Group+2

=**Problem-Based Learning**=

Problem-Based Learning is a theory of learning which focuses on students solving problems collaboratively and teachers //facilitating// the students' learning (rather than providing information or knowledge). PBL is based on the social-cultural theory of learning, as well as the constructivist theories of learning. Main theorists include Vygotsky and Dewey. 
 * Introduction **
 * Main Characteristics **
 * Use of real world problems - problems are relevant and contextual. It is in the process of struggling with actual problems that students learn content and critical thinking skills.
 * Reliance on problems to drive the curriculum - the problems do not test skills; they assist in development of the skills themselves.
 * The problems are truly ill-structured - there is not meant to be one solution, and as new information is gathered in a reiterative process, perception of the problem, and thus the solution, changes.
 * PBL is learner-centered - learners are progressively given more responsibility for their education and become increasingly independent of the teacher for their education.
 * PBL produces independent, life-long learners - students continue to learn on their own in life and in their careers.

[]


 * Strengths and Weaknesses **


 * Strengths:**
 * Promotes Critical Thinking-which include analysis, reasoning, decision making, and independent judgment
 * Promotes Group Work-brainstorming, cooperation, communication, problem solving, wherever you study, you always will have group work and you need to learn how to get along with everyone
 * Encourages ownership of learning process- prepares students to be life-long learners, has them encouraged to learn this new information


 * Weaknesses:**
 * Transition is difficult for Students and Faculty-non-traditional delivery of information-teachers won't know how to integrate their material
 * Increased time to teach content-increased prep-time- too much time is needed to teach and maybe even reteach the subject
 * Finding Problems-writing problems-finding problems or making up problems takes a lot of time
 * Faculty lack of skills and facilitators- faculty may not have the proper skills to help teach students through this theory

This powerpoint is specifically for nursing school but applies for all forms of education as well. [|www.afacct.csmd.edu/.../Martin-PBL_Presentation_Nursing_Skills_Lab.ppt]


 * Association with Direct Learning and Constructivism **

**Direct Learning** is based on showing students the steps of learning systematically. The systematic approach allows the students to not only see the purpose of what they are learning, but also the outcome of each step used to reach the end result. Components of Direct Instruction:
 * Setting clear goals and making sure the students understand the goals.
 * Having and presenting well-organzied assignments in succession.
 * Giving students uncomplicated and incisive clarification and demonstration on the given subject content.
 * Asking the students questions frequently, so that it can be determined if they understood the assignment/topic.
 * Allow students the opportunity for the students to practice and apply what they have learned.

﻿Retrieved on 10.14.2010 from []

An example of **Direct Learning:** media type="custom" key="7094733"

In Constructivism, the teacher facilitates the students learning, so that the students can come to their own understanding. <span style="font-family: 'Trebuchet MS',Arial,Helvetica,'Sans Serif';">Constructivism focuses on the students coming to their own conclusions, instead of being told a definitive answer by the teacher. Students comprehension and conclusions are to be achieved through frequent conversations with the teacher, exposure to data and social interaction.
 * Constructivism** is a learning theory, which believes people produce knowledge and develop meaning based on personal experience. The construction of an individuals knowledge in the Constructivism learning theory is based on the two main concepts of assimilation and accommodation. <span style="font-family: 'Trebuchet MS',Arial,Helvetica,'Sans Serif';">Assimilating is the incorporation of new experiences with old experiences. This allows for the students to create a connection between old knowledge and combine it with the new, which helps develop and analyze their understanding and perception of a previous concept. Accommodation is when individuals believe the world to operate in a certain way; however, when a new experience does not fit into the 'way of the world,' the individual must accommodate and reframe what their expectations were with what the actual outcome are.

<span style="font-family: 'Trebuchet MS',Arial,Helvetica,'Sans Serif';">Retrieved on 10.14.2010 from []

<span style="font-family: 'Trebuchet MS',Arial,Helvetica,'Sans Serif';">An example of **Constructivism:** <span style="font-family: 'Trebuchet MS',Arial,Helvetica,'Sans Serif';">media type="custom" key="7198965"


 * <span style="font-family: 'Trebuchet MS',Arial,Helvetica,'Sans Serif';">Is Problem Based Learning associated with Direct Learning or Constructivism? **

<span style="font-family: 'Trebuchet MS',Arial,Helvetica,'Sans Serif';">PBL style of learning adheres more to the idea of Constructivism in the classroom. PBL wants to use real-world situations and is constructed so that there is not one right answer. PBL promotes critical thinking, which according to the previous sections is analysis, reasoning, decision making, and independent judgment. The critical thinking aspect of PBL is the assimilation and accommodation concepts that structure Constructivism. In Direct Learning the thought process and what is to be understood by the student is clearly explained by the instructor in the very beginning. Constructivism, just like PBL, promotes social and/or group learning. The main focus of PBL, which is associated with constructivism, is the student coming to his or her own understanding of an idea, concept or topic. PBL structure of group learning allows the students to be exposed to the different experiences, understanding, and views of the students in the classroom. This idea of connection and understanding from not only his or her own experiences, beliefs, and views coincides once again with Constructivism's assimilation and accommodations. Direct Learning can be viewed as going from point A to point B with little or no detour. PBL wants students to get from point A to point B, but how they get there is by using side streets, road maps, and asking those they come in contact along the way to come to their individual 'Point B.'

media type="custom" key="7213417"


 * Technology Integration for Problem-Based Learning **

The classroom of a problem-based learning classroom should provide an environment conducive to cooperative learning. The classroom I have designed is composed of all round desks/tables which allows students to easily work in groups. Each desk has been provided with a computer, and there are extra cooperative computer work stations located on the wall of the classroom. The teacher's desk is located toward the back of the room so that he/she may monitor the students. In a way the placement is symbolic in that the teacher is still involved in the learning process, but they are not at the head of the classroom in the seat of compete power and control. The purpose of the horseshoe desk is to allow the teacher the opportunity to meet with the groups to discuss their progress/findings. Overall, the classroom is arranged so that the students will have opportunities to work in cooperative learning groups, and the teacher is there as a facilitator. Depending on the subject, there may be a variety of materials around the room to encourage exploration. [|Virtual classtroom]
 * What would the classroom look like?**

Instruction on the part of the teacher should be limited to asking justification questions of the students and facilitating discussions and exploration. The students should be presented with a problem and then provided with a variety of tools and materials to use their own strategies to formulate their own explanations to solve the problems. The students should work in groups to discuss ideas and clarify questions, listening to each other's ideas and forming their own. The object of problem-based learning is to allow students to make sense of problems themselves rather than telling them directly what they need to know.
 * What would the instruction look like?**
 * [|instruction video]media type="youtube" key="z8Lh5MfyE-E?version=3" height="390" width="640"**

Technology integration in a problem-based learning classroom could include anything that would make the students understand the material. Students should be provided with as many options for exploration as possible to ensure that all of their learning styles and needs are met. For example, computers could be provided to allows students to conduct research on the internet, or to use interactive textbooks to make sense of some key concepts. They could use computer simulations to observe experiments such as the path of electricity through a circuit (there is a program which allows students to create circuits and test them on the computer). SmartBoards could be used to have students share their ideas/strategies with the rest of the class or manipulate the demonstrations. Students could produce projects using Power Point to explain their findings, show videos, produce songs, etc., etc.
 * What would the technology integration look like?**