Problem-based Learning
A Pedagogy for Active Learning in the Classroom
Give students a real-life problem (or reasonable substitute) and have them work their way out of it, find a solution, grapple with the issues…that’s problem-based learning (PBL).
Currently I’m using PBL in three separate classes: English 1C (Critical Thinking and Writing; English A (Introduction to the College Essay); and English 84 (Introduction to College Reading). Here are examples from two classes:
English 1C:
Students in this class place themselves in the role of “skeptics” (using Carl Sagan’s definition) and then, with a predefined set of “skeptics’ tools,” students are given critical thinking situations that they have to solve, and then write about: Is the Queen Mary really haunted? Are crop circles signs of contact by aliens? Can mediums really see dead people? Did DaVinci paint codes into his artwork?
Students have to solve
problems in logical ways!
English A:
Students are homicide detectives, and work throughout the semester to “solve” mysterious deaths in L.A.’s past, and then write essays about their solutions to these cases: Thelma Todd, George Reeves, Marilyn Monroe, The Black Dahlia.
Students use facts and inferences to engage in clues, evidence and conspiracy theories!
Other ways to use PBL:
· Case studies, where students either role-play or think critically about the situation presented. This is a relatively easy way to introduce PBL to a classroom. I’ve had best results with tudents working in small groups.
o For example, a political science class might have groups work on developing solutions to current political issues.
o I taught English 1A classes where students’ small groups became “states,” and the class became a “country.” States then had to deal with issues such as waste management, funding concerns, daylight savings time, and issues between countries. One class ended up in civil war. I don’t know if this is a selling point for or against PBL, however. The students’ research papers were actually long letters to Presidents Bush, researching and explaining what should be done in Iraq. I mailed the letters; all students received very nice, bland thank-yous from the White House.
· Real-life problems, presented to students who then work individually or in small groups to develop solutions.
o This works best if a real stakeholder visits the classroom; for example, in a business class, a small business-owner might visit the class and present an ongoing problem; the class would have to develop solutions, then present them to the small business-owner.
The important factors in PBL: Course content is delivered in a stimulating way, moving the instructor to become more of a facilitator than lecturer. Students want to solve these problems, because they perceive them as meaningful.