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Problem-based Learning

Problem-based Learning. L. De Wet. What is Problem-based learning?. Starting point for learning is a: problem, query or puzzle that needs to be solved. Problem-based learning:- Results from process of working towards understanding / resolving a problem.

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Problem-based Learning

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  1. Problem-based Learning L. De Wet

  2. What is Problem-based learning? • Starting point for learning is a: • problem, • query or • puzzle that needs to be solved. • Problem-based learning:- • Results from processof working towards understanding / resolving a problem. • Encourages open-minded, reflective critical & active learning. • Pays due respect to both students and teacher as persons with knowledge, understanding, feelings, interests. • Reflects nature of knowledge – complex, changes as result of perceptions of problems. • Identify  tackle  solve the problem.

  3. Characteristic Features • Uses stimulus material to help students to discuss NB issue. • Presents the problem as a simulation of professional practice / ‘real life’ situation. • Students are guided to think critically, are provided with limited resources to help learning (from defining) and attempts to solve the problem. • Students work co-operatively in a group and explore info in & out of class and also have access to lecturer. • Students identify own learning needs & use of resources. • Reapply new knowledge to original problem & evaluate learning process.

  4. Origin & method • Origin at McMaster University, Canada • Medical school • Promotes student-centered multidisciplinary education as basis for life-long learning. • Harvard Medical School hybrid model • Problem-based tutorials to integrate learning, around a weekly theme. • Feature - small group “problem solving” sessions.

  5. Origin & method • Takes into account how students learn: • Actively involved. • Learn in contextin which it will be used. • Due to expanding knowledge  can’t teach it all. • More NB to be able to learn quickly, effectively and independently when needed. • Students need to respond to changes and be able to update content & method. • Methods are adaptable to fit into rigid institutions.

  6. The Approach • Defining the problem. • Developing and selecting a strategy for a solution. • Implementing a solution. • Evaluating the process. • The strategy = problem-solving plan.

  7. Process – 1st session • Presentation of problem • Students – elect scribe &/ chair • Organize thoughts about problem • ID broad nature of problem • Factors/aspects involved in problem • Period of brainstorming • Causes / mechanisms / solutions • Examine suggestions critically • Students pose questions - recorded • Aspects they do not understand • Concentrate on NB Questions • Allocate follow-up actions to each student

  8. Process – 2nd session • Reflect on what students learned towards answering questions. • Explore each others answers to group questions. • Individuals share answers to specific questions. • New knowledge & understanding is applied to original problem/question. • Check if earlier speculation / hypotheses / conclusions are correct. • Adjust & refine if necessary. • Reflect how learning / studies are progressing.

  9. Some alternatives in Problem-based Learning • Form of problem • Event or trigger (video, newspaper, etc) • Descriptive statement ( case study, documents etc) • Set of questions • Resources to be used • All possible available (previous classes, library, www.) • Students work (all or both of the following) • In groups • As individuals

  10. Some alternatives in Problem-based Learning • Role change • Students = active learner • Decides what, when, how to learn. • Investigate, demonstrate an understanding of problem & how to deal with it. • Report & recommend future action. • Lecturers = coach & facilitator.

  11. MIND-MAPPINGhttp://www.mind-mapping.co.uk/mind-maps-examples.htmMIND-MAPPINGhttp://www.mind-mapping.co.uk/mind-maps-examples.htm

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