UNDERSTANDINUNDERSTANDING PBLG PBL

PM DR SOPIA MD YASSIN PM DR SOPIA MD YASSIN PM DR SADIAH BAHAROM PM DR SADIAH BAHAROM

DR NURULHUDA ABD RAHMANDR NURULHUDA ABD RAHMANSULTAN IDRIS EDUCATION UNIVERSITYSULTAN IDRIS EDUCATION UNIVERSITY

Understanding PBLUnderstanding PBL

Experiencing PBL As A LearnerExperiencing PBL As A Learner

Becoming A PBL FacilitatorBecoming A PBL Facilitator

Curriculum Design For PBLCurriculum Design For PBL

Problem Design For PBLProblem Design For PBL

Assessment For PBLAssessment For PBL

Understanding PBLUnderstanding PBL

An OverviewAn Overview

Conceptions of LearningConceptions of Learning What is PBL?What is PBL? Why PBL?Why PBL?

What is and why PBL? What is and why PBL?

Activity 1.4Activity 1.4

What do you understand about PBL? List What do you understand about PBL? List three reasons why you want to implement three reasons why you want to implement it?it?

PBLPBLPBLPBLAn education process that requires the learner to goAn education process that requires the learner to go

through the same activities during learningthrough the same activities during learning

that are valued in the real world…that are valued in the real world…

The intent is to challenge the learner withThe intent is to challenge the learner with

problems found in practice both as a stimulus for problems found in practice both as a stimulus for learning and focus for organizing what has been learning and focus for organizing what has been learned for later recall and application to future learned for later recall and application to future

work.work.Howard Barrows (2000)Howard Barrows (2000)

The PBL The PBL ApproachApproach

Change in Starting PointChange in Starting PointChange in RolesChange in Roles

Existing PBL

Content

Lecturer StudentFacilitator

ProblemSolver

Problem Learn newknowledge

PBL PBL EssentialsEssentials

Students should be responsible and plan their own Students should be responsible and plan their own learning of new content.learning of new content.

A problem is the starting point of learning new A problem is the starting point of learning new knowledge for the students.knowledge for the students.

TeacherTeacher’’s role is to facilitate studentss role is to facilitate students ’’ thinking to thinking to

achieve the learning outcomes.achieve the learning outcomes.

Students engage in self-directed, collaborative Students engage in self-directed, collaborative learning & problem-solving.learning & problem-solving.

PBLPBLPBLPBL

EmpowersEmpowers

From lesson-and-lecturerdependence to learner-directed discovery

From textbook informationto knowledge co-constructionusing real-life problems

From subject mattersegregation to multi-disciplinary integration

LearningLearning

From passive learning tofoundations for lifelong

learning

From passive learning tofoundations for lifelong

learning

From individualism tocollaborative learning From individualism tocollaborative learning

From “the answer” fixationto product and process

integration

From “the answer” fixationto product and process

integration

Life skillsLife skills

YUMMY BAKESYUMMY BAKES

Andy bought a loaf of bread from his Andy bought a loaf of bread from his neighborhood bakery, Yummy bakes, but neighborhood bakery, Yummy bakes, but open reaching home, discovered small open reaching home, discovered small dark green specks of mould on it. He dark green specks of mould on it. He goes back to Yummy to get a refund, but goes back to Yummy to get a refund, but Yummy refuses, insisting the bread was Yummy refuses, insisting the bread was freshly made. Andy is now wondering freshly made. Andy is now wondering what has caused the mould to grow, and what has caused the mould to grow, and what he can do about the situation.what he can do about the situation.

PBL Thinking PBL Thinking Template : Template :

FILAFILA

PBL Thinking PBL Thinking Template : Template :

FILAFILAFFACTSACTS IIDEASDEAS LLEARNINGEARNING

ISSUESISSUES

AACTIONCTION

PLANPLAN

Information Information extracted extracted from the from the problem problem scenario.scenario.

Grouped Grouped according to according to themes, where themes, where possible.possible.

