Tag: PBL

Pedagogy, TLT

Pedagogy Pointer: How to write your own PBL problems

Mendi Benigni

Problem-based Learning

“Problem-Based Learning (PBL) is a teaching method in which complex real-world problems are used as the vehicle to promote student learning of concepts and principles as opposed to direct presentation of facts and concepts.” (University of Illinois Urbana-Champaign)  If you’re not familiar with the term, the goal of PBL is to encourage interdisciplinary thinking, collaborative learning, ethical and quantitative reasoning, and critical thinking all while working on authentic, relevant and real issues.

Regardless of the type of PBL you want to use in your teaching, it all relies on the “problem” that will be resolved.  Therefore, learning to write a good problem is critical to the success of PBL.

Use existing problems

You can find existing problems on the internet or maybe even on your textbook site.  The University of Delaware Institute for Transforming University Education has a PBL problem database that is free to use as well.

Write your own

Writing your own problems ensures that the problems and questions align with your course learning outcomes.  Therefore, before setting out to write a problem the first step is to make sure you have written your learning outcomes.

STEP 1: Write your learning outcomes for the PBL assignment.

STEP 2: Write a “hook.”  This is a story or statement that draws the students into the problem and makes them want to find a solution.

STEP 3: Use the rubric below to help you craft a fully engaging problem.

STEP 4: Review the problem, to ensure it has enough complexity to support group work.

STEP 5:  Make sure it encourage solutions that may: require a decision or recommendation; be open-ended or depend on assumptions.

Rubric
rubric provided by the University of Delaware.

REMEMBER…

The PBL activity is based on a problem.

Write the problem and the corresponding questions that will lead the students to demonstrate that they understand and can achieve the learning outcomes.

Pedagogy

Pedagogy Pointer: Problem-based Learning with a Twist

Mendi Benigni

Problem-based Learning

“Problem-Based Learning (PBL) is a teaching method in which complex real-world problems are used as the vehicle to promote student learning of concepts and principles as opposed to direct presentation of facts and concepts.” (University of Illinois Urbana-Champaign)  If you’re not familiar with the term, the goal of PBL is to encourage interdisciplinary thinking, collaborative learning, ethical and quantitative reasoning, and critical thinking all while working on authentic, relevant and real issues.

But did you know that there are different flavors of PBL?  Check these out to see if any of them may meet your needs!

The baseline: Problem-based Learning

Problem-Based Learning (PBL) is a teaching method in which complex real-world problems are used as the vehicle to promote student learning of concepts and principles as opposed to direct presentation of facts and concepts.

  • Problem is created by the instructors
  • Inquiry questions can be created by the instructor or the student groups
  • Students work in teams to work through the problem and answer questions

Interest-based Learning

PBL but the problem is designed by the students based on their interests, normally within a topic or concept in the course.  Interests stimulates curiosity in students and has them seeking to learn more about a particular topic. These are often paired with Genius Hours, Makerspaces, or Passion Projects.

  • Concept/problem parameters are created by instructors
  • Problems are created by the student groups based on interests
  • Inquiry questions are created by the student groups based on interests
  • Students work in teams to work through the problem and answer questions

Empathy-based Learning

PBL but the problem is designed, usually by the instructor, to include an empathetic component.  This allows the students to view course content from various viewpoints and is great for promoting inclusion.  The problem requires students to investigate the issue from different perspectives and as different individuals to develop an empathetic approach to solving the problem.

  • Problems are normally created by the instructor
  • Inquiry questions can be created by the instructor or the student groups
  • Students work in teams to work through the problem and answer questions from the perspective of multiple groups/individuals.

 

Inquiry-based Learning

PBL where students are triggered by curiosity and learn the subject by asking probing questions.

  • Problem/Concept is created by the instructors
  • Inquiry questions are generated by the student groups
  • Students work in teams to work through and research the questions

Challenge-based Learning

PBL where the students research and consult experts in their communities and around the world to develop deeper knowledge of the subjects they are studying, identify and solve challenges, make a difference in their community, and share their results with the world.

  • Problem can be created by the instructors or the student groups and should relate to a problem in their area
  • Inquiry questions can be created by the instructor or the student groups
  • Students work in teams to work through the problem and consult experts in the field
  • Students should find a “solution” to the problem and present or share the results with the community

TIPS

  1. It is important to scaffold these types of assignments, providing students with enough information about the project and timeline to ensure that they can identify and complete the individual tasks in a timely manner and not waiting until the last minute to work on it.
  2. Give time in class to complete some of the work so that you can provide guidance when needed and to ensure the groups get a good start.
  3. Be mindful about your group creation.  Before createing the groups ask yourself, “What’s the goal of the assignment/activity?”  Will a diverse group benefit the group?  Is there a specific point you are demonstrating where the makeup of the group matters?