Problem-Based Learning

It was a great experience to learn about Problem-Based Learning (PBL) during a-week long course at National Institute of Education (NIE) from 22nd to 26th September 2008, under the professional guidance of Associate Professor Jessie Ee.

As the name implies, PBL uses problems as stimulus for learning. Unlike the traditional model of instruction where teacher directs content learning and students function as knowledge recipients, PBL obliges students to take ownership of their learning by functioning as problem-solver, with teachers taking on a role as a coach/facilitator to guide students' learning processes. In PBL, learning takes place through self-directed discovery and questioning. Students learn content knowledge and other multidisciplinary learning in a social context through collaboration and integration with other group members. In the process, students also learn problem-solving skills (problem analysis, reasoning, conceptual thinking, decision-making, synthesis of information etc) and other life-wide skills (effective presentation, effective communications, group dynamic, reflection and evaluation etc).

During the course, we were taught the PBL Processes and the key features and practical tools in each stage, stretching from Group Dynamics and Meeting the Problem à Problem Analysis and Learning Issues à Discovery and Reporting à Solution Presentation and Reflection à Overview, Integration and Evaluation à Reflection and Feedback. In between each stage, students are expected to conduct self-directed learning to discover new knowledge and ways to overcome problems. We were guided through group discussions and classroom activities to internalize the PBL processes. I personally felt that it was effective to learn these new knowledge in a fun and non-threatening environment. The enthusiasm, words of encouragement (and at times, words of wisdom) and warmth laughter from Dr Jessie had made our learning journey so much more pleasurable!

One of a very important tool in PBL processes is the Know-Need-Do (KND) Model. The model allows students to first list down what they know (identify facts from the problem statement). Through group discussion, students will then be able to identify what they need to know or investigate, and hence learning issues are generated. The next step, students will decide what they need to do to acquire the necessary information and knowledge, which will help them generate possible solutions to solve the problem presented to them. Dr Jessie was kind enough to give us many examples, and we had so many interesting case studies and activities that in just a few days, we were able to confidently use the KND model without much difficulty.

Cognitive Coaching was another interesting and useful topic where we were taught how to make good decisions and sound judgments by identifying and analyzing the facts, and systematically examining the pros, cons and consequences of a set of criteria or possible choices. This is very useful as a matter of fact that we are so frequently made to make decision about choices in our daily life.

The final project presentation based on a ‘real world’ problem was a challenging task, where we were expected to put all that we have learnt into practice. It was tedious trying to develop and ‘clamp’ everything into the presentation slides, especially under the pressure of time. More so, we were still at the ‘novice’ level. Fortunately, we were able to overcome the obstacles through teamwork. We called for short discussions, agreed on what we have to do, and assigned tasks to each of the group members. Dr Jessie was there to help and prevent us from failure in our project presentation, because that could discourage us from using PBL as an instructional tool in our workplace.

PBL offers great learning opportunities to the learners and has proven to be an effective instructional tool in the recent years. It allows interdisciplinary learning, and provides students with a mindset and methods to look for their own solutions so that they become independent, resourceful and flexible learners. Sadly, the resistance against PBL is usually not due to the mindset of students, but the mindset of teachers. The fear of losing ‘control’ that the teachers had enjoyed in traditional mode of instructions, and the amount of time and energy needed to prepare a good PBL package could be some of the causes.

I guess the best way to overcome such a negative mindset in teachers is to train them to be effective facilitators (or tutors) and equip them with the essential skills in facilitating learning and handling group dynamics.