You got a problem?
The instructional method called Problem Based Learning (PBL) is an active learning method of true hands-on investigation and resolution of real-world problems. It begins by identifying a key problem based on an open ended question with no true "correct" answer. Students work in small groups to collaborate and investigate solutions while the instructors help to guide the learning while promoting inquiry based learning.
My immediate reaction to this instructional strategy was "I can not ever see me using this".
I have since thought a little bit more deeply on just how I could implement this into my classroom. I like the key factor of "real world problems" as I feel that it is important to ensure that the students are not wasting time on issues that really have no purpose. For example, a teacher of culinary arts could pose a question of "How would the world of cooking change if apples were blue?" If I were a culinary student, I would question the purpose for my time being spent on such a silly topic.
I could foresee this method working with a group of esthetics students by asking questions such as "What is the best spa in the world and why?" This would get them to expand their horizons beyond their locale, and to educate themselves on what spas are out there for potential places they may wish to explore working at upon graduation. The answers may differ, and it would certainly meet the criteria of the fact that there is really no "right answer". As their teacher, I would be there to support their inquiries.
I found a good resource here: https://www.polyu.edu.hk/obe/GuideOBE/problem-based_learning.pdf
I really liked the following information provided on the PDF: "PBL is recognised as highly appropriate for developing professional competence and a wide range of generic abilities. It develops deep understanding and the higher-order thinking skills of critical thinking, application and problem solving, etc. Students also learn to make use of different resources to solve real problems. It also provides conditions for the development and practice of self-directed learning while small groups provide conditions for the improvements in communication and teamwork skills."
Another website that had some great information stated that "Problem-based learning is part of an active learning approach that emphasizes the need for a curriculum to prepare learners for real-world challenges. Using a “problem” as a framework, instructors strive to help learners …
Become aware of the types of problems in a field
Use the professional terminology and technologies in a field
Conscious of how to integrate the various learning they’ve covered in a program
Work together with peers on a team (whether virtual or face-to-face)
Develop self-efficacy and discipline in pursuing research and learning, and
Engage in multi-disciplinary work
Problems have to be designed around specific learning objectives. The learning has to be measurable and observable." (http://elearningfacultymodules.org/index.php/Problem-Based_Learning).
Some possible weaknesses would be:
Types of Learners. PBL is built on a body of prior knowledge and skills for growing this knowledge for analytical purposes. The fit to the particular learners is critical for the successful use of this teaching method. For example, you would not ask that same group of esthetics students to determine what would happen if apples were blue.
Few Repositories of Problems for PBL. Different fields have different resources for PBL, which was evident in one of the other students posts on this forum who spoke about apprenticeship. However, many academic fields have not defined the problems that would be helpful. This reinforces my point that it must be learning for a purpose, even if there is no one right answer.
For the problems to be relevant, they have to come from the interaction between the field of study and the actual profession the students will be entering.
Instructor Investment. A high level of instructor support is required, and teachers are often already stretched too thin.
I am interested in the possibility of integrating a PBL project in the near future.