Possible Possible causes/effects/causes/effects/ideas/solution.ideas/solution.Based on facts Based on facts identified.identified.Accepted Accepted without without judgment.judgment.Evolves over Evolves over time.time.

Phrased as Phrased as questionsquestions

When When answered answered should should contribute contribute towards towards solving the solving the problemproblem

Activities to Activities to be carried out be carried out to answer to answer gaps in order gaps in order to help solve to help solve the problem the problem e.g. conduct e.g. conduct research, research, interviewinterview

CAUSE OF MOULD ON BREAD AND RIGHTS OF CONSUMERS WHEN THEY ARE SOLD MOULD BREADCAUSE OF MOULD ON BREAD AND RIGHTS OF CONSUMERS WHEN THEY ARE SOLD MOULD BREAD

FFACTSACTS IIDEASDEAS LLEARNINGEARNING

ISSUESISSUES

AACTIONCTION

PLANPLAN

Consumer bought Consumer bought loaf of bread.loaf of bread.Mouldy when Mouldy when consumer opened consumer opened it.it.Bought from local Bought from local bakery.bakery.Bakery refused to Bakery refused to compensate.compensate.

Indicate expiry Indicate expiry period of bread.period of bread.Educate public on Educate public on checking expiry checking expiry period of bread period of bread before buying.before buying.Bakeries to be Bakeries to be made to comply made to comply with regulations with regulations on stating expiry on stating expiry date.date.

What is mould?What is mould?Why does bread Why does bread turn mouldy?turn mouldy?How long does it How long does it take for bread to take for bread to turn mouldy?turn mouldy?How to prevent How to prevent bread turning bread turning mouldy?mouldy?What are the What are the guidelines that guidelines that bakeries must bakeries must observe to keep observe to keep bread from going bread from going mouldy?mouldy?What rights have What rights have customers when customers when they are sold they are sold mouldy bread?mouldy bread?

Contact CAM for Contact CAM for guidelines and guidelines and customer rights to customer rights to compensation compensation against bakeries against bakeries that sell mouldy that sell mouldy bread.bread.Conduct Conduct investigation to investigation to determine time determine time taken for bread to taken for bread to turn mouldy.turn mouldy.Use internet to Use internet to search information search information on bread moulds.on bread moulds.

PBL PBL ProcessProcess

Stage 2ProblemIdentification

Stage 3Idea Generation

Stage 4Learning Issues

Stage 5Self-directedLeaning

Facts

Ideas

Learning Issues

ActionPlan

Stage 6Synthesis &Application

Stage 7Reflection &

Feedback

Stage 1Group Setting

Differences between Differences between PBL and Didactic Method of PBL and Didactic Method of

TeachingTeaching

Differences between Differences between PBL and Didactic Method of PBL and Didactic Method of

TeachingTeachingPBLPBL Didactic Method of Didactic Method of

TeachingTeachingTeacherTeacher : facilitator and coach. : facilitator and coach. Teacher : content expert and Teacher : content expert and

purveyor of knowledge.purveyor of knowledge.

Mode of learningMode of learning : inquiry driven : inquiry driven by a problem.by a problem.

Mode of learning : transmission of Mode of learning : transmission of knowledge from teacher to student.knowledge from teacher to student.

Goals of learningGoals of learning : negotiated : negotiated between facilitator and student.between facilitator and student.

Goals of learning : prescribed by Goals of learning : prescribed by teacher.teacher.

Locus of controlLocus of control : Student takes : Student takes active responsibility for learning active responsibility for learning and conducts self-directed learningand conducts self-directed learning

with the guidance of a facilitator.with the guidance of a facilitator.

Locus of control : Teacher directs, Locus of control : Teacher directs, student is passive and a recipient of student is passive and a recipient of content.content.

Differences between Differences between PBL and Didactic Method of PBL and Didactic Method of

Teaching (Cont.)Teaching (Cont.)Social Social : Students learn through : Students learn through social interactions, discussions and social interactions, discussions and peer-teaching with group mates.peer-teaching with group mates.

Social : Student learn individually.Social : Student learn individually.

