You are on page 1of 4

Title: Problem Based Learning

Group Leader: Candice Sabelli (103788883)

Group #3 Members:
Samantha Mastronardi
Natalia Ianucci
Deana Pellarin
Adam Poirier
Greg Lapointe
Alex Reid
Course Title: Psychology in Education Part II (B.Ed.)

Course Number: 0580203 (30)

Instructor Name: Sirous Tabrizi

Date of Submission: January 18, 2017


Group #3 1

Problem-Based Learning (PBL) is a teaching method that focuses on educating students

about problem-solving skills instead of concrete information that can become outdated,

irrelevant, or inapplicable to the students future lives. Students work along with other classmates

to solve complex and authentic problems (Delisle, 2001). This method helps students become

knowledgeable about structured content like facts, concepts, theories, and principles taught in

specific academic courses. Simultaneously, working with others on solving problems teaches

transferable skills that can be applied to any subject or situation such as cooperation,

communication, reasoning, and self-assessment skills.

Those who practice PBL teaching strategies suggest that learning is an active, integrated,

and constructive process influenced by social and contextual factors (Delisle, 2001). PBL centers

around students and learners. Another important aspect of PBL is that the problems proposed to

students to solve are realistic, plausible, and relevant so that they can connect the solution and

the process of solving the problem to their own lives. Similarly, PBL features some problems

called ill-structured problems that are open-ended with multiple solutions; students must

discuss multiple solutions and problem-solving methods or techniques before they come to agree

one solution. Delisle (2001) lists the aspects of an ill-structured problem; they: require more

information for understanding the problem than is initially available, contain multiple solution

paths, change as new information is obtained, prevent students from knowing that they have

made the right decision, generate interest and controversy and cause the learner to ask

questions, are open-ended and complex enough to require. collaboration and thinking beyond

recall, contain content that is authentic to the discipline.

The PBL method promotes collaboration and acceptance. Most importantly, PBL usually

encourages students to seek their own topics and interests, like inquiry-based learning; in this
Group #3 2

way, students always find the subject matter engaging and relevant, and they will be more

motivated to learn.

The article addresses one of the downfalls to the PBL method, assessment. The processes

of PBL are open-ended, and have no one correct answer. In essence, it is difficult to assess and

evaluate concrete material because the students are producing intangible work. For example, the

students are working together to improve their cooperation and problem-solving skills. They

cannot produce a project or write a test about the curriculum specific material because they are

working on the hidden curriculum.

Problem-Based Learning is a great strategy for teachers or teacher candidates to use.

Problem-Based Learning can be incorporated into a classroom of any level, year, or subject.

Even adult education or special needs education could benefit from utilizing this learning

method. Arguably, the hidden curriculum, or transferable skills are more important than any

specific subject. This even more true for students who choose not to pursue post-secondary

school, or a career related to subjects taught in elementary and public school. For example,

students who become employed immediately after high school will not have specialist training in

their field, or they might not use history or geography in the workplace, but they will need to

work in teams, solve problems, reason, accept others opinions, and think critically no matter

what.

PBL will be an interesting method to implement in the classroom, but it cannot be used

one hundred percent of the time; however, it can be a small part of daily or weekly learning in

the classroom, and concrete subjects can take place the majority of class time.
Group #3 3

References

Delisle, R. (2001). What is Problem Based Learning? Speaking of Teaching, 11(1), 1-8.
http://web.stanford.edu/dept/CTL/cgi-bin/docs/newsletter/problem_based_learning.pdf

You might also like