Problem based learning

I. Definition

Problem-based inquiry is an effort to challenge students to address real-world problems and

resolve realistic dilemmas.

PBL is a student-centered approach to learning that involves groups of students working to solve
a real-world problem, quite different from the direct teaching method of a teacher presenting
facts and concepts about a specific subject to a classroom of students. Through PBL, students not
only strengthen their teamwork, communication, and research skills, but they also sharpen their
critical thinking and problem-solving abilities essential for life-long learning. Although similar to
IBL, it is not the same. PBL calls for students to solve an authentic real-world problem through
investigation. It encourages students to experience a learning process where they investigate,
test, discover and repeat when necessary in order to find a viable solution.

“It empowers learners to conduct research, integrate theory and practice, and apply knowledge
and skills to develop a viable solution to a defined problem,”
(John Savery, 2006)

PBL involves a collaborative approach to an open-ended problem with many possibilities of

viable solutions. Students will have an opportunity to apply skills and knowledge from across the
curriculum.

1. students are presented with a problem

2. they begin by organizing any previous knowledge on the subject, posing any additional
questions, and identifying areas they need more information.
3. Students devise a plan for gathering more information, then do the necessary research and
reconvene to share and summarize their new knowledge.
4. Students may present their conclusions, and there may or may not be an end product.

II: Difference between project learning and problem based learning:

One way to think about the difference between the two is to look at the outcome.
Project learning Problem based learning
 Project-Based Learning, students have  In Problem-Based Learning, students
to produce an artefact to demonstrate have to present a solution to a clearly
their mastery of content defined authentic problem.
 Project-Based Learning begins with  It used cause studies, non-structured
the assignment of tasks that will lead problems
to the creation of a final product or  In problem based learning teachers or
artefact.  facilitators choose topics not students
 It basically consist of real world tasks for themselves.
and settings,  students work together to solve a
 It can be in collaboration or an problem that may lead to numerous
individual effort, students are free to results. In other words, there is no
select a topic by their own choice. right or wrong answer. Instead, there
 project-based learning follows general are many sets of reasonable outcomes.
guidelines where students work
together to investigate and respond to
an authentic, engaging, and complex
question.
III: Planning/managing PBL in classroom:

To implement problem-based learning, it is important to understand the “soft-skills” students

must possess. The ability to Communicate, think critically, compromise and collaborate are all
essential skills when it comes to problem-based learning. The teacher will need to understand
this and will most likely need to spend time teaching and evaluating these skills. It is also
important for students to evaluate themselves and their peers and be able to articulate what they
have learned and defend the solutions they present. In addition, the instructor will need to
anticipate when students will get stuck and what things students will need.

IV: strategies to assess the problem based learning:

 The students are held accountable to these goals through ongoing feedback and assessments.
The ongoing assessment and feedback are essential to ensure the student stays within the scope
of the driving question and the core standards the project is trying to unpack.
Here are some methods to assess PBL:

 Group and individual presentation: Students can be asked to take on a role or work
within a particular context or scenario, ideally one that is as authentic as possible. These
may be difficult to mark and it needs to be made clear what is being assessed – content,
how the group ‘performed’ on some combination of both. Students are asked to present
the components of work they have researched for their contribution to the overall solution
or management of the problem scenario.
 Viva voce examination: These were used very effectively before enquiry and
Problembased Learning was widely in use. They have since been adopted by several
curriculum designers for use with enquiry and Problem-based Learning. However, they
are best done in practice situations and, although they are very effective, they can be
costly, time consuming and extremely stressful for the student. A major benefit is that
they do allow the assessor to ask follow-up questions, which is not possible in more
formal, written formats.
 Self and peer assessment: Self-assessment allows students to think more carefully about
what they do and do not know, and what they additionally need to know to accomplish
certain tasks. Peer assessment provides a good fit with enquiry and Problem-based
Learning as it more closely replicates the team-based situations in which most
professionals will find themselves in the future. This kind of assessment emphasises the
cooperative or collaborative nature of the enquiry and Problem-based Learning
environment. However, many students find it difficult to adapt to this approach having
come from a more competitive, individualised school or college environment.
 Reports The Task Completion Report had the similar layout as Self Reflection Report
except that students were to wrap up the final development of their projects and report the
way they manage their remaining delegated tasks in the final week.

