- 1.Why are we interested in problem based learning (PBL)?
Because it is an effective tool for developing unique thought processes and being able to define ill defined problems.
We and our students will be faced with ill defined problems such as "why did the 6 year old beat the baby up?"
Business students will havbe to integrate a broad range of knowledge in order to apply thier learning to actual situations.
The term "problem" implies "solutions." Students in interest-based negotiation discover how to apply communally acquired knowledge ( = processed/contextualized information) to complex solutions for complex problems.
- 2. Why do we think that this approach is good for students?
3. What prior knowledge and experience do the members of our little group have about PBL? Four of the five members of our working group already practice some form of PBL. For several of us PBL is a reconceptualization of what we have already been doing. And we hope that PBL, as presented here, also will point us in some potentially new directions. It also helps to legitimize in the eyes of our colleagues things we have been doing.
5. What are the key elements for making PBL effective?
6. Do you need computer technology in order to do PBL?
Emphatically no! We feel that our attention has been focussed on putting these thoughts onto a computer trather than disucssing our teaching experieces with each other. (Robert Girling finds it curious thja the Chancellor's Ofice could find $1 million for computer applications rather than face to face discussions on our campuses.)
7. What are some examples of PBL?
8. How did we come to using PBL?
9. What do we see as the advantages and disadvantages of PBL?
10. Why is PBL being linked to Distance Learning?
11. To what extent is PBL applicable to the undergraduate level?
12. What other groups besides K-graduate school (i.e. public and private education) are
interested in PBL? What are their goals and why?
13. What is the relationship between PBL and social and political issues?
14. What are the political/social implications of successful/effective PBL when the latter teaches the skills of empowerment?
14. In what way is/is not PBL an expression of the political/economic Zeitgeist?
15. Is the marriage of PBL and technology a way to legitimize the use/purchace of technology for its own sake, or is it (the marriage) a method for genuinely improving student learning?
16. How does PBL address or fail to address the affective component/dimension of learning?
9.
- What exactly IS PBL?
Alternative question
How is it implemented?
How much time does it take?
What kind of resources are needed to incorporate PBL methods?
PBL is Problem based learning. It is a method of teaching in which the students assume responsibility for their own learning.
- 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 applicable in your situation?
At this time problem based learning is being used primarily in Medical schools. Because it seems apparent that physicians are not capable of continuing their own education after completion of formal training Sackett
and Haynes (1976) Ramsey and Carline (1991).
PBL is also used for....
These include students
who cannot reason, who cannot acquire and apply
knowledge and skills, and who exhibit classic signs of
boredom (distractive classroom behavior and absences).
Teachers realize that PBL puts many things they have
added to their traditional teaching (problem solving
activities, collaborative learning, critical thinking
exercises, independent study) into context and gives
them meaning. PBL is now practiced at all levels of
schooling from kindergarten to the 12th grade. In these
settings, the teachers act as tutors with classes of up to
35 students with success.
- What are some good examples of PBL problems and what characteristics do they have in common?
The problems students work with are simulations of real patient problems chosen because they represent
frequent and important problems in medical practice and will stimulate student self-directed learning in areas relevant to the curriculum. The simulation formats
include:
1)Paper problems (PBLMs) (Distlehorst and Barrows 1982) designed to allow free inquiry
into the patient problem so students can practice and develop their clinical reasoning skills.
2)Standardized patients, people carefully trained to accurately portray a specific patient, permitting
the students to practice and develop their clinical assessment skills and interpersonal skills along with their clinical reasoning skills.
- What kind of activities do students do while engaged in a PBL project? What kinds of thinking skills and collaboration skills do they develop?
The intent of PBL is to produce students who will:
1)Engage a challenge (problem, complex task, situation) with initiative and enthusiasm.
2)Reason effectively, accurately and creatively from an integrated, flexible, usable knowledge
base.
3)Monitor and assess their own adequacy to achieve a desirable outcome given a challenge.
4)Address their own perceived inadequacies in knowledge and skills efficiently and effectively.
5)Collaborate effectively as a member of a team working to achieve a common goal.
- How inter-disciplinary can PBL be?
Through workshops and consultations, SIU has worked
with teachers from many medical schools as well as
osteopathic, nursing, chiropractic, physical therapy and
veterinary schools. In addition, the SIU faculty has
worked with many other disciplines, academic areas and
educational levels such as: high schools, business
administration, social services, education, engineering,
and law.
- Is PBL implemented the same everywhere?
No, PBL seems to very unique to every institution. Some specific examples include using tutors, computers and group projects to facilitate teaching large numbers of students.
- Is PBL a complete success? A partial success? What are its weaknesses?
(your answer goes here)
- 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?
(your answer goes here)
- 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?
(your answer goes here)
- What kinds of learners are best suited to PBL? How do students feel about PBL?
(your answer goes here)
- The Bottom Line: Should universities adopt PBL for use in all classes? Will you?
(your answer goes here)
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