EFFECTIVE TEACHING GUIDE:

PROBLEM BASED LEARNING

Version 1.0. October 2014

INTRODUCTION
This Effective Teaching Guide provides suggestions for Problem Based Learning. Problem-based
learning (PBL) is a method of arranging learning around a central problem, situation or case
study. In this method, the "problem" is presented as the first learning encounter and students
then take charge of identifying what they need to know in order to solve the problem. Though
lecturers usually provide some resource suggestions and reference lists, along with lectures,
seminars or practicals relevant to the topic, students are responsible for seeking out learning
(information, ideas and skills) required. PBL often utilises group work and peer teaching as part
of its process.

The purpose of this guide is to provide assistance in developing and implementing PBL either as
a smaller component of a non-PBL subject or as a way of organising curricula across an entire
course.

DEFINITION
Common themes of PBL from research are:
1. The "problem" comes before the knowledge
2. Students identify what they need to know
3. Problems are often "real" world related
4. Problems have multiple possible solutions / avenues of enquiry.

Problem-based learning revolves around a focal problem, group work, feedback, class
discussion, skill development, and final reporting. The teacher organizes and pilots this cycle of
activity, then teaches skills within that context. Inviting students into a learning experience that
allows them to reckon it in their own terms, this technique provides the opportunity for active
learning (Burch, 1995).

In PBL, the problem drives the learning. Before students learn

some knowledge they are given a problem - the problem is posed so that the students discover
that they need to learn some new knowledge before they can solve the problem" (Daniell &
Hadgraft).

Woods explains that PBL is a way of constructing and teaching courses using problems as the
stimulus and focus for student activity. It is not simply the addition of problem-solving activities
to otherwise discipline-centred curricula, but a way of conceiving of the curriculum which is
centred around key problems in professional practice. Problem-based courses start with
problems rather than with exposition of disciplinary knowledge. They move students towards
the acquisition of knowledge and skills through a staged sequence of problems presented in
context, together with associated learning materials and support from teachers" (Woods,
1996).

PBL PROCESS: EXAMPLE 1

A general structure for PBL involves the following steps:
1. Explore the problem, create hypotheses, identify issues. Elaborate.
2. What is the problem, the factors that are important, what is your hypothesis about
what is happening?
3. Identify what you know already that is pertinent.
4. What do you know already?
5. Identify what you do not know.
6. What new information do you need to know?
7. As a group, prioritise the learning needs, set learning goals and objectives, and allocate
resources.
8. Members identify which tasks they will do. Contract to teach each other.
9. Individual self-study and preparation how best to teach others.
10. Return to group, share the new knowledge effectively so that all the group learn the
information.
11. Does everyone now know the key new knowledge?
12. Apply the knowledge to solve the problem.
13. Assess the new knowledge, the problem solution and the effectiveness of the process
used.
14. Reflect on the process. Elaborate on the problem.
From Woods, D. (1996) "Problem-based Learning: resources to gain the most from PBL."

PBL PROCESS: EXAMPLE 2

1. Goals meeting: Read problem statement, explore issues, prioritise, convert to learning
objectives. Allocate learning tasks: discuss peer "teaching" expectations and format for
 next session (1-1.5 hr).
2. Teach meeting: Each student returns to her/his group and teaches her/his topic (1-2 hr).
3. Feedback meeting: Each comes to meeting with a "good" 10 min test question based on
the objectives from the Goals meeting. They provide an answer to their question. The
group selects one question and, through the tutor, poses this to another group. In turn
they receive a test question from another group. They have 30 mins to write out an
answer to the question. Groups send representative to other groups to "mark" the
answer. (1-2 hr).
4. Consolidate (preparation for peer teaching; mini subject peer-led tutorials): Offered in
between group meetings; since all groups have the same core objectives, probably one
person from each group has contracted to learn and teach subject "A" (for example,
"interest and depreciation"). Bring members from different groups together who have
the same topic. In this meeting they share with each the various resources they have
found, compare interpretation and check they all understand the common subject. (1
&; 2 hr).
5. Elaborate (after Feedback meeting): Once the group has completed the "problem", ask
them to create another 10 problems that they could solve based on the same
fundamental principles. Elaborate by looking for similar problems, ones that have
similar symptoms but different solutions; ones that have different symptoms and
similar solutions. (1 hr).
From Woods, D. (1996) "Problem-based Learning: resources to gain the most from PBL."

