- What exactly IS PBL? How is it implemented? How much time does it take? What kind of resources are needed to incorporate PBL methods?
Critical characteristics of PBL: 1) involves ill-structured problems, 2) involves probing, connecting and dealing with complexity, not simply covering curriculum, 3) characterized by the use of real-world problems, 4) requires the investigation of multiple perspectives, 5) requires student generation of hypotheses/questions (learning issues), 6) involves teacher as model for inquiry (e.g., probing questions, search strategies/processes, ongoing reflection on process)
- What has the experience been at other schools/disciplines where it has been tried? How are those schools/disciplines similar to yours? Are those schools/disciplines so different that it's unlikely that PBL would be doable in your situation?
Most of PBL to date has been implemented in the science/medical arena. We don't think there is much that would limit us in terms of using PBL in these ways. 'Post-Hole' questions (small, short, focused problems woven through curriculum)
- What are some good examples of PBL problems and what characteristics do they have in common?
¥ Nazi censorship of particular artworks
¥ nuclear waste disposal
¥ war and violence
- What kind of activities do students do while engaged in a PBL project? What kinds of thinking skills and collaboration skills do they develop?
¥ search for information
¥ raise further questions
¥ identify multiple perspectives
¥ subdivide work
¥ work as a group/team
¥ continually reframing problem using higher level reasoning skills
¥ evaluate goodness of solutions
¥ summarizing knowledge
¥ connecting new concepts to old ones making each more robust
- How inter-disciplinary can PBL be?
very
- Is PBL implemented the same everywhere?
no
- Is PBL a complete success? A partial success? What are its weaknesses?
Where's the research?
- What is the philosophy that underlies the design of PBL? How is it congruent with the goals of a good education and the characteristics of an ideal learning environment?
Active/interactive learning, discovery, inquiry, constructivism, open-ended and complex, in some cases learner-driven
- In Bridges' book, Problem Based Learning for Administrators, he describes criteria for evaluating pupils--what are some practical suggestions you could incoporate?
(your answer goes here)
- How does PBL compare to traditional instruction?
(your answer goes here)
- What kinds of teachers can use PBL? What kind of personality or other qualities do they need? How do teachers feel about PBL after they have done it for awhile?
All teachers should be able to teach using PBL approach as well as other approaches that foster effective learning. This may require additional skill-building and professional development.
- What kinds of learners are best suited to PBL? How do students feel about PBL?
All learners are best-suited for PBL. They just have to unlearn a few things. Also, some students prefer to work individually. This may be a challenge.
- The Bottom Line: Should universities adopt PBL for use in all classes? Will you?
PBL, at its best, represents one model of instruction that fosters effective learning.
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Revised: June 11, 1996
URL: http://edweb.sdsu.edu/clrit/PBL_Template.html