Outcomes of learningOutcomes of learning : Acquisition, : Acquisition, integration and application of integration and application of content and development of process content and development of process skills like problem-solving, skills like problem-solving, teamwork, emotional intelligence, teamwork, emotional intelligence, time management, research, time management, research, inquiry and creative/critical inquiry and creative/critical thinking etc.thinking etc.

Outcomes of learning : Outcomes of learning : Understanding content.Understanding content.

Assessment modesAssessment modes : Could be a : Could be a combination of journals, portfolios, combination of journals, portfolios, presentation, self/peer evaluation, presentation, self/peer evaluation, written report, examination etc.written report, examination etc.

Assessment modes : Usually written Assessment modes : Usually written examination.examination.

ApproachApproach : Deep learning. : Deep learning. Approach : Surface learning.Approach : Surface learning.

Benefits of Benefits of PBLPBL

Results on most cognitive outcomes are comparable to those from Results on most cognitive outcomes are comparable to those from traditional curriculum.traditional curriculum.

Students enjoy the PBL curriculum more, demonstrate higher motivation, Students enjoy the PBL curriculum more, demonstrate higher motivation, and more productive attitudes towards their learning.and more productive attitudes towards their learning.

PBL curricula cover less content but in more depth.PBL curricula cover less content but in more depth.

Students retain more core factual knowledge longer and re-use it.Students retain more core factual knowledge longer and re-use it.

Relate theory to practice.Relate theory to practice.

Higher order thinking-critical & creative.Higher order thinking-critical & creative.

More engagement & empowerment for students.More engagement & empowerment for students.

STRENGTHS OF PBL IN EL&M COURSESSTRENGTHS OF PBL IN EL&M COURSES

Problem solving skills and attitudes: confidence to take Problem solving skills and attitudes: confidence to take on problems as opportunities, ability think systematically, on problems as opportunities, ability think systematically, analytically, and creatively.analytically, and creatively.

Global perspective: broad perspective based on Global perspective: broad perspective based on understanding of issues in both local and global understanding of issues in both local and global environments.environments.

Leadership competencies: ability to work collaboratively, Leadership competencies: ability to work collaboratively, create vision for organization, develop socially create vision for organization, develop socially responsible strategy for implementation, motivate others.responsible strategy for implementation, motivate others.

Ethical judgment and decision making: awareness of Ethical judgment and decision making: awareness of ethical impact of decisions, importance of values ethical impact of decisions, importance of values managing people and organizations in a diverse, global managing people and organizations in a diverse, global society.society.

STRENGTHS OF PBL IN EL&M COURSESSTRENGTHS OF PBL IN EL&M COURSES

Adaptability, self-reflection, and personal development: Adaptability, self-reflection, and personal development: understanding oneunderstanding one’’s own value orientation, develop s own value orientation, develop capacity for reflection, cultivate skills and attitudes that capacity for reflection, cultivate skills and attitudes that support lifelong learning.support lifelong learning.

Communication: able to communicate effectively, orally, Communication: able to communicate effectively, orally, in writing with culturally diverse audiences.in writing with culturally diverse audiences.

Functional knowledge: comprehensive knowledge of the Functional knowledge: comprehensive knowledge of the functional areas of EL&M including ability to apply functional areas of EL&M including ability to apply relevant theories and craft knowledge in managing relevant theories and craft knowledge in managing organizations.organizations.

Managing information and technologies: knowledge of Managing information and technologies: knowledge of and ability to plan for and use of information and ability to plan for and use of information technologies as tools for productive management of technologies as tools for productive management of organizations.organizations.

PBL in and for the future needs to be as an approachPBL in and for the future needs to be as an approach

to learning that is not just about employability…to learning that is not just about employability…

or the or the ““happeninghappening”” new genre in higher education new genre in higher education

learning. It needs to be seen as learning. It needs to be seen as an approach toan approach to

learning that really does help learners to engagelearning that really does help learners to engage

with and live in a complex world.with and live in a complex world.

Savin-Baden, M. & Major, C.H. (2004)Savin-Baden, M. & Major, C.H. (2004)

THANK YOU….THANK YOU….THANK YOU….THANK YOU….