Problem-based learning PBL

Using problems to learn As the name implies, problem-based learning (PBL) is a learner-centered methodology that emphasizes one-on-one problem solving for teaching and learning. Working in groups to solve issues that are challenging in the real world inspires students to study. It encourages students to develop critical thinking abilities for problem-solving rather than relying on providing them with information so they can synthesize it. It also improves their communication skills. Given that students are taught in groups, it also improves their interpersonal abilities. Consequently, it has a long-lasting effect on the pupil (De Graaf & Kolmos, 2003). The foundation of problem-based learning is the learner's real-world experience. Learners can link problems in their context and try to solve them in the group. During the sessions, they can learn from each other. It is a shift from the teacher-centered approach to a co-learning experience where the teacher is a co-planner in the designing and implementation of the problem-solving project.
PBL begins with the introduction of a problem which the students figure out and relate to their real life. The students can discuss the issues that they see in their daily lives. They can select from news, magazines or journals (Mansor, et.al, 2015). The teacher who in this case works as a facilitator helps the students in their groups to encounter a problem. The teacher together with the students should recognize the challenges that may be as a result of the project and solve them. Similarly, learners should earn how to work around difficulties that may arise during projects including lack of support from the community and budget.
There are various methods used in PBL. One of them is experiential learning where the learner builds knowledge from what they already know. Students start with problems within their communities that they can identify with (Scott, 2014). They should apply information previously known to them to solve the problem in the initial stages. This gives students confidence in their abilities and motivates them to learn. After exhaustion of all resources from within, students can now engage in self-directed research. The students research the best way they know using books, journals, interviews of the relevant professionals and online research. The last steps to report the findings. Students use the activity based method to engage in PBL. Here the learners engage in an event such as solving a mathematical problem where they can learn complex ideas by conducting research, taking note and making a decision. Another method is the interdisciplinary method (Woods, 2013). The method crosses boundaries into disciplines that are not necessarily known to the teacher. The students are the ones who decide the direction of the problem. However, the teacher remains the facilitator and guides the students to remains within the objectives of the framework. Another method is exemplary where the learners are expected to gain a deeper understanding of a complex problem. Students are expected to learn how to transfer knowledge, theory and skills learned into solving new problems. The other method is group learning where students in their groups learn by undertaking in group activities.
In the learning process, a group of students usually eight to twelve meets to discuss the problem. Each student makes a presentation of their work as the others listen and take notes. In the end, they can decide who takes which part for further analysis and data collection. However, every student understands that the group only supplements what their work. Therefore, they have to make individual contributions to the learning. This helps them to broaden their understanding of the concept. Learning has objectives which have to measure against what the students have aimed to ascertain progress. The teacher who is a facilitator uses the objectives of PBL to measure the progress of the students at the individual level. However, learning is not focused on the exams, therefore; the framework of testing is flexible and keeps changing. The changes do not drift away from the curriculum.
One of the methods of PBL is using projects. Here groups cooperate to identify a problem, describe the project as it is known to them and engage in problem-solving. Projects introducing challenges at each step of finding solutions motivates students since it is a reflection of reality. Similarly, working on projects enables students to work simultaneously by integrating several learning processes. However, groups may have challenges which need to be solved for practical cooperation (Savery, 2015).The students with the help of the facilitator can learn problem-solving skills by learning how to mediate and communicate clearly so that other members can understand what another mean. Additionally, students learn the art of listening during their interaction and information sharing sessions. For instance, in teaching students a lesson in mathematics, a teacher facilitates the students to engage in a project. The facilitator shows the students how to measure their progress by telling them what the objectives of the project are.
Project Based Learning can be applied in supporting student learning. First, it helps the instructors in developing lesson plans that aid the understanding of concepts. The initial step is the clarification of terms and ideas that are not clear. The teacher removes any obstacles such as vocabularies that are unknown to the learners and might hinder effective learning. The second step is the definition of the problem whereby the teacher clarifies the problem to be solved by helping the students to formulate question whose answers will provide a solution to the issue. Analysis of the problem follows and here possible explanations that are based on prior knowledge are presented. No discussions are allowed at this point; the students just brainstorm to raise different ideas. The teacher gives numerous explanation based on practical experience (Ngeow & Kong, 001).