THE TUTORS ROLE

Implementing PBL requires facilitators/tutors to be skilled in the role of facilitation. The
facilitator should not be seen as the groups expert resource who will provide the answers, and
it is not the opportunity for the facilitator to provide a lecture to students (Woods, 1996).
Woods provides the following advice on the role of the facilitator in PBL. A facilitator brings
out the best of the group by:

asking leading and open-ended questions, to help the students explore the richness of
the situation and to help them develop their critical thinking;

helping students reflect on the experiences they are having, because reflection
develops professional skill (Schon, 1987); reflection improves problem solving (Kimbell
et al., 1991) and elaboration and reflection improves the learning (Schmidt, 1983;
Coles, 1991). These reflective skills are part of effective problem solving and group
skills;

monitoring progress, because successful problem solvers monitor their thought

processes about once per minute to ensure that they are still on track and that they
 understand where they are in the process (Schoenfeld, 1984). Monitoring is a key
component in effective problem solving;

challenging their thinking, so as to nurture deep learning and a search for meaning and
so that they develop their critical thinking skills;

raising issues that need to be considered, because groups without facilitators tend to
identify about 60% of the teacher's intended goals (Dolmans et al., 1993);

stimulating, encouraging and creating and maintaining a warm, safe atmosphere in

which individuals will be willing to share experiences and ideas without fear of being
ridiculed, because trust is the key ingredient to develop (Covey, 1989). Trust is nurtured
by such an environment.

From Woods, D. (1996) "Problem-based Learning: resources to gain the most from PBL".

ASKING OPEN-ENDED QUESTIONS

Some examples of open-ended and non-leading questions for facilitators is provided below.
These questions have been adapted from Ambury, (1992) and Woods, (1995).

What is the key information?

What might be the causes / reasons?
What questions do you have?
What terminology / concepts are unfamiliar?
Can you explain your reasoning?
What do you need to know more about in order to address this issue/solve this
problem?
What are the normal levels?
Why is this significant?
What does it mean if it's up by this amount?
Hummm, or other such acknowledging noises
I'm not sure that I follow you, would you mind repeating that so that I can understand
your approach.
Let's collect ideas about this
Any other ideas?
Are you sure? Can you check that?
Why is that? How come?
Why did you come to that conclusion?
Do you agree with what was just said?
If what you suggest is true, then how would you explain...
For this situation, have you ever considered or thought about...
Do you feel you need to look up that point?
You seem unsure. Where could we find the information that would help you clarify this?
Are there other ways to examine this problem?
 What are the assumptions being made? major? minor? hidden? flexible? questionable?
Why did you study this? Why was this work done? Why in this context?
How is this related to other information? Are there inconsistencies? How can they be
reconciled?
What are some concrete examples?
So what? What can we do now that we couldn't do before?
Where does the new information lead?

REFERENCES
Boud, D. and Feletti, G. (eds.). (1991). The Challenge of Problem-Based Learning. Kogan Page
Limited: London.

Burch, K. (1995). PBL and the Lively Classroom. ABOUT TEACHING - #50. A Newsletter of the
Center for Teaching Effectiveness. Jan 1995.

Cleary, T. (undated). Problem Based Learning in a Large Teaching Format

Dion, L. (1996) But I teach a large class ABOUT TEACHING - #50. A Newsletter of the Center for
Teaching Effectiveness. Spring 1996.

Woods, D. R. (1995) "Problem-based Learning: Helping your students gain the most from PBL"
Waterdown, Canada

Woods, D. (1996). How to get the most out of PBL

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