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PREPARED BY :-

ALAMELU MANGGAI PONNUSAMY 

SANTHA KUMARI KRISHNAN

Problem Based Learning Integrating21st

Century Skills

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DESCRIBE HOW YOUWOULD USE THE PBL

APPROACH FOR EFFECTIVEINSTRUCTION WITH YOUR

STUDENTS ?

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WHAT ISIT ?

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The lear!" #h!$h re%&l'% (r)* 'he

+r)$e%% )( #)r,!" ')#ar% 'he&er%'a!" )(. )r re%)l&'!) )(. a+r)/le*0

(Barrow & Tamblyn 1980)

“   The most powerful learningoccurs when the student isdealing with uncertainty.

  ohn "ewe

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DEFINITION OF PBL

  An instructional student-centered approach whichuses carefully constructed clinical problems as

a context for students to:

a. define their learning needs.

  b. conduct self-directed enquiry.

c. integrate theory and practice.

  d. apply knowledge and skills to develop a

solution to a defined problem.

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The “flow” of problem-based learning:

ProblemEngagement

nquiry and

nvestigation

problemdefinition

Problem!esolution

Problem"ebriefing

Stepien & Gallagher 

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Why Use Problem-Based Learning?

# Makes learning relevant to the realworld.

# Moves learning from a assive

a!tivity to an a!tive a!tivity " learningbe!omes the a!t of dis!overy.

# In!reases motivation " students aremore engaged# interested# and

energeti! learners as they make aersonal investment in the out!omeof their in$uiry.

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# Promotes an interdis!ilinaryaroa!h to learning.

# Promotes !ollaborative learning.

# %e$uires advan!ed !ognitive skills#higher order thinking.

# %e$uires resear!h from multilesour!es.

# Ideal for heterogeneous !lassrooms.

# %everses tea!her and student roles.

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The Tea$her1% R)le

# Serve as fa!ilitator.

# Model thinking and roblem"solvingstrategies e&e!tively.

# Stru!ture meaningful tasks.# 'ork with students to frame worthwhile

$uestions .

# Manage the stru!ture of multile day"to"day a!tivities to rodu!e high $ualityout!omes.

#  (ea!h students to set goals.

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The S'&e'1% R)le

# Set goals.

# )*lore and ask $uestions.

# 'ork well with eers.# Stay a!!ountable to self#

eers# and tea!her for ro+e!t

out!omes.

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H)# ') &%e PBL e2e$'!3el4 !$la%%r))* !%'r&$'!) ?

50 De3el)+ a Pr)/le* 'ha'

# Is develomentallyaroriate

# Is grounded in studente*erien!e

# Is !urri!ulum based

# ,!!ommodates

various learning andtea!hing strategies

# Is ill"stru!tured

# -oes not result in one

!orre!t solution

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60 Pre%e' 'he Pr)/le*

# igure out howstudents will meetthe roblem

# /ook the studentsthrough theroblem format

# 0ive students arole in the roblem

# ,llow students todene the realroblem forthemselves

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70 Se' &+ 'he %'r&$'&re

# n!e students have dened the roblem#they !an begin to break it down $ Ideas3  ,ny initial ideas students have about

ossible solutions to the roblem

 $ a!ts3  a!ts students know about the roblem4from roblem statement# e*erien!e# ordis!ussion56what students know

 $ Learning issues3 7uestions students still havethat will re$uire resear!h6what students needto know

 $ ,!tion lan3 Sour!es students will use6eole#la!es# agen!ies# et!. students will !onsult forresear!h

8 G 'h Sh

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80 Ga'her a ShareI()r*a'!)

•  (ea!her should !he!k availability of

resour!es in advan!e.

• Students tyi!ally work in!ollaborative grous of 8"9.

• Student grous !an assign resear!htasks to individual grou members.

• Information shared through !harts#abstra!ts# dis!ussion grous# +igsawing# et!.

•

Students and !lass as a whole!ontinuall revisit the roblem.

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90 Geera'e S)l&'!)%

# Learners begin tore!ommend solutionsbased on theinformation they havegathered

# Students: goal is todevelo best solutiona!!ording to roblem!onditions

# %esonsible thinkersare able to +ustifysolution4s5 withsuortive eviden!e

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0 er )r*a$eA%%e%%*e'

# 0oal is for tea!her to assess L),%;I;0.

# ngoing assessments throughout ro!essare ideal "good for assessing bothindividual and grou a!!ountability.

#  (ea!hers embed instru!tion to helstudents e*lore imortant informationrelated to the roblem.

#  (ea!her tyi!ally assesses !ulminating

erforman!e via a rubri! "" on !ontent#resentation skills# teamwork# and t ofsolution.

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;0 De/r!e

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