated that problem-based learning would provide students with the opportunities to:

·      Try out what they know

·      Discover what they need to know

·      Develop people skills

·      Improve communication skills

·      State and defend their position with evidence and sound argument

·      Become more flexible in processing information and meeting obligations

·      Practice skills that they will need after education

In the article “Problem-based learning: As authentic as it gets”, it is stated that teachers will take on different roles when teaching problem-based learning.  Teachers will start off as mentors to the students.  Teachers will model the type of behavior that they want the students to use.  The teachers will help the students organize their thought processes throughout the project.  It will be part of the teacher’s job to prompt new lines of thought from the students by asking higher-level questions.  This creates a learning environment that is centered around the students and not the teacher.

The Instructional Design Knowledge Base web site lists the following five ways that problem-based learning can be used as an instructional model.

1.     The problem as a guide

2.     The problem as a test

3.     The problem as an example

4.     The problem as a vehicle for progress

5.     The problem as a stimulus for authentic activity

I teach in a middle school with 6^th, 7^th and 8^th grade students.  A practical example of using problem-based learning in my school would be asking the students to come up with a solution to stop or reduce bullying in middle school.  This is an excellent idea for a group project.  The students would be given the problem and then they would collaborate on the best ways to find a solution to the problem.  The teacher would act as a mentor and guide the students through this process.  This problem-based activity would be engaging for the students because they would be able to apply their existing knowledge and real-world experience about bullying in middle school to help them come up with a solution. 

Through my research I discovered that there is a difference between project-based and PROBLEM-based learning activities.  In project-based learning, the end result may be a finished product; like a solar oven or a remote control car.  Problem-based learning is more focused on students working collaboratively to solve a real world problem.  The outcome is a solution to the problem that the students come up with while working together.

Here is a problem-based learning example of how science students apply the scientific method and work collaboratively to diagnose medical cases.

Resources

Edutopia: This is a web site dedicated to what works in education.  The link will take you to a site where you can learn about project-based learning, which can be a form of problem-based learning.  You can view examples videos, read articles and review sample projects to help you get started with problem-based projects in your classroom. 

Harasim, L. M. (2012). Learning theory and online technology. New York, NY: Routledge.

PBLNetwork: This web site is a great resource to learn more about what problem-based learning is.  This site contains a learning template that you can use to start your own problem-based learning activity.  It also has PBL samples and tutorials that you can view.

PBL Sites: This is a site that contains several links to problem-based learning sites on different topics.