1. Problem-Based Learning
Terry Goodin
Middle Tennessee State University

2. Problem-Based Learning (PBL)
What is NOT PBL?
Just another teaching method
On the job training
Vocation education
Case-based teaching
Ill-structured
What is PBL?
Situated Cognition
Cognitive Apprentices
A Way to Learn
Knowing and Doing
Andragogy and Pedagogy

3. Problem-Based Learning (PBL)
What are the features of PBL?
Situated cognition - learning is positioned, or “situated,” in the context of actual practice.
“Knowing and doing” (Bridges & Hallinger, 1995, p. 5).
Begins with a problem and organizes content knowledge acquisition around the solution.
Makes use of students’ prior knowledge, gives them control over their learning, and allows them to practice their newfound understandings in the context of the workplace.
Offers us the special ability to target problems that are actually occurring in practice and to write learning scenarios based on those problems.

4. PBL Continuum Teaching Methods Socratic Seminar Project Based Debate
Role Play
Jigsaw
Inquiry
Instructor Led
Student Led
Assessment
Assessment
Assessment
Assessment

5. The Importance of Context
Whole
Part
Whole
Content
Context
Whole – Part – Whole Model

6. How are these the same? How are they different?
Cognitive Risk
How are these the same? How are they different?

7. Problem-Based Learning Modules
Introduction
Learning Objectives
Problem Scenario (Scenes)
Guiding Questions
Product
Resources
Time Schedule
Assessment

8. Problem-Based Learning Faculty Facilitator’s Role
oversees the group dynamics and guides the problem solving process by posing strategic questions.
is not a source of information, but rather plays a unique role as the metacognitive coach.
does not engage in traditional teaching roles.

9. Problem-Based Learning Participant Roles
Quarterback
manages the discussion and ensures that all group members are able to contribute
manages the pace of the progress through the case
is also a participant
Scribe
serves as the recorder keeping track of key points of information, hypotheses, additional information needs and learning objectives
The Group
works together to analyze and discusses the problem

10. Problem-Based Learning Learning Grid
Key Points / Problems
Hypotheses
Information Needed / Next Steps
Learning
Tasks
Clearly define the problems that you see, along with any sub-problems that must first be addressed.
Analyze the problem and provide your initial thoughts. List possible solutions as you progress. These will change as you gain more understanding about the problem(s).
List the knowledge, relevant information or skills that you need and don’t have.
Clarify how you will get the information and understanding needed to reach possible solutions. Don’t think of this category as typical learning objectives. This is more of a “jigsaw” process or “task list” you will use to delegate research assignments to your fellow group members.

11. Problem-Based Learning
For More Information Contact
Terry Goodin
Middle Tennessee State University