University of Hawai'i

1
Problem-Based Learning

• University of Hawai'i
• John A. Burns School of Medicine - Office of
  Medical Education

April 30, 2003
2
Goals for today

• To learn more about the principles and practice
  of problem-based learning.
• To explore ways of using PBL in your classroom.
• To learn how to write your own PBL cases.

3
Problem-Based Learning

• The Faculty
• - Jill Minami, MD
• - Meta Lee, MD
• - Gwen Naguwa, MD
• - Jon Martell, MD

4
Problem-Based Learning

• Acknowledgements
• Department of Education
• Lynne Shoji
• Richard Young
• High School Teachers/Students

5
An important announcement...

• The DOE has just announced that all health
  classes will now be done in a problem-based
  learning (PBL) format. Your first lesson is in
  two days. Our task is to learn about PBL between
  now and then...
• How should we prepare for this?

6
Approaching our task
Step 2
Step 3
Step 1
Problem ID What is PBL?
Share your findings
Research
Literature
Expert
Textbook
Student
Handout
Steps?
Roles?
Resource teachers
Internet
Discussion
Differ?
Tutor?
Work?
Fun?
7
Problem-Based Learning

• Agenda
• Overview of PBL Process
• Practice a case
• Discussion
• LUNCH
• How to write a PBL Case
• Closing

8
Problem-Based Learning

• PBL Principles
• Learning takes place in the context of
  cases/problems
• Learner centered teachers serve as facilitators
• Active process students apply newly acquired
  knowledge to the problem

9
Problem-Based Learning

• PBL Principles (cont)
• Learners work collaboratively together on
  understanding the case/problem
• Inquiry based students learn to ask questions
  in the process
• Involves/fosters ongoing self and group
  evaluation

10
Problem-Based Learning

• PBL Process
• 1. Identify the problems ?
  What is the problem?
• Example Biff, an 18 year old sophomore, has
  missed three weeks of school this semester
• Problems 1. 18 years old and still a sophomore
• 2. Missed three weeks of school

11
Problem-Based Learning

• PBL Process
• 2. Hypothesize possible explanations ? Why is
  this happening?
• Explanations 1. Embarrassed about age
• 2. Drugs/alcohol
• 3. Peer pressure
• 4. Family issues
• 5. Etc., etc.

12
Problem-Based Learning

• PBL Process
• 3. Obtain further information ?
  What information do I need to support or
  eliminate possible explanations?
• Further Information
• 1. Academic history/reasons for still being in
  10th grade?
• 2. Other drug behavior?
• 3. Peer group?

13
Problem-Based Learning

• PBL Process
• 4. Identify learning issues ?
  What dont I know?
• Learning Topics
• 1. Common reasons for school absences
• 2. Adolescent response to being held back
• 3. Common signs of drug use

14
Problem-Based Learning

• PBL Process
• 5. Research learning issues and synthesize new
  information ?
  How do I find information on what I dont
  know and how can I use it to understand/explain
  the case?

15
Problem-Based Learning

• PBL Process
• 6. Apply new knowledge to case ? So can I
  explain things better now?
• Biffs missing school is probably related to a
  combination of problems, including being
  embarrassed about his age and being frustrated
  about his family problems

16
Problem-Based Learning

• PBL Process
• 7. Evaluate the process ?
• How did I do and what could I have
• done better?

17
Problem-Based Learning

• PBL High School model (AKA Large group PBL)
• 1. Divide class into groups (5-6/group)
• 2. Assignment of roles (rotate)
• a) Leader
• b) Recorder/reader
• c) Time-keeper

18
Problem-Based Learning

• PBL High School model
• 3. Teacher presents the problem to the entire
  class (on board/overhead)
• 4. Follow PBL process in groups (teacher
  circulates to monitor, advise, question

19
Problem-Based Learning

• PBL High School model
• 5. Groups recorder/reader reports back to the
  class after each step
• 6. Teachers lists ideas on the board in
  columns

20
Problem-Based Learning
21
Problem-Based Learning

• PBL High School model
• 7. Teacher reviews/filters What dont I know?
  list to match case objectives
• 8. Groups select research topics

22
Problem-Based Learning

• PBL High School model
• 9. Groups discuss and review research topic
• - What is our question?
• - Who has and/or where can we find the
  answer(s)?
• - How can others find them/it?
• - How helpful was the source?
• - Suggestions for others

23
Problem-Based Learning

• PBL High School model
• 10. Groups share research results with entire
  class (encourage creativity)
• 11. Groups apply new knowledge to the case
• 12. Evaluate in group and as a class

24
Problem-Based Learning

• Practice Julia Whang

25
PBL for High School Students

• Reflection/Discussion on Experience
• - How did it feel?
• - What do you think?
• - How would this work in my class?

26
PBL for High School Students

• The PBL Process
• Relevance to learning Experience from the
  School Health Education Program

27
PBL for High School Students

• PBL Process advantages
• 1. More active learning
• 2. Students learn problem-solving skills
• 3. Students acquire/practice life-long learning
  skills (closely aligned with General Learner
  Outcomes)

28
PBL for High School Students

• PBL Process advantages
• General Learner Outcomes-
• The ability to be responsible for ones own
  learning
• Understanding that it is essential to work
  together
• The ability to be involved in complex thinking
  and problem solving
• The ability to recognize and produce quality
  performance and products

29
PBL for High School Students

• PBL Process limitations
• 1. One teacher per classroom
• 2. Students unfamiliar with process
• 3. Requires acquisition of new skills

30
PBL for High School Students

• Some closing thoughts
• Learning process will take time process may be
  modified as skills progress
• Start with simple problems
• Teacher floats/facilitates/guides
• Case writing important to guide learning