Problem-Based Learning

Essential Elements of Problem-Based Learning

“Because problem scenarios

have a real-world frame of
reference, they are centered
on an event that the
students can imagine in
their own life or in their
future…”
Problem-based learning enables
students to embrace complexity, find
relevance and joy in their learning, and
enhance their capacity to make creative
Stanford University
contributions to real-world problems.”
Dr. Preetha Ram
 Essential Elements
Deck Outline

In this deck, we will explore the five essential elements that inform Problem-Based Learning theory
and practice in the classroom.

Authentic Context

Collaboration

Ill-defined problem

Self Determination

Reflection
 Essential Elements
Deck Objectives - By the end of this deck, you will be able to…

Identify the model for an authentic context for Problem-Based

Learning

Understand the need for collaboration as part of any PBL programme

Recognise why an ill-defined problem is key to any PBL programme

Understand the need for PBL to allow for self-led learning and self-determination in students

Understand why reflection is important as part of Problem-Based

Learning
 Essential Elements
The Five Elements

Despite its diverse use across institutional settings such as universities, Authentic
Context
high schools and elementary schools, and its vast number of definitions,
much of the literature agrees that the successful instruction of PBL
requires particular elements to be implemented at the planning and Teacher as facilitator
delivery stages.
Self- ‘Ill-
• Authentic Context Assessmen
t& defined’ Collaboration

• Collaboration
Reflection
problem

• Ill-defined problem Teacher as facilitator

Active
• Self Determination Learning &
Self-
Direction
• Reflection
 Essential Elements
Authentic Context

What? - The purpose of teaching in an authentic context is to connect the learning, issue or challenge to something
that is meaningful and relevant to the learner. Tis kind of learning is especially apt for ‘real-world’ challenges because
of the opportunities for students to see real-world applications and relevance in their learning.

Why? - With specific reference to Problem-Based Learning, research suggests it is essential that the ‘problem’ is
based on an issue that is important to the learners themselves; a real world issue that they can take ownership of,
and responsibility for solving. Evidence suggests that an authentic learning context contributes to motivation, deep
understanding and knowledge retention.

“Because problem scenarios have a real-world frame of reference, they are centered on an event that the students can
imagine in their own life or in their future. Because [in PBL] the students have determined for themselves the “need to
know,” [the learning objectives] the learning that occurs is highly relevant. This contributes to holding the students’
interest, developing a deeper understanding of the content, and increasing the retention of new information. It also
contributes to eliminating the ever-present question…” – Stanford University
 Essential Elements
Collaboration

What? - In Problem Based Learning, learners work in small groups (6-8 students). Collaboration provides the social
context in which students pool and exchange existing knowledge, question what is unknown and develop strategies
for filling in the gaps in knowledge.

Why? - Working in groups enables students to ‘distribute the cognitive load’ and ‘negotiate a shared understanding’
as they work their way through the problem. By drawing upon the different strengths of the members of the group,
learners begin to gain an understanding of their own strengths and weaknesses, and are provided with opportunities
to learn how improve their own skills from those who have higher proficiencies. Collective assessment is particularly
important since continued reinforcement of existing knowledge – as well as support in integrating and synthesizing
new information is an important developmental step in higher cognition.
 Essential Elements
Ill-Defined Problem

What? – This element, more than any other is the

keystone to the whole philosophy of Problem-Based
Learning! This is because in PBL, all of the learning that
takes place is situated within the problem. The
problem set should always be ‘ill-defined’ or
unstructured to reflect the idea that the assignment
should not be a linear problem-solving process with
?
any single, ‘correct’ answer. ?
Real-world issues are, by their very nature messy and ?
complex and therefore the problem setting should be
true to form. Problems should be open-ended, with
?
multiple solutions.
 Essential Elements
Ill-Defined Problem

What? – Based on the Problem-Based Learning research literature, Stanford University have developed a framework
to assist with preparing ‘ill-defined problems’, which should exhibit the following characteristics:

• Require more information for understanding the problem than is initially available

• Contain multiple solution paths

• Change as new information is obtained

• Prevent students from knowing that they have made the “right” decision

• Generate interest and controversy and cause the learner to ask questions

• Are open-ended and complex enough to require collaboration and thinking beyond recall

• Contain content that is authentic to the discipline.

