Asheville Catholic School

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What is Problem-Based Learning and Why Should Educators Teach this Way?

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Problem-based learning is a method of teaching  that  challenges students in a way that typical teacher-directed lectures, or textbook/worksheet driven assignments cannot.  One of my favorite quotes is from Confucius that states "I hear and I forget, I see and I remember, I do and I understand."  This is the basic principle of problem (or project)-based learning.  Students are able to be presented with a problem (hopefully as real-world related as possible), consider the possibilities using their own creativity and critical thinking skills, collaborate and communicate their ideas with others, do the actual design and build of their possible solution, test it, revise it, re-imagine it, and continue this process so that can gain true understanding of the content.  Why did it fail?  What worked?  There is no better teacher than failure, and with this type of constructive learning, students can grow, learn, innovate, and feel a true engagement to the learning that you want them to acquire (Lisa Vigue, 2019).

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What is Problem-Based Learning?

Problem-Based Learning is a method of teaching that is student-centered in nature.  Students are given a problem, along with instruction on how or where to acquire the information necessary to learn the content surrounding that problem.  In STEM labs for example, students discuss background knowledge, have access to information on computers and other devices, are given materials and a specific problem or task needing to be engineered.  Students are then self-directed to design, revise, collaborate, and communicate their ideas and creations.  The main principle of this type of learning is that students are the driving force behind their engagement, experience and education.  Gallagher states (1997)  that "problem-based learning (PBL), unbeknownst to many educators, has been around for 2 decades. A brief history of the evolution of PBL shows innovation comprised of 4 elements: an ill-structured problem, substantive content, student apprenticeship, and self-directed learning. Research evidence supporting its effectiveness is not numerous but tends to support that PBL is better than traditional instruction on a number of variables, including long-term information retention, conceptual understanding, and self-directed learning" (p. 1).

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Gallagher, Shelagh A.Journal for the Education of the Gifted; Thousand Oaks Vol. 20, Iss. 4,  (Jun 1997): 332-362.

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What does PBL create within our students and classroom?

Problem-based learning provides an environment for students to  work collaboratively and creatively.  The ability to solve real-world problems in the fields of STEM creates students that will be critical thinkers and prepare them for the challenges they face as adults.  This type of learning develops students into the creative and innovative leaders we need in the future.

Euefueno (2019) states "Project-/Problem-Based Learning creates dynamic learning environments, incorporates various stimuli, allows learners to gain valuable experiences that extend to real-world applicability, and should be considered as a primary delivery method in STEM classes...The application and benefits of PBL in STEM classes are limitless. Students learn team building through collaboration/brainstorming; learners create strategies to achieve a goal or objective and develop leadership and critical-thinking skills. These are valuable attributes both for students in the classroom and the workforce of the future"  (p. 9).

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Euefueno, William D.. Technology & Engineering Teacher , May/Jun2019, Vol. 78 Issue 8, p8-12, 5p, Database: Education Source​

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What skills does the 21-st Century Learner need to be successful in the future?

One of the biggest challenges as a teacher is knowing what skill set our students need the most in order to be successful.  Students certainly need to understand the content in all subjects that are delivered in school, but how that information is delivered and learned can play an important role in developing the underlining personal skills that need to be acquired in addition to the content.  Critical thinking and collaborative skills are touted as being staples for the next generation of innovative world leaders.  According to the Partnership for 21st Century Learning (2015), critical thinking, problem solving, creative thinking, communication, and collaborative, are the main skills  needing to be taught to the 21st Century Learner.  Kay (2008) also places critical thinking, information technology, collaboration, and innovation as four of their top five (the last being health and fitness) or overall skills necessary for the 21st learner to master.  With that in mind, what is the best way to deliver and education that fits this need?  Problem-Based Learning!

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Kay, K. 17 January, 2008. Preparing Every Child for the 21st Century. Paper Presented In APEC EdNet - Xi’an Symposium, China. Retrived from http://www.seiservices.com/APEC/ednetsymposium/downloads/Partnershipfor21Centur ySkills.pdf.

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Partnership for 21st Century Learning. (2015). P21 Partnership for 21st Century Learning. Partnership for 21st Century Learning. Washington DC: Author. Retrieved from http://www.p21.org/documents/P21_Framework_Definitions.pdf.

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How Can I Implement PBL in My Classroom?

Problem-based learning can be taught in any subject in any grade level from early education to college level.  Implementing a problem-based lesson can be done if the educator can follow the same guiding principles of a PBL model within the content area they are focused upon.

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The University of Denver Center for Innovation in Teaching & Learning has identified the following criteria for effective

problem-based activities:

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*The problem must motivate students to seek out a deeper understanding of concepts.

*The problem should require students to make reasoned decisions and to defend them.

*The problem should incorporate the content objectives in such a way as to connect it to previous courses/knowledge.

*If used for a group project, the problem needs a level of complexity to ensure that the students must work together to solve it.

*If used for a multistage project, the initial steps of the problem should be open-ended and engaging to draw students into the problem.

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Choose a central idea, concept, or principle that is always taught in a given course, and then think of a typical end-of-chapter problem, assignment, or homework that is usually assigned to students to help them learn that concept. List the learning objectives that students should meet when they work through the problem.

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Think of a real-world context for the concept under consideration. Develop a storytelling aspect to an end-of-chapter problem, or research an actual case that can be adapted, adding some motivation for students to solve the problem. More complex problems will challenge students to go beyond simple plug-and-chug to solve it. Look at magazines, newspapers, and articles for ideas on the story line. Some PBL practitioners talk to professionals in the field, searching for ideas of realistic applications of the concept being taught.

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• The problem needs to be introduced in stages so that students will be able to identify learning issues that will lead them to research the targeted concepts. The following are some questions that may help guide this process:

  • What will the first page (or stage) look like? What open-ended questions can be asked? What learning issues will be identified?

  • How will the problem be structured?

  • How long will the problem be? How many class periods will it take to complete?

  • Will students be given information in subsequent pages (or stages) as they work through the problem?

  • What resources will the students need?

  • What end product will the students produce at the completion of the problem?

• Write a teacher's guide detailing the instructional plans on using the problem in the course. If the course is a medium- to large-size class, a combination of mini-lectures, whole-class discussions, and small group work with regular reporting may be necessary. The teacher's guide can indicate plans or options for cycling through the pages of the problem interspersing the various modes of learning.

• The final step is to identify key resources for students. Students need to learn to identify and utilize learning resources on their own, but it can be helpful if the instructor indicates a few good sources to get them started. Many students will want to limit their research to the Internet, so it will be important to guide them toward the library as well.

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Center for Innovation in Teaching & Learning , Univeristy of Denver Board of Trustees, et al. (2019). Retrieved June 28, 2019 from https://citl.illinois.edu/citl-101/teaching-learning/resources/teaching-strategies/problem-based-learning-(pbl)

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