|Problem Based Learning:
Phyllis Leary Newbill, Tiffany A. Drape, Christine Schnittka, Liesl Baum, and Michael A. Evans
Problem-Based Learning is, as its name suggests, learning that occurs as a result of solving real-world problems (Combs, 2008). It is inherently meaningful and contextualized. Problem-based learning creates environments where students assume ownership of their learning; it is simply more interesting than memorizing information (Jonassen, Howland, Moore, & Marra, 2003). In this constructivist instructional method (Driscoll, 2005), the problem to be solved has “some social, cultural or intellectual value to someone” (Jonassen et al., 2003, p. 20). Savery (2006) defined problem-based learning in the classroom as having certain critical characteristics:
1. Students have responsibility for their own learning.
2. Problems are ill-structured and allow for free inquiry.
3. Learning is interdisciplinary.
4. Collaboration is essential.
5. Self-directed learning informs group decisions.
6. Reflection is essential.
7. Self and peer assessment happens regularly.
8. Problems have real-world value.
9. Assessment checks process and product. (Savery, 2006, pp. 12–14)
PBL— as opposed to
“projects”— relies on:
•proven management methods
•exhibitions of knowledge and skills to ensure powerful learning.
•Reports, Presentations, Seminars
Markham, Thom. Project Based Learning Design and Coaching Guide . HeartIQ Press.
|PBL is not enough ... Students must be cognitively aware of skills they are using|
In problem-based learning,
Beside solving the community, world, school problems,
“learning life skills along the way” is also a goal of the work.
Which Skills are we
going to focus on in this project?