problem-based learning terry goodin middle tennessee state university
TRANSCRIPT
Problem-Based LearningProblem-Based Learning
Terry Goodin
Middle Tennessee State University
Terry Goodin
Middle Tennessee State University
Problem-Based Learning (PBL)Problem-Based Learning (PBL)
What is NOT PBL? Just another teaching method On the job training Vocation education Case-based teaching Ill-structured
What is PBL? Situated Cognition Cognitive Apprentices A Way to Learn Knowing and Doing Andragogy and Pedagogy
What is NOT PBL? Just another teaching method On the job training Vocation education Case-based teaching Ill-structured
What is PBL? Situated Cognition Cognitive Apprentices A Way to Learn Knowing and Doing Andragogy and Pedagogy
Problem-Based Learning (PBL)Problem-Based Learning (PBL)
What are the features of PBL?
Situated cognition - learning is positioned, or “situated,” in the context of actual practice.
“Knowing and doing” (Bridges & Hallinger, 1995, p. 5). Begins with a problem and organizes content knowledge
acquisition around the solution. Makes use of students’ prior knowledge, gives them control
over their learning, and allows them to practice their newfound understandings in the context of the workplace.
Offers us the special ability to target problems that are actually occurring in practice and to write learning scenarios based on those problems.
What are the features of PBL?
Situated cognition - learning is positioned, or “situated,” in the context of actual practice.
“Knowing and doing” (Bridges & Hallinger, 1995, p. 5). Begins with a problem and organizes content knowledge
acquisition around the solution. Makes use of students’ prior knowledge, gives them control
over their learning, and allows them to practice their newfound understandings in the context of the workplace.
Offers us the special ability to target problems that are actually occurring in practice and to write learning scenarios based on those problems.
PBL ContinuumPBL Continuum
Instructor Led Student Led
Assessme
nt
Assessme
nt
Assessme
nt
Assessme
nt
Teaching Methods
Jigsa
w
Proje
ct B
ased
Socratic
Sem
inar
Inqu
iry
Role Play
Debat
e
The Importance of ContextThe Importance of Context
Content
Content
Content
Content
Context Context
Whole – Part – Whole Model
Whole WholePart
Cognitive RiskCognitive Risk
How are these the same? How are they different?
Problem-Based Learning ModulesProblem-Based Learning Modules
Introduction Learning Objectives Problem Scenario (Scenes) Guiding Questions Product Resources Time Schedule Assessment
Introduction Learning Objectives Problem Scenario (Scenes) Guiding Questions Product Resources Time Schedule Assessment
Problem-Based Learning Faculty Facilitator’s Role
Problem-Based Learning Faculty Facilitator’s Role
Faculty Facilitator oversees the group dynamics and guides
the problem solving process by posing strategic questions.
is not a source of information, but rather plays a unique role as the metacognitive coach.
does not engage in traditional teaching roles.
Faculty Facilitator oversees the group dynamics and guides
the problem solving process by posing strategic questions.
is not a source of information, but rather plays a unique role as the metacognitive coach.
does not engage in traditional teaching roles.
Problem-Based LearningParticipant Roles
Problem-Based LearningParticipant Roles
Quarterback manages the discussion and ensures that
all group members are able to contribute manages the pace of the progress
through the case is also a participant
Scribe serves as the recorder keeping track of
key points of information, hypotheses, additional information needs and learning objectives
The Group works together to analyze and discusses
the problem
Quarterback manages the discussion and ensures that
all group members are able to contribute manages the pace of the progress
through the case is also a participant
Scribe serves as the recorder keeping track of
key points of information, hypotheses, additional information needs and learning objectives
The Group works together to analyze and discusses
the problem
Problem-Based LearningLearning Grid
Problem-Based LearningLearning Grid
Key Points / Problems
Hypotheses
Information Needed / Next Steps
LearningTasks
Clearly define the problems that you see, along with any sub-problems that must first be
addressed.
Analyze the problem and provide your initial thoughts. List possible solutions as you progress. These will change as you gain more understanding about the problem(s).
List the knowledge, relevant information or skills that you need and don’t have.
Clarify how you will get the information and understanding needed to reach possible solutions. Don’t think of this category as typical learning objectives. This is more of a “jigsaw” process or “task list” you will use to delegate research assignments to your fellow group members.
For More Information Contact
Terry Goodin
Middle Tennessee State University
Problem-Based Learning