Problem Based

Learning
Karen Bradford
09/14/16
CE306

GOALS
Learn definition of PBL
Learn why the teacher should use PBL
Learn what the teachers role is in PBL

GOALS
Learn what the students role is in PBL
Learn the elements of PBL
Learn the specific tasks of PBL

OBJECTIVES
Describe Problem Based Learning
Identify key theorists associated with
your theory/model, and describe the
theorists contribution.
Discuss how the theory/model has
changed through time.
Explain and discuss how the
theory/model has
impacted/changed/influenced the
field of instructional design.

Problem Based Learning

A teaching method in which students
gain knowledge and skills by
investigating and responding to an
authentic, engaging and complex
question, problem, or challenge.

Why Use Problem Based Learning?

it increases student engagement
it increases student learning
it increases students' retention

Teachers Role
COACH
FACILITATOR
GUIDE
ADVISOR
MENTOR

Teachers Role
It is not one of directing
and managing all student work.

Specific Tasks in a PBL Environment

identifying resources to be used to
gather information
generating possible solutions
analyzing the solutions
presenting the solution, orally and/or in
writing

Elements of Problem Based

Learning
Student Learning Goals
Challenging Problem or Question
Sustained Inquiry
Authenticity

Elements of Problem Based Learning

Student Voice & Choice
Reflection
Critique & Revision
Public Product

Student Learning Goals

critical thinking
problem solving
Collaboration
self-management

Challenging Problem or Question

Need a meaningful problem to solve
or a question to answer, at the
appropriate level of challenge.

Sustained Inquiry
Students engage in a rigorous,
extended process of asking
questions, finding resources, and
applying information.

Authenticity
The project features real-world
context, tasks and tools, quality
standards, or impact

Authenticity
The project speaks to students
personal concerns, interests, and
issues in their lives.

Student Voice & Choice

Students make some decisions about
the project, including how they work
and what they create.

Reflection
Students and teachers:
reflect on learning
the effectiveness of their inquiry and
project activities
the quality of student work
obstacles and how to overcome them

Critique & Revision

Students give, receive, and use feedback
to improve their process and products.

Public Product
Students make their project work
public by explaining, displaying and/or
presenting it to people beyond the
classroom.

Problem Based Learning Process

determining whether a problem exists
creating an exact statement of the problem
identifying information needed to
understand the problem

what is it?

References
ETE Teacher Pages. (2011, April 21). Retrieved
September 18, 2016, from
http://www.cotf.edu/ETE/teacher/teacherout.html
PBL: Project Based Teaching Practices (by BIE) | Project
Based Learning | BIE. (2015). Retrieved September 19,
2016, from
http://www.bie.org/object/document/gold_standard_pbl_pr
oject_based_teaching_practices1
Ramroop, O. (2010). PBL and Adult Education. Retrieved
September 19, 2016, from
http://etec.ctlt.ubc.ca/510wiki/PBL_and_Adult_Education
Gold Standard

References
Ribeiro, L. R. (2011). The Pros and Cons of ProblemBased Learning from the Teacher s Standpoint, 8(1),
article 4. doi:http://ro.uow.edu.au/cgi/viewcontent.cgi?
article=1149&context=jutlp
What is PBL. (n.d.). Retrieved September 21, 2106, from
http://ldt.stanford.edu/~jeepark/jeepark
portfolio/PBL/instructor2.htm