What is Problem-Based Learning (PBL)?
Project-Based Learning Explained
"Any learning environment in which the problem drives the learning"
Problem-based learning is based on the messy, complex problems encountered in the real world as a stimulus for learning and for integrating and organizing learned information in ways that will ensure its recall and application to future problems. Problems are raised at the start of the topic, before students have been taught some of the relevant knowledge. By actively engaging with the problem, students develop skills around finding information, identifying what information they still need, and possible sources of that information. Learners are able to connect what they are learning in class to their own lives and important issues in their world.
Click or Tap to read more
Today's world brings with it a rapid explosion of easily accessible knowledge. Graduates need to be self-directed and possess lifelong learning skills in order to effectively make use of the overwhelming abundance of information available to them. The interdisciplinary nature of today's issues, challenges, and work requires graduates to be able to integrate knowledge and skills from a number of disciplines in order to conceptualize and implement create solutions.
Problem-based learning activities are designed to help graduates develop transferable skills and attributes alongside gaining appropriate discipline-specific knowledge. Transferable skills/attributes are part of the degree level expectations that represent the intended outcomes for a university education and are being written into program curriculum. Problem-based learning challenges students to: (a) develop the ability to think critically; (b) analyze problems; and (c) find and use appropriate learning resources. Through PBL learners, are progressively given more and more responsibility for their own education and become increasingly independent of the teacher for their education.
The PBL Learning Process
In problem-based learning:
Learners encounter a problem and attempt to solve it with information they already possess allowing them to appreciate what they already know.
They identify what they need to learn to better understand the problem and how to resolve it.
Once they have worked with the problem as far as possible and identified what they need to learn, the learners engage in self-directed study to research the information needed finding and using a variety of information resources (books, journals, reports, online information, and a variety of people with appropriate areas of expertise). In this way, learning can be personalized to the needs and learning styles of the individual.
The learners then return to the problem and apply what they learned to their work with the problem in order to more fully understand and resolve the problem.
After they have finished their problem work, the learners assess themselves and each other to develop skills in self-assessment and the constructive assessment of peers. Self-assessment is a skill essential to effective independent learning.
The responsibility of the teacher in PBL is to provide the educational materials and guidance that facilitate learning. The principle role of the teacher in PBL is that of a facilitator or educational coach (often referred to in jargon of PBL as a "tutor") guiding the learners in the PBL process. As learners become more proficient in the PBL learning process, the tutor becomes less active.
Designing and Developing a PBL Project/Unit of Study
Problem-based learning courses primarily concentrate on students' learning through authentic problem situations. By creating these situations, the course simulates professional practice and the complex issues that surround it. Content is naturally embedded within problems. Through carefully designed problem scenarios, appropriate content is selected and positioned at authentic locations throughout the process and problem where it can be found by the students.
What Can a PBL Project/Unit of Study Cover?
Generally, PBL courses cover the same amount of content or less content than would be in traditional didactic courses. The focus is on what students are expected to do with the content that the course covers. PBL is particularly appropriate for courses where the learning objectives focus on developing analytic and information literacy skills and on a deep learning of content that can be applied or critiqued within context.
Although much of a PBL course's content occurs during students' engagement with the problem, basic initial knowledge is often a prerequisite. Instructors of PBL courses need to identify what knowledge and skills students will need prior to starting problem-based learning and then build in some embedded instruction that will allow the students to gain these prerequisites.
Consider students' prior course experiences. Depending on the program's curriculum and course pre-requisites, this course may be some students' first experience in a PBL learning environment. To facilitate their learning, scaffolding may need to be incorporated into the course's design. Approaches for scaffolding include providing explicit instructions or examples of how these problem situations can be approached and solved. It is also important to very clearly communicate the PBL process, the assessments and what is expected of the students.
PBL Curriculum Characteristics
Problem-based learning curriculum have several distinct characteristics, specifically:
Reliance on problems to drive the curriculum: The problems do not test students' skills. Rather, they assist in the development of the skills themselves.
The problems are open-ended: There is not meant to be one solution. As new information is gathered in a reiterative process, students' perception of the problem--and their ideas for solutions--can change.
Students solve the problems: Instructors are coaches and facilitators.
Students are only given guidelines for how to approach problems: There is no one formula for how students should approach their problem.
