Problem+Based+Learning+(PBL)

**Problem-Based Learning (PBL)**
//I hear and I forget, I see and I remember,I do and I understand.// //-Confucius//

**What is PBL?**
PBL is a student-centered, hands-on, and inquiry-based instructional approach in which students are presented with a complex problem that is to be solved. Students are active learners in PBL units as they research information, brainstorm and evaluate possible solutions, construct knowledge, develop a solution, and reflect on the entire process. The key to PBL is to make students take ownership in the problem by presenting them with an authentic and relevant problem. When students become major stakeholders in the problem, more efficient learning will occur. PBL is not only designed to address content, but also skills, such as collaboration, analysis, evaluation, synthesis, critical thinking, and problem solving (Torp & Sage, 2002).

The teacher's role is to be the facilitator of learning and a participant rather than the bearer of knowledge. The problems are complex and open-ended in order to allow students to take various approaches and brainstorm several possible solutions (Torp & Sage, 2002). The students will use technology to research, collaborate, and build connections during PBL units.

**What Does a PBL Unit Look Like?**

 * //Sta////ge 1 - Introduction to the Problem//**

In this initial stage, teachers can have students begin to think about a particular topic. This can be done through a reading, a smaller science experiment, or a math problem. Once students have a beginning knowledge base to the topic, students should then meet the problem. The problem should be as authentic and relevant to students as possible in order to hook the students into the project. The PBLNetwork of the Illinois Math and Science Academy suggest utilizing local resources, people, and aspects when possible, so students can relate to the problem even more. By taking ownership in and connecting with the problem, students will be more motivated to solve it. Problems can be introduced to students in a variety of ways. Some examples include an "official" letter or document, video, guest speaker, and class discussion (Torp & Sage, 2002).

//**Stage 2 - Define the Problem and Begin Research**//

The problem should be "messy," unpredictable, and sometimes not completely clear. There may be some class discussion involved to get students to talk about the problem and determine what the task actually is. The teacher is a guide and through appropriate questioning, help coach the students in identifying the overall task.

Once the problem is identified and task is defined, students can assign roles to each other and begin research to learn more about the problem. They will identify what is known, what needs to be known, and any potential obstacles that they may encounter. With several Web 2.0 tools available, the students can find, curate, and share information with each other. Upon finding relevant information, the students will begin organizing their ideas and discuss their findings with fellow team members (Torp & Sage, 2002).


 * //Stage 3 - Develop a Solution//**

In this stage, the team of students will brainstorm possible solutions and evaluate the pros and cons of each idea. Based on their discussions, the team would then decide on a solution to the problem. The image to the left is an example of a chart analyzing the pros and cons of proposed solutions for a PBL unit regarding mosquito control.

Next, the team would construct, create, and/or develop the solution in some way so that it could be presented. The solution can be a document, report, diagram, or some kind of construction that will illustrates the team's idea for solving the problem. The solution would then be presented. To make it as authentic as possible, the students could present their solution in front of a panel of stakeholders, which could be fellow students, teachers, administrators, parents, and/or local officials (Torp & Sage, 2002).

media type="youtube" key="LMCZvGesRz8" height="324" width="576" align="right" At the end of the project, the students will reflect on the experience. Through class discussion or journaling, the students will reflect on the learning process, what was learned, and how they might approach the problem differently had they known more information. Students can also evaluate themselves and their team members in this stage (Torp & Sage, 2002).
 * //Stage 4 - Reflection//**

The video to the right demonstrates the concept of PBL in a school setting and in the business world. It emphasizes that students learn more efficiently through PBL units because they must ask questions, research information, collaborate, discuss, and think critically, which are all skills students must demonstrate on job sites. Learning through PBL is much more meaningful than just memorizing facts and regurgitating the information on a test.

**Assessment**
PBL is assessed throughout the the learning process. As a coach and facilitator, the teacher conducts formative assessment through feedback, questioning, and redirection when checking in on each group's progress. Teachers will also conduct summative assessment of knowledge and skills. The project should be graded by a rubric, and students should be made aware of the expectations for the project (Torp & Sage, 2002).

**Constructivism and PBL**
The constructivist view of learning is that when learners encounter new information, they media type="youtube" key="F00R3pOXzuk" height="315" width="420" align="right" construct meaning to it using his or her own prior beliefs, attitudes, and experiences as references (Stavredes, 2011). In PBL units, learners research and analyze information and give meaning to what they have found. They also learn from successes and failures throughout the problem-solving process, and they can construct new meanings from the discussions and social interaction with peers (Torp & Sage, 2002). Learning in this manner is more meaningful than rote learning.

In the video to the right, John Abbott provides some history about and explains the learning theory of constructivism. Abbott states in the video that the idea behind constructivism is that learners take new information and construct meaning to that information based on what they already know. As a result, their knowledge of a certain topic expands. In addition, Abbott notes that two people may construct different meanings and understandings of the same piece of information because their views and prior knowledge will be different.

**Why PBL for 2025?**

 * PBL units are designed to be relevant and authentic to increase student engagement and motivation
 * PBL is student-centered while teachers are facilitators of learning
 * PBL problems are messy and complex which increases the rigor of student learning (Torp & Sage, 2002)
 * PBL encourages the use of technology for research, collaboration, and building connections
 * PBL not only addresses content but also 21st Century skills, such as collaboration, communication, and critical thinking, which are three of the top five job skills employers desired in the 2011 Job Outlook survey from the National Association of Colleges and Employers (Levine, 2010)