The fourth step of a lesson structure is a discussion. At this point, the ideas that were raised in the previous step are expanded and linked to finding out if there is any knowledge that is missing. Formulation of learning goals is the fifth step that is based on the results of the discussion. The objectives are designed in the form of questions that should be answered. The self-study step involves the search for literature and information sources to gain knowledge and understanding of the subject of study. The study first relies on a theoretical framework. The last step is an evaluation of the lesson. The learning goals that were formulated earlier determine the objective of the assessment.
Constructivism theory
Proponents of this theory suggest that knowledge is constructed from personal experiences, social communities and other human constructions (Fosnot, 2011). The PBL as a teaching method connects with constructivism in the PBL setting. The approach is student-centered and entails negotiating with leaders, and it emphasizes on the idea that each leaner contributes to the process. Therefore, it offers students a significant control regarding the direction and learning content. Accordingly, it is clear that various types of tasks focus on these concepts.
PBL learning includes different learning tasks such as study tasks, discussion, problems explanation and action tasks. Each of them presents a unique learning opportunity for the students. For instance, the study tasks require the learners to find similarities and combine their knowledge, beliefs, and attitudes on focusing on one more particular problems that involve societal norms (Barrett and Moore, 2011). The problem explanation task entails the planning and execution of individual study activities to establish underlying processes and structures as well the cause of the problems.
The PBL tasks are related to the constructivism learning theory. It requires the students to find meaning from their experiences in the community setting, from other sources of knowledge. They also construct knowledge through their interaction with members of the society, including the instructor (Bate et al., 2014). PBL is achieved by a team rather than an individual. It involves discussion where the students brainstorm about a given problem. Their ideas are based on what they have gone through before and what they have learned from their environmental interaction. Hence, learning is teamwork as and is not reproduced from a disciplinary authority.
Constructivism learning highlights areas that are vital for the formation of useful learning perspectives; positive interdependence, promotive interactions, individual accountability, teamwork and social skills and team processing (Bohland, O'Shaughnessy, Draze & Conroy, 2006). Team processing is the reflection of learning by a group, and it connects to the PBL imperative of developing the awareness of meta-cognition (Torp & Sage, 2013). However, team processing extends the concept further to include metacognition from the perspective of the team and not for the individual only (Torp & Sage, 2013).
The decision by the instructor to use the approach involves both explicit and implicit commitments is evidence of the implication of constructivism on the PBL model. Explicit commitments entails specific steps used, roles of the learners, formation of team and the adoption of specific evaluation approaches. Implicit commitments are those that can be identified as knowledge, and the perspectives of the teaching objectives and the learning venue (Turner, 2013).
The earlier commitment regards what is considered as knowledge as that which goes with the individual's worldviews which determine the extent to which the person believes that humans construct new knowledge. The PBL teaching method draws upon principles of constructivism. Therefore, it is essential to create various learning situation to enhance learnings and select how they can be adapted to suit different classes, subjects, and education.
The ways a PBL approach could be used to support the learning of your students
The PBL method can be used to enable students to meet their needs. The first strategy is differentiating through teams. In most cases, students use heterogeneous groups. However, homogeneous teams are also an efficient way of distinguishing in a project (Khoiriyah, 2016). The PBL approach allows the learners to differentiate either based on academic abilities, collaboration skills or socio-emotional purposes among others. Groups provide an efficient way of separating instructions to enable understanding.
Reflection and setting goals is an essential component of PBL. This approach allows students to reflect on what they have learned about the goals that were set at the start of the lesion. It offers a significant chance for them to set personalized learning objectives and target instructions that are geared towards achieving the outcomes. At particular milestones, the PBL model allows students to evaluate their performance, and the instructor can design activities to enable them attain the set goals.
The PBL method enables students to balance teamwork and individual work. When carrying out a PBL project, cooperation, and collaboration. However, at some point, personal instructions and activities are essential (Beetham & Sharpe, 2013). Students manage to distinguish the two and their relevance throughout the entire learning process. The approach also allows them to learn how to use and balance them effectively.
Problem-based learning in an instructional method where students solve complex challenges in realistic situations. This approach can be used for leaning on a single lesson, a unit or even the entire curricula.












References
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