What is problem-based learning?
Problem-based learning is an inquiry-based approach that originated at McMaster University medical school in the 1960s. Learning begins with a problem, which is situated in real life and often has more than one outcome. Part of the learning process is working out exactly what the problem is, and then proceeding to solving it. Problem-based learning is collaborative. Learners work in teams, often with assigned roles within the team. It is also aligned with the principles of student-centered learning; the role of the teacher is to give the context for the problem, and then act as a guide.
Problem-based learning is similar to project-based learning, in that students work collaboratively on a problem with minimal input from the teacher. One key difference is that problem-based learning has many possible outcomes, whereas project-based learning has a specific outcome in mind. It also relates to situated learning, in that the problems are from real-life settings that relate directly to the field of study. It is one example of how Engagement Theory might be applied, in that it is collaborative, project-based, and involves learning which is meaningful to the student, being connected to real-life situations. Engagement of learners was in fact the original motivation for developing problem-based learning at McMaster, in response to student dissatisfaction with traditional learning methods (Wikipedia article: Problem-Based Learning).
Problem-based learning is similar to project-based learning, in that students work collaboratively on a problem with minimal input from the teacher. One key difference is that problem-based learning has many possible outcomes, whereas project-based learning has a specific outcome in mind. It also relates to situated learning, in that the problems are from real-life settings that relate directly to the field of study. It is one example of how Engagement Theory might be applied, in that it is collaborative, project-based, and involves learning which is meaningful to the student, being connected to real-life situations. Engagement of learners was in fact the original motivation for developing problem-based learning at McMaster, in response to student dissatisfaction with traditional learning methods (Wikipedia article: Problem-Based Learning).
Reflection on problem-based learning as a learner and as a teacher
In Learning with Technology, I experienced problem-based learning as a student. In each of four modules, we began with a brief overview of the subject area, giving us some context. We then worked in break-out groups, devising questions to pursue, researching answers to the questions, and presenting our findings to the class.
The experience was both frustrating and surprisingly liberating; ultimately, I found I was more engaged in the learning process than with other methods of learning.
At first, I found myself experiencing high levels of frustration. I wanted the teacher to tell me what I needed to do, so I could do it. But that wasn't happening. Thoughts along the lines of 'This is just an easy out for the teacher - minimal preparation, and then just sit back and watch the students do all the work!' crossed my mind. There was some confusion at first as to what we were supposed to be doing, and frequent comments within the group of "Why doesn't he just tell us?" My frustration was exacerbated at times by other members of the group who seemed unwilling to buy in to this method of learning.
As the course continued, and our goals became clearer, I found I became immersed in the task. More than that, I found myself going beyond the initial inquiry I was pursuing to explore the topic at a far deeper level. I found it immensely rewarding. I would be exploring a particular question, and think of another avenue of inquiry - and I had the freedom to follow that line of thought. Because my learning was guided by my own choices, I was pursuing learning in areas that I found interesting. I found I returned to the task as one would return to a good book, with anticipation and enjoyment.
I also realized that, despite first impressions, problem-based learning is NOT an 'easy out' for the teacher. Yes, there is far less time spent preparing and delivering teacher-focused lessons. However, the teacher in this course spent considerable time with each group, consulting with them on their choice of topic and learning pathways. He gave suggestions without giving answers. I could sense the care with which he walked the fine line between these two actions. He also took considerable care in preparing problems or contexts which led to rich learning experiences. Furthermore, he had to work with students to ensure buy-in to this way of learning, especially for students who had little or no experience with problem-based learning.
This kind of student-centered approach to learning was evident in all the courses I took in the Masters program. It worked well in this setting: small classes of intrinsically-motivated adult learners. How would it work in an elementary school class?
I have experienced this kind of 'hands off' learning several times from the perspective of the teacher (see the Students at the Center blog for a running commentary on one such teaching experience). There is a level of anxiety on the part of the teacher when moving from a traditional teacher-controlled model to one in which students have greater autonomy: what if they get it wrong? What if they go off on a tangent, or misuse their time, or forget the overall learning objectives? (one parameter of the use of student-centered learning models, including problem-based learning, in elementary education is the prescribed nature of the curriculum, which means that learning goals are fixed). This is where teaching skill comes into play: the role of the teacher is to guide students to avoid those pitfalls. In the end, I think this is much more challenging than preparing and delivering lectures.
As an experiment, I ran an English unit using a problem-based learning model. Grade 7 students had to design an awareness and support campaign on the issue of the plight of children around the world. Technology was central to the project: the class used Wallwisher to collaboratively brainstorm about which social action cause to pursue; they researched the cause online (with careful guidance and close monitoring, given the graphic nature of some material); and most groups decided to prepare PowerPoint presentations as the central element in their campaigns. I did not decree that a PowerPoint presentation be part of the campaign; that would have shifted the pedagogy to project-based learning. I found most students were quite engaged in the process, but the final products generally did not meet my expectations. With hindsight, I realize that many students had little idea of what an effective awareness campaign looked like before beginning the project; spending some time viewing campaigns for other causes at the beginning of the unit would have given their work more focus. I did not do that because I wanted them to work out what was needed, not simply copy what others had done. I also observed students asking for more direction, much as I did as a student; knowing how to keep them moving forward on the project without telling them exactly what to do was challenging. One strategy that seemed to work well was to use questions to guide students, even responding to their questions with questions of my own. For example:
Students: Mr. Cohen, is this good?
Mr. Cohen: What do you think? What would make it 'good' or 'not good'?
Student 1: Um... well, it tells people about the issue...
Student 2: ...and it has interesting pictures...
Mr. Cohen: When people see this presentation, what will they feel?
Student 1: I don't know - sad?