Why? - These require and guide students to assess many different approaches and outcomes before opting for a
solution.
 Essential Elements
Active Learning and Self-Determination

What? - This kind of pedagogy challenges students to become actively involved in the learning process, rather than
passively ‘receiving’ information. In active learning students take responsibility for their own learning by engaging
with the processes of learning through any number of means such as research, discussion, reflection, processing,
analysis, experimentation and so on.

In PBL this is taken a step further, and students are invited to organise and manage their own learning. They do this
by determining their own learning objectives, scheduling and setting the tasks for each individual, assessing the
value of the contributions, making decisions about which solution will best achieve their objectives and assessing
their own work as well as that of their peers. This self-directed learning is one of the core purposes of Problem-
Based Learning.

Why? - Active Learning models push learners to think deeply and develop and display key behaviours, practices or
decisions that lead to successful outcomes, promoting cognitive apprentice. It also raises the students’ own
awareness of best practice in problem solving, illustrates the kinds of questions they need to be asking of themselves
and enables them to transfer their learning to other problems.
 Essential Elements
Reflection and Metacognition

What? - In PBL students are encouraged to develop a habit of reflection metacognition. These are important in of
themselves but also because they are an integral part of the process in developed self-directed learners.
Metacognition refers to a set of skills that relate to an awareness of ones own thinking processes and an ability to
monitor, evaluate and moderate one’s own thinking and decision making.

Why? - The reflection process in PBL is designed to help students make connections, inferences and identify gaps in
their thinking and become accustomed to ‘thinking about thinking’, evaluating their choices and decisions.
Ultimately the purpose of reflection is to help students understand the relationship between their learning and the
decisions and choices they make during problem solving. This reflection should achieve three objectives:

• Relate new knowledge to prior knowledge

• Purposefully abstract knowledge

• Understand how their learning can be transferred to other situations and problems.
 Essential Elements
Reflection and Metacognition

Why? - Metacognition plays a large role in the problem-

based learning classroom since learners first have to have
an awareness of what they do and do not know to enable
them to design purposeful learning objectives.

Furthermore, they then have to plan how they will achieve

these and evaluate how successful their strategies have
been in solving the problem. In this sense metacognition
is essential to help develop self-directed learners.

There is some evidence to suggest that undertaking

reflection and metacognition is just as important as
participating in the higher order thinking activities posed
by problem based learning.
 Essential Elements
Teacher as Facilitator

One extra and most important aspect in the move away from traditional, didactic approaches towards a problem-
based curriculum is the shift in the role that the teacher plays. In a PBL setting the role of the teacher is as a
‘facilitator’ of learning rather than as a source of knowledge or wisdom.

This can be a difficult transition for a teacher, but it is one that is essential if PBL approaches are to succeed.

The role of Facilitator is particularly important with respect to developing Self-Directed Learners, and Learners who
can employ complex thinking skills of reflection and metacognition. Here the facilitator must provide scaffolding to
illustrate how to think reflectively, by asking reflective questions, modeling reflection on the strategies used for
problem solving, as well as the outcomes and solutions. Educational literature suggests that one of the greatest
challenges for facilitators is knowing when to withdraw scaffolding to encourage learners to become increasingly
independent and autonomous.
 Essential Elements
For Reflection

1. There is a close correlation between the constructivist learning environments and the five elements of PBL
described in this deck. With your current classroom setting in mind, how closely does your teaching environment
support each of these elements?

2. Which, if any of the five elements of PBL described in this deck do you feel you are A. most prepared to facilitate
and B. least prepared to facilitate. Take some time to consider why and what support you need to take the latter
further.

3. Reflecting upon your current role as a teacher and the necessity of PBL to shift towards practice as a facilitator,
which aspects of your practice will aid you in your transition and what do you need to develop?