Question: I
Cooperative learning
Definition:

Cooperative Learning involves structuring classes around small groups that work together in
such a way that each group member's success is dependent on the group's success. There
are different kinds of groups for different situations, but they all balance some key elements that
distinguish cooperative learning from competitive or individualistic learning.  Cooperation is not
assigning a report to a group of students where one student does all the work and the others put
their names on the product as well. Cooperation involves much more than being physically near
other students, discussing material, helping, or sharing material with other students. Cooperative
learning is the instructional use of small groups so that students work together to maximize their
own and each other’s learning. Most of the active learning procedures, such as problem-based
learning, team-learning and collaborative learning, require that students work cooperatively in
small groups to achieve joint learning goals. 

Goals and benefits of cooperative learning:

Personal Responsibility

Collaborative learning activities greatly increase responsibility in individual students. They know
they must take part in some portion of the exercise in order for the entire team to succeed.
Accountability is also gained, as students are aware they will feel the backlash from the group if
they fail to pull their own weight and to do their part.

Social Skills

Cooperative learning encourages a number of social benefits. By working together, students

learn more effective communication and interpersonal skills. They learn to listen to each other
and to resolve conflicts. Collaborating in this way brings them together as a class, leading to
overall better social relations and acceptance among the group.

Self-Awareness

Working with others allows for individuals to learn about themselves. Through participation in
groups, students are able to discover such things as whether they are leaders, if they listen to
others’ ideas and if they struggle to share their ideas for fear of ridicule or rejection. Without
these types of interactions, such discoveries cannot occur. These experiences also lead to
improved self-esteem in students and feeling more confident in their own abilities.

1st Cooperative learning strategy: jigsaw strategy

The jigsaw is a cooperative learning technique with a three-decade track record of successfully
increasing positive educational outcomes. Just as in a jigsaw puzzle, each piece--each student's
part--is essential for the completion and full understanding of the final product. If each student's
part is essential, then each student is essential; and that is precisely what makes this strategy so
effective.

Benefits:

 To learn a lot of material quickly

 To hold students individually accountable for learning
 To maximize student collaboration
 To encourage higher order and critical thinking skills

Step 1: Divide students into 5- or 6-person jigsaw groups.

Step 2: Appoint one student from each group as the leader. Initially, this person should be the
most mature student in the group.

Step 3: Divide the day’s lesson into 5-6 segments.

For example, if you want history students to learn about Eleanor Roosevelt, you might divide a
short biography of her into stand-alone segments on: (1) Her childhood, (2) Her family life with
Franklin and their children, (3) Her life after Franklin contracted polio, (4) Her work in the
White House as First Lady, and (5) Her life and work after Franklin's death.

Step 4: Assign each student to learn one segment. Make sure students have direct access only to
their own segment.

Step 5: Give students time to read over their segment at least twice and become familiar with it.

There is no need for them to memorize it.

Step 6: Form temporary “expert groups” by having one student from each jigsaw group join
other students assigned to the same segment. Give students in these expert groups time to discuss
the main points of their segment and to rehearse the presentations they will make to their jigsaw
group.

Step 7: Bring the students back into their jigsaw groups.

Step 8: Ask each student to present her or his segment to the group. Encourage others in the
group to ask questions for clarifications.
Step 9: Float from group to group, observing the process. If any group is having trouble (e.g., a
member is dominating or disruptive), make an appropriate intervention. Eventually, it's best for
the group leader to handle this task. Leaders can be trained by whispering an instruction on how
to intervene, until the leader gets the hang of it.
Step 10: At the end of the session, give a quiz on the material. Students quickly come to realize
that these sessions are not just fun and games but really count.

2nd Cooperative learning strategy: STAD (student team achievement division)

Similar to JIGSAW in that it is good for learning info in a different way (not just reading the
textbook independently. Like the jigsaw expert group in way except all students in the class are
learning the same thing. Adds a competitive long-term and short aspect (behavior and grades)

Mixed ability groups of 4 students 2. Teacher presents a lesson 3. Groups work to make sure
every member understands the lesson and can complete a demonstration activity. 4. Then,
students complete an independent practice activity or quiz for individual accountability. 5.
Scores are averaged for each group and compared to a class average. 6. Teams are awarded
points for behavior/cooperation and individual are awarded their grades. Teams get bonus points
if their subsequent team averages are maintained or improved. 7. Teams work toward a long-
term performance goal (month) and weekly behavior goals.