Designing PBL Scenarios Designing PBL Scenarios Dr. Shama MashhoodDr. Shama Mashhood

DUHSDUHSDCPS-HPE DCPS-HPE

PBL?PBL?

• In teams, Students are given a In teams, Students are given a problem they don’t know how to problem they don’t know how to solve and they devise a strategy solve and they devise a strategy to solve it.to solve it.

ObjectivesObjectives At the end of the session, the At the end of the session, the

participants will be able to:participants will be able to:• Understand the principles of Understand the principles of

designing PBL scenariodesigning PBL scenario• Identify the technical flaws in the Identify the technical flaws in the

scenariosscenarios

Why PBL?Why PBL?

• An innovative solution to make An innovative solution to make learning more relevant and effective.learning more relevant and effective.

Effective PBL ScenarioEffective PBL Scenario• Reflect real work demands.Reflect real work demands.• Constructivist learning approach.Constructivist learning approach.• Enhance metacognitive skills. Enhance metacognitive skills. • Integrate knowledge base.Integrate knowledge base.

Reflect real work Reflect real work demands- start with the demands- start with the end in mindend in mind• Problem forms the stimulus for PBL.Problem forms the stimulus for PBL.

• Craft problem that mirror the real Craft problem that mirror the real world challenges.world challenges.

• Craft problem with the end in mind Craft problem with the end in mind (outcomes)(outcomes)

• Outcomes serve as a benchmark for Outcomes serve as a benchmark for assessing the student’s performanceassessing the student’s performance

Constructivist learning Constructivist learning approach - build on prior approach - build on prior knowledgeknowledge

• written in interesting format that written in interesting format that challenges the students to think.challenges the students to think.

• problems are motivating enough to problems are motivating enough to solve from the student’s perspective. solve from the student’s perspective.

Metacognitive Level:-Metacognitive Level:-• Learning is quicker when students Learning is quicker when students

possess self monitoring skills.possess self monitoring skills.

• The problem must be unfamiliar, The problem must be unfamiliar, unusual, new to engage their meta unusual, new to engage their meta cognitive level .cognitive level .

Integrated Knowledge baseIntegrated Knowledge base• Borderless PBL problems.Borderless PBL problems.• Student use knowledge from all Student use knowledge from all

subjectssubjects

Non Effective ProblemsNon Effective Problems• If its solution is obvious.If its solution is obvious.

• looks like a past year’s examination looks like a past year’s examination questionquestion

• Looks like the end of a chapter Looks like the end of a chapter summarysummary

Non Effective ProblemNon Effective Problem• Should not look like an instruction on what Should not look like an instruction on what

needs to be done.needs to be done.

• Should not appear like the title of a Should not appear like the title of a chapter chapter

• Should not contain only one way of Should not contain only one way of resolving problem.resolving problem.

ConclusionConclusion• Problems drive learning in a PBL Problems drive learning in a PBL

curriculum.curriculum.

• Problems that mirror the real world Problems that mirror the real world demands.demands.

• Problems should be viewed in a Problems should be viewed in a holistic manner crossing the holistic manner crossing the boundaries of many subjects. boundaries of many subjects.

Thank YouThank You