Problem-Based-Learning network
Teaching for Tomorrow
Describing PBL
What are the elements of PBL? Here is an excerpt from the ED-TECH list serv:
"Yes, it is hard work, but the first positive outcome is that of 'ownership'.
Each solution is different and the student, of what ever age, can argue
their reasons for their own solution. Ownership generates motivation and
motivation encourages students to cover more ground and a greater diversity
of experiences. In fact, it is my experience that they learn in more depth
as individuals and also they take more interest in others' solutions and
thus also learn more from each other.
I have often said that in a Mathematics lesson I would expect all 20 students to produce identical answers. However, In a Design & Technology lesson or an ICT lesson I would expect 20 DIFFERENT solutions from the same group of students.
And yes, the assessment is harder and you need a different set of criteria.
BUT, what of the outcomes?
1. The ability to identify a 'situation' from an observable scenario, which
may or may not apparently require a solution. In other-words, 'thinking
outside of the box'.
2. The creativity of mind that can suggest, say, 6 possible solutions,
refine to 3, develop the 3 and then select the best in terms of personally
identified criteria.
3. The ability to communicate the processes involved in arriving at the
final solution and submitting an evaluation based upon product, processes,
person, problems and potential."
What else would you add to this description of problem (or project) based learning?
"Yes, it is hard work, but the first positive outcome is that of 'ownership'.
Each solution is different and the student, of what ever age, can argue
their reasons for their own solution. Ownership generates motivation and
motivation encourages students to cover more ground and a greater diversity
of experiences. In fact, it is my experience that they learn in more depth
as individuals and also they take more interest in others' solutions and
thus also learn more from each other.
I have often said that in a Mathematics lesson I would expect all 20 students to produce identical answers. However, In a Design & Technology lesson or an ICT lesson I would expect 20 DIFFERENT solutions from the same group of students.
And yes, the assessment is harder and you need a different set of criteria.
BUT, what of the outcomes?
1. The ability to identify a 'situation' from an observable scenario, which
may or may not apparently require a solution. In other-words, 'thinking
outside of the box'.
2. The creativity of mind that can suggest, say, 6 possible solutions,
refine to 3, develop the 3 and then select the best in terms of personally
identified criteria.
3. The ability to communicate the processes involved in arriving at the
final solution and submitting an evaluation based upon product, processes,
person, problems and potential."
What else would you add to this description of problem (or project) based learning?
Replies to This Discussion
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Permalink Reply by Demetri Orlando on -
We talked a bit this morning about distinguishing between project based learning and problem based learning. Brenda was talking about how a project often has a pre-defined outcome and fairly obvious steps for achieving that outcome, whereas with "a problem" we don't know what the answer (outcome) is necessarily going to be, and the steps for getting there are not as clear.
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