Problem Based Learning

PBL is both a curriculum and a process. The curriculum consists of carefully selected and designed problems that demand from the learner acquisition of critical knowledge, problem solving proficiency, self-directed learning strategies, and team participation skills. The process replicates the commonly used systemic approach to resolving problems or meeting challenges that are encountered in life and career

(Barrows & Kelson)

PBL is a learner-centered educational method.

In PBL learners are progressively given more and more responsibility for their own education and become increasingly independent of the teacher for their education. PBL produces independent learners who can continue to learn on their own in life and in their chosen careers. The responsibility of the teacher in PBL is to provide the educational materials and guidance that facilitate learning and to coordinate delivery of instruction based on student needs.

PBL is based on real world problems

In PBL learning is based on the messy, complex problems encountered in the real world as a stimulus for learning and for integrating and organizing learned information in ways that will ensure its recall and application to future problems. The problems in PBL are also designed to challenge learners to develop effective problem-solving and critical thinking skills.

The PBL learning process

In the PBL learning process learners encounter a problem and attempt to solve it with information they already possess allowing them to appreciate what they already know. They also identify what they need to learn to better understand the problem and how to resolve it.

Once they have worked with the problem as far as possible and identified what they need to learn, the learners engage in self-directed study, "Just-in-Time Education," to research the information needed finding and using a variety of information resources (books, journals, reports, online information, and a variety of people with appropriate areas of expertise). In this way learning is personalized to the needs and learning styles of the individual.

The learners then return to the problem to connect and apply what they learned from their work with the problem in order to more fully understand and resolve the problem.

After they have finished their problem work the learners assess themselves and each other to develop skills in self-assessment and the constructive assessment of peers. Self-assessment is a skill essential to effective independent learning.

The PBL curriculum

The series of problems encountered by learners with this process make up the curriculum. The problems are chosen based on how they incorporate and connect multiple subject disciplines within the curriculum. With the PBL process, learners characteristically develop a broader expanse of understanding, with deeper understanding than in traditional teaching-learning models, and in areas relevant to their personal learning needs.

The role of the PBL teacher

The principle role of the teacher in PBL is that of a facilitator or educational coach guiding the learners in the PBL process and coordinating student contact with field experts when appropriate. As students develop their ability to identify and communicate their learning needs, the teacher gradually "steps back" to allow students to monitor and control their own learning.

The learning group

While students will be responsible for their own work, they will participate in collaborative learning experiences in both small group and large group situations.

PBL is a motivating way to learn

PBL is a motivating way to learn as learners are involved in active learning, working with real problems and what they have to learn in their study is seen as important and relevant to their own lives.

The objectives of PBL is to produce learners who will:

• Engage the problems they face in life and career with initiative and enthusiasm.
• Problem-solve effectively using an integrated, flexible and usable knowledge base.
• Employ effective self-directed learning skills to continue learning as a lifetime habit.
• Continuously monitor and assess the adequacy of their knowledge, problem-solving and self-directed learning skills.
• Collaborate effectively as a member of a group.

The PBL method developed by the PBLI and used in the CollegeNOW program is "authentic" and has a number of unique factors not found in many PBL approaches.

By definition, authentic learning involves the learner in activities and skills that are valued and used in the real world. This PBL method is authentic as:

• The problems used are ill-structured messy problems like those the learner will encounter in the real world.
• The learning process requires the skills expected of learners when they encounter problems in their lives and careers.
• Problems require the communication of solutions as they are identified requiring students to develop communications skills requisite to leadership in a variety of careers.

Adapted from Problem Based Learning Initiative
Southern Illinois University