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Problem Based Learning
Transcript of Problem Based Learning
Developing Effective Problem-Solving Skills
Developing SDL Skills
Becoming Effective Collaborators
Becoming Intrinsically Motivated Features of PBL Student-centered & Experiential
Builds on/challenges prior learning
Problems are complex and ambiguous, and require meta-cognition
Creates cognitive conflict
Collaborative & Interdependent Principles of PBL MacDonald and Isaacs (2001) states that “The characteristic that distinguishes PBL from other learning methods centring on what students do, rather than what teaching staff do (student-centred methods) is that the problem comes before the knowledge (in the broadest sense) needed to solve or resolve it.” (p317) Some key principles of a problem-based curriculum: Active Learning
Consistency in learning
Learning for understanding
There seems to be general agreement that problem-based learning provides an environment rich in demand for and potential to develop a range of skills. Among the skills usually identified are: Problem-solving skills
Skills in posing useful questions
Time management skills
Research and information handling skills
Computing skills Problem-Based Learning Benefits of PBL Risks of PBL It’s a student-centered approach.
Typically students find it more enjoyable and satisfying.
It encourages greater understanding.
Students with PBL experience rate their abilities higher.
PBL develops lifelong learning skills. For Students; For Students; For Institutions; For Instructors; Class attendance increases.
The method affords more intrinsic reward.
It encourages students to spend more time studying.
It promotes interdisciplinarity. It makes student learning a priority.
It may aid student retention.
It may be taken as evidence that an institution values teaching. Prior learning experiences do not prepare students well for PBL.
PBL requires more time and takes away study time from other subjects.
It creates some anxiety because learning is messier.
Sometimes group dynamics issues compromise PBL effectiveness.
Less content knowledge may be learned. For Institutions; For Instructors; It requires a change in educational philosophy for faculty who mostly lecture.
Faculty will need staff development and support.
It generally takes more instructors.
It works best with flexible classroom space.
It engenders resistance from faculty who question its efficacy. Creating suitable problem scenarios is difficult.
It requires more prep time.
Students have queries about the process.
Group dynamics issues may require faculty intervention.
It raises new questions about what to assess and how. Theoretical Support Learning methods based on making students responsible for their own learning represents the future in teaching. Accounting education is no exception. This study offers some support for the hypothesis that problem-based learning methods produce better results than lecturing in an accounting education context. These supports: Constructivism and PBL
Dewey and PBL
Vygotsky and PBL
Bruner and PBL Implementations of PBL Start with the Essential Question
Design a Plan for the Project
Create a Schedule
Monitor the Students and the Progress of the Project
Assess the Outcome
Evaluate the Experience
Start with the Essential Question http://www.facultyfocus.com/articles/effective-teaching-strategies/problem-based-learning-benefits-and-risks/
http://www.edutopia.org/project-based-learning-guide-implementation#pbl_plan Learning to Teach 8/e, Richard I. Arends, Central Connecticut State University
http://www.pbl.uci.edu/whatispbl.html References Created by; Sevim Duman