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Problem-Based Learning
Problem-based learning (PBL) is a technique that is characterized by using real-world problems as a context for students to learn critical thinking and problem-solving skills. John Curry of Ohio State College of Medicine points out that PBL is different from the traditional (passive) ways of presenting the content to students in the following ways. It substitutes active, student-centered, team-oriented learning of information for the passive delivery of course content by the instructor. It emphasizes learning within the context that the learned information is to be used rather than memorization of isolated facts. It incorporates the development of skills required to use the learned information as a part of the learning process.
In a PBL setting, students are presented with a problem (e.g., case, video tape, research paper, news of the day). They are placed in small groups, organize their ideas and existing knowledge related to the problem, and attempt to define the nature of the problem. They discuss the problem and possible solutions by identifying learning issues, i.e., aspects they do not have knowledge of and need to in order to solve the problem. They then rank the learning issues in order of importance and distribute learning tasks among group members. When the groups reconvene, group members share their newly learned knowledge with each other and generate synthesized solutions to the problem. If needed, they repeat the process until the problem is satisfactorily solved.
The role of the instructor in PBL is that of a "guide on the side" rather than a "sage on the stage." He or she guides, probes, and supports students' initiatives. Instead of lecturing, directing, or providing easy solutions, the instructor uses the Socratic approach and guides students by asking them questions to clarify, verify or further students' pursue of needed knowledge.
Cooperative learning requires good planning in order to be successful. First, group work as a learning strategy must be appropriate for the course objective. Second, the group task must be clearly outlined, feasible, and relevant to the course objectives. It often helps to provide students with an explicit rationale for group work. Third, group membership must be determined carefully and positive social interaction within the group must be maintained. Often, instructors assign groups based on instructor awareness of student abilities or social skills. Some teachers assign specific roles, such as task director, time keeper, social monitor, and reporter to group members. Fourth, group work must be assessed appropriately. Some instructors ask students to rate each other's performance and some ask for self-evaluation. Most give students some combination of individual and group grade, although for some tasks, one or the other is chosen.
More information on problem-based learning can be obtained from Faculty and TA Development.
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