Authentic, performance based assessment: Consider both embedded and non-embedded assessments and ensure that assessments are timed to align well with students' progress throughout their PBL activities.
(Adapted from Stepien, W.J. and Gallagher, S.A. 1993. "Problem-based Learning: As Authentic as it Gets." Educational Leadership. 50(7) 25-8 and Barrows, H. (1985) Designing a Problem Based Curriculum for the Pre-Clinical Years.)
Assessment for PBL Projects/Units of Study
Assessment methods used in problem-based learning courses relates to the nature of the tasks, processes, and content in PBL courses. With PBL, assessment also evaluates the level of integration of interdisciplinary knowledge, skills and behaviours. Selecting appropriate assessment that generally differs from traditional methods is important to create alignment between what students are asked to do and their learning that is driven by assessment.
The types of assessment that evaluate PBL tasks, process, content and integration of interdisciplinary knowledge include:
reflective problem log
As PBL involves a great deal of team/group work, a large amount of the assessment should revolve around groups. For example, group presentations can provide a substantial contribution towards students' final mark and still balanced by a final formative peer review each student receives. Reflective journals and essays, as well as self assessment, are powerful tools that encourage students to think about their learning through the process.
Assessments aligned with PBL, including any essays and exams, should maintain the focus on context, and involve engagement with messy problems from multiple perspectives when assessing students' learning of course content. For additional tips on assessing problem-based learning, check out this article.
Source: Queens University - Centre for Teaching and Learning
Project Based Learning: Explained - Video
This simple video makes the essential elements of PBL come alive and brings to light the 21st Century skills and competencies (collaboration, communication, critical thinking) that will enable K-12 students to be college and work-ready as well as effective members of their communities.
PBL Works Blog & Resources(Click/Tap top View)
PBLWorks provides information and resources to help build the capacity of teachers to design and facilitate quality Project Based Learning and the capacity of school and system leaders to set the conditions for teachers to implement great projects with all students. The site is free to browse, but if you wish to download any of the resources, you will need to create a free account. The site is run by Buck Institute for Education.
You can search for areas of interest or use their categories: How-to Tips and Tools; Success Stories; Projects in Action; PBL and Equity; Gold Standard PBL: Teaching Practices; Gold Standard PBL: Design Elements; or General PBL.
Dive into the collection of videos, planning forms, rubrics, blogs, and more. Whether you want to learn about PBL, or find classroom resources, you should be able to find materials will support your journey.
Benefits of PBL
Picture students collaborating in groups with hands-on learning, while improving social skills. The teacher becomes a facilitator and mentor.
Students become stakeholders. Collaborating versus competing. Extends learning potential beyond individual capabilities.
Click or Tap to read more
Learning becomes an ongoing and active endeavour which is not only more fun for the student but creates long-term lasting learning.
PBL brings subjects and knowledge together, like in life. Students learn to apply knowledge and critical skills in various meaningful, real-world scenarios.
Students taught through Project Based Learning are better prepared for the rapidly changing 21st century workplace. Today’s success requires more than just basic knowledge and skills. With PBL students learn to take initiative, collaborate in teams, communicate ideas and engage with information technologies, build confidence and solve problems.
Source: Pear Tree Elementary Website
The Research Behind PBL, Genius Hour, and Choice In The Classroom
A PBL Approach to Teaching Elementary Science
Solving Real-World Issues Through PBL
Sample Grade 3 PBL Project: The House Project
PBL Articles and ResourcesClick/Tap tap View
New Research Makes a Powerful Case for PBL | Edutoipia | February 21, 2021 | Two new gold-standard studies provide compelling evidence that project-based learning is an effective strategy for all students—including historically marginalized ones.
New, Strong Evidence For Problem-Based Learning | Forbes | Oct 29, 2019 | Two new large-scale reports provide convincing empirical evidence that problem- or inquiry-based learning is effective and that teachers, students and parents prefer it as an instructional method - along with other active, immersive techniques.
Pear Tree Elementary Website | Comparison between PBL and Traditional Teaching methodology & some sample PBL projects.
What Is Project Based Learning? 10 Best PBL Ideas to Boost Outcomes | Prodigy Website | June 02, 2020
Problem-Based Learning: Tips and Project Ideas | Education World | 2013 |