Problem Based Approach to Instruction (PBI)

Instructional Design Theories and Models Edit 6317

Agrarian Age to Industrial Age (PBI)

• Public education adopted the teacher centered approach

• The Information Age brought about new teaching methods

• The goal was to help learners reach their potential

• PBI was one of those methods that continues to proper

S x ?= P

Medical Education 1960s (PBI)

• There were problems with traditional medical training

• New diagnostic tools, medicines and methods increased

• The classroom had not caught up with advances in the field

• Created disconnect between instruction and application

• PBI resolved problems with traditional medical education

• PBI can be used in multiple contexts as the Information Age ^

• PBI is based upon experienced-based education

Students are given a problem with no single correct answer

Students engage the problem with ideas on how to solve it

They determine what is currently known and not known

The facilitator provides the required support for learning

Problem Based Instruction (PBI)

PBI Approach Advantages

• Self-directed

• Self-regulated

• Life Long Learning

• Assume Greater Importance

• Much Larger Audience

• Addresses real world situations

PBI Principle I • Select problems that are authentic and fit within

the curriculum and encourage cross discipline thinking

• PBI is designed for higher-order thinking skills

• PBI is not well suited for teaching basic skills

• Learners must have some knowledge of the problem

PBI Principle II

• The role of the Tutor is to Support the development of the learner's Metacognitive skills as problem solver

• The instructor or tutor must function as facilitator

• The facilitator asks questions to probe depth of knowledge

• The facilitator provides resources of information

• The facilitator encourages collaboration between members

PBI Principle III

• Use authentic Assessment Practices to Validate Learning

• Assessment strategies must align with learning outcomes

• Summative evaluation can occur at end of problem solving

• Formative assessment can occur anytime during PBI

• Test should assess student's ability to use resources in developing possible solutions to the problem

PBI Principle IV

• Use consistent and Thorough Debriefing Activities to Consolidate Key Concepts Learned from Experience

• The purpose of debriefing process is to have the learner recognize, verbalize and consolidate what they learned

• The learner should be able to integrate new information with existing knowledge

• Tutor or Instructor should give participants equal voice that encourages opinions and comments; the use of materials and concept maps is encouraged

Simulation and PBI

• Repeatable learning opportunities

• Freedom to learn from mistakes

• Learning can accommodate a range of learners

• Detailed feedback and evaluation

Examples : Pilot Flight Simulation; Law Enforcement Simulation

• Active Learning

Speaking of Teaching Stanford University News Letter on Teaching Winter 2001 Vol II,

N0.1

• Group work is one essential aspect of PBL

• Group work develop learning communities

• Helps to develop questions and new ideas

• Students become actively involved and are held accountable for their work by other group members or participants

PBI has no single answer but the other approaches have relatively clear answers.

In distance learning, which one would be more useful for active learning (participation) in discussion between PBI and case-based (or task-based learning)?

How is problem-based learning different from project-based learning? How does PBL promote critical thinking?

Who will benefit more from PBL: novice or more advanced learners; and how to help novice learners to overcome possible difficulties?

Is it really applicable and possible to implement PBL in a K-12 setting? Since tutor and teacher/coach should be a different person?

The author mentions a "tutor" as the main facilitator to PBI. Does this mean that PBI is better suited for situations when an instructor is not available?