Problem-Based Learning (PBL)
What is an Problem-Based Learning (PBL)?
Problem based learning is one of those pedagogic phenomenon that is both a learning activity and an assessment. Problem based learning is a student centred learning strategy in which learners confront contextualised, ill-structured problems similar to real world situations. PBL guides learners to discover the knowledge themselves by confronting the problem and activates their prior knowledge with very little initial content knowledge given; it encourages deep learning as well as learners to be responsible for their own learning. PBL is also renowned for shaping learners in collaborating teamwork and allows the development of critical thinking, content knowledge and problem-solving skills.
Structure of Problem-Based Learning
In a PBL process,
Y | Declarative | |
Y | Functioning | |
Y | Take Time to Set | |
Y | Take Time to Answer | |
Y | Take Time to Correct | |
Y | Take Time to provide Feedback | |
Suitable for Large Class | ||
Can substitute with Computers | ||
Passive | ||
Y | Active | |
Y | Process Oriented Method | |
Y | Product Oriented Method |
How to design a good Problem?
PBL has many forms according to Atherton, J S (2005). In general, a good PBL project should have the following elements:
Marking Rubrics
Below is a sample rubric, 'Collaborative Work Skills: Problem Based Learning, accessed 14 July
2008
http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=1491488&
MARKING RUBRICS | Excellent | Proficient | Average | Poor |
Problem-solving: | Actively looks for and suggests solutions to problems. | Refines solutions suggested by others. | Does not suggest or refine solutions, but is willing to try out solutions suggested by others. | Does not try to solve problems or help others solve problems. Lets others do the work. |
Focus on the task: | Consistently stays focused on the task and what needs to be done. Very selfdirected. | Focuses on the task and what needs to be done most of the time. Other group members can count on this person. | Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on-task. | Rarely focuses on the task and what needs to be done. Lets others do the work. |
Preparedness: | Brings needed materials to class and is always ready to work. | Almost always brings needed materials to class and is ready to work | Almost always brings needed materials but sometimes needs to settle down and get to work | Often forgets needed materials or is rarely ready to get to work. |
Contributions: | Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort. | Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard! | Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required. | Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate. |
Working with Others: | Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together. | Usually listens to, shares, with, and supports the efforts of others. Does not cause "waves" in the group. | Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member. | Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player. |
Monitors Group Effectiveness: | Routinely monitors the effectiveness of the group, and makes suggestions to make it more effective. | Routinely monitors the effectiveness of the group and works to make the group more effective. | Occasionally monitors the effectiveness of the group and works to make the group more effective. | Rarely monitors the effectiveness of the group and does not work to make it more effective. |
Time-management: | Routinely uses time well throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination. | Usually uses time well throughout the project, but may have procrastinated on one thing. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination. | Tends to procrastinate, but always gets things done by the deadlines. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination. | Rarely gets things done by the deadlines AND group has to adjust deadlines or work responsibilities because of this person's inadequate time management. |
Web Reference and Resources
Problem Based Learning Web Resources
Tips for Students Web Resources
Azer, S. A. (2004). Becoming a student in a PBL course: Twelve tips for successful group discussion. Medical Teacher, 26, 12-15.
http://informahealthcare.com/doi/pdf/10.1080/0142159032000156533?cookieSet=1
Copy and paste the text below:
Chan C.(2009) Assessment: Problem-Based Learning, Assessment Resource Centre, University of Hong Kong [http://arc.cetl.hku.hk]: Available: Accessed: DATE