Mr. Cohen: What do you want them to feel? And what do you want them to do after they have seen this?
Student 2: We want them to feel sorry for these kids.
Student 1: Yeah, and we want them to give money or stuff like that.
Student 2: Why don't we put up a charity or something like that on the last slide? That way they can call up and donate money.
Learning this way takes time; sadly, as I wrapped up this unit, my perception of the benefits of this unit were overwhelmed by the realization that it had taken a lot of time out of my year-long plan for that class, and I now had to scramble to cover enough material to have grades for report cards. Integrating any inquiry-based or student-directed model of learning into an existing program needs careful planning - more planning than I gave it here - to allow students time to explore, make mistakes, and reflect.
Would I sign up for a course that uses problem-based learning in the future? Absolutely. Will I use problem-based learning in my classes? Yes, but with greater forethought and planning. I will also introduce it incrementally, as students who have grown up using traditional learning methods will need time to develop the skills necessary for this kind of student-driven learning model to work.
The experience was both frustrating and surprisingly liberating; ultimately, I found I was more engaged in the learning process than with other methods of learning.
At first, I found myself experiencing high levels of frustration. I wanted the teacher to tell me what I needed to do, so I could do it. But that wasn't happening. Thoughts along the lines of 'This is just an easy out for the teacher - minimal preparation, and then just sit back and watch the students do all the work!' crossed my mind. There was some confusion at first as to what we were supposed to be doing, and frequent comments within the group of "Why doesn't he just tell us?" My frustration was exacerbated at times by other members of the group who seemed unwilling to buy in to this method of learning.
As the course continued, and our goals became clearer, I found I became immersed in the task. More than that, I found myself going beyond the initial inquiry I was pursuing to explore the topic at a far deeper level. I found it immensely rewarding. I would be exploring a particular question, and think of another avenue of inquiry - and I had the freedom to follow that line of thought. Because my learning was guided by my own choices, I was pursuing learning in areas that I found interesting. I found I returned to the task as one would return to a good book, with anticipation and enjoyment.
I also realized that, despite first impressions, problem-based learning is NOT an 'easy out' for the teacher. Yes, there is far less time spent preparing and delivering teacher-focused lessons. However, the teacher in this course spent considerable time with each group, consulting with them on their choice of topic and learning pathways. He gave suggestions without giving answers. I could sense the care with which he walked the fine line between these two actions. He also took considerable care in preparing problems or contexts which led to rich learning experiences. Furthermore, he had to work with students to ensure buy-in to this way of learning, especially for students who had little or no experience with problem-based learning.
This kind of student-centered approach to learning was evident in all the courses I took in the Masters program. It worked well in this setting: small classes of intrinsically-motivated adult learners. How would it work in an elementary school class?
I have experienced this kind of 'hands off' learning several times from the perspective of the teacher (see the Students at the Center blog for a running commentary on one such teaching experience). There is a level of anxiety on the part of the teacher when moving from a traditional teacher-controlled model to one in which students have greater autonomy: what if they get it wrong? What if they go off on a tangent, or misuse their time, or forget the overall learning objectives? (one parameter of the use of student-centered learning models, including problem-based learning, in elementary education is the prescribed nature of the curriculum, which means that learning goals are fixed). This is where teaching skill comes into play: the role of the teacher is to guide students to avoid those pitfalls. In the end, I think this is much more challenging than preparing and delivering lectures.
As an experiment, I ran an English unit using a problem-based learning model. Grade 7 students had to design an awareness and support campaign on the issue of the plight of children around the world. Technology was central to the project: the class used Wallwisher to collaboratively brainstorm about which social action cause to pursue; they researched the cause online (with careful guidance and close monitoring, given the graphic nature of some material); and most groups decided to prepare PowerPoint presentations as the central element in their campaigns. I did not decree that a PowerPoint presentation be part of the campaign; that would have shifted the pedagogy to project-based learning. I found most students were quite engaged in the process, but the final products generally did not meet my expectations. With hindsight, I realize that many students had little idea of what an effective awareness campaign looked like before beginning the project; spending some time viewing campaigns for other causes at the beginning of the unit would have given their work more focus. I did not do that because I wanted them to work out what was needed, not simply copy what others had done. I also observed students asking for more direction, much as I did as a student; knowing how to keep them moving forward on the project without telling them exactly what to do was challenging. One strategy that seemed to work well was to use questions to guide students, even responding to their questions with questions of my own. For example:
Students: Mr. Cohen, is this good?
Mr. Cohen: What do you think? What would make it 'good' or 'not good'?
Student 1: Um... well, it tells people about the issue...
Student 2: ...and it has interesting pictures...
Mr. Cohen: When people see this presentation, what will they feel?
Student 1: I don't know - sad?
Mr. Cohen: What do you want them to feel? And what do you want them to do after they have seen this?
Student 2: We want them to feel sorry for these kids.
Student 1: Yeah, and we want them to give money or stuff like that.
Student 2: Why don't we put up a charity or something like that on the last slide? That way they can call up and donate money.
Learning this way takes time; sadly, as I wrapped up this unit, my perception of the benefits of this unit were overwhelmed by the realization that it had taken a lot of time out of my year-long plan for that class, and I now had to scramble to cover enough material to have grades for report cards. Integrating any inquiry-based or student-directed model of learning into an existing program needs careful planning - more planning than I gave it here - to allow students time to explore, make mistakes, and reflect.
Would I sign up for a course that uses problem-based learning in the future? Absolutely. Will I use problem-based learning in my classes? Yes, but with greater forethought and planning. I will also introduce it incrementally, as students who have grown up using traditional learning methods will need time to develop the skills necessary for this kind of student-driven learning model to work.