Transcript PROBLEM-BASED LEARNING

TEACHING METHODOLOGY COURSE ON
STUDENTS- CENTRED LEARNING
(SCL) APPROACHES
Dr. Declare Mushi & J Kessy
Institute of Public Health
KCMUCo
Yes, it’s actually true –
you can get a degree by
repeating everything the
teacher says.
Is this learning?
The psychological
mistake in learning:
”We pretend that there
is co-incidence between
what is being taught and
what is being learned”
(Knud Illeriis, 1998)
2
« Pouring knowledge into an empty head »
10/04/2016
What do you see?
What is the problem?
Is this
teaching?
Does this happen in our
settings?
Is this
Learning?
Why so?
What can we do
to solve this
problem?
• Teacher centered approach
Mode 1
• Knowledge transfer
“Teaching does not mean
transferring knowledge but
creating opportunities for
…producing and constructing
it.” (Paulo Freire)
Student centered Mode 2
knowledge creation and
application
”Learning
is the process
whereby knowledge is
created through the
transformation of
experiences” (Kolb)
4
Definition of SCL
A move from an ―’Instruction Paradigm’ which
transfer knowledge from faculty to students to a
‘Learning Paradigm’ which produce learning through
student discovery and construction of knowledge
(Barr and Tagg 1995)
 Is an instructional approach in which students influence
the content, activities, materials, and pace of learning.
 Instructor provides students with opportunities to learn
independently and from one another and coaches them
in the skills they need to do so effectively
 SCL promotes active learning experiences by assigning
open-ended problems and problems requiring critical or
creative thinking
5
In SCL approaches
Learner-centered, -learners are treated as cocreators in the learning process, as individuals
with ideas and issues that deserve attention
and consideration
Assessment-centered learning environments
also emphasize congruence between learning
goals and what is assessed
6
List of SCL Approaches
Active Learning (Bonwell & Eison, 1991)
Collaborative Learning (Bruffee, 1984)
Inquiry-based Learning
Cooperative Learning (Johnson, Johnson, & Smith, 1991)
Peer Led Team Learning (Tien, Roth, & Kampmeier, 2001)
Peer Instruction (Mazur, 1997)
Inquiry Guided Learning
Just-in-Time Teaching
Small Group Learning
Project-based Learning
Question-directed Instruction
Team-based Learning (Michaelson, Knight, & Fink, 2004)
Problem-based Learning
7
How to run SCL process
Think-Pair-Share: Ask students to think
individually about a question for about a minute,
turn to a neighbor and exchange ideas, and then
randomly select a small number of students to
share both ideas (Lynam, 1981). Instead of pairs,
you can use groups of 3 or 4.
Roundtable: Ask a group of students a question.
First student writes and share her/his answer,
passes to second student, and so on.
8
How to run SCL process
Minute Papers: Ask students to address two
questions at the conclusion of a lecture segment or
a class. The first question is about what they
thought was clearest or most significant. The
second question is about what they still have
questions about (Angelo & Cross, 1993; Stead,
2005).
Student Presentations and Projects: Faculty members
can assign projects and reports to actively engage
students in explorations of the course material.
9
Advantages of SCL approaches
Teaching becomes more enjoyable and energized
Increase motivation to learn
Lead to improvements in student performance
Lead to greater retention of knowledge,
Improved attitudes toward learning
Increases persistence in programs
improves learning and knowledge retention because it is
engaging students in discovery and scientific process
Create more positive attitudes towards the subject
being taught
(Collins & O'Brien)
10
What is Problem Based Learning
An instructional student-centered approach which
uses carefully selected real life problems as a
context for students to:
 Define their learning needs,
Conduct self-directed enquiry,
Integrate theory and practice, and
Apply knowledge and skills to develop a solution to
a defined problem.
11
Problem-Based Learning
The PBL format originated from the medical school of
thought
Problem-based learning (PBL) is a student-centered
pedagogy in which students learn about a subject
through the experience of problem solving. Students
learn both thinking strategies and domain knowledge
The goals of PBL are to help the students develop
flexible knowledge, effective problem solving skills, selfdirected learning, effective collaboration skills and
intrinsic motivation.
Working in groups, students identify
what they already know,
what they need to know, and
How and where to access new information that may lead to
resolution of the problem.
12
Rationale for introducing PBL in teaching
Principles of adult learning
Adults are motivated by learning
that:
• Is perceived as relevant
• Is based on, and builds on, their
previous experiences
• Is participatory and actively
involves them
• Is focused on problems
• Is designed so that they can take
responsibility for their own learning
• Can be immediately applied in
practice
• Involves cycles of action and
reflection
• Is based on mutual trust and respect
13
Case presentation
14
Example: PBL tutorial process
1. Case presentation: The tutor provides the group with
some
introductory
information
about
a
hypothetical/real problem.
Mary Smith, a 28-year-old office worker and part-time
swimming instructor, comes to see her GP because of pain in
her chest and shortness of breath. This has been a
recurring problem in recent months and seems to be gradually
worse. On the previous evening, while participating in a
swimming gala, she became so short of breath that she found
it difficult to walk.
In group: What should be follow-up questions which
will facilitate learning and exchange of knowledge?
15
Efficacy and advantages of PBL
Help to evluate
•What students know?
•What they do not know?
•What they need to know?
The identification of gaps in knowledge helps students to define their
learning objectives and these become the focus of self-directed study
in the interval between tutorials
.
16
How do I get started with PBL?
Develop problems that:
- Capture students’ interest by relating to real-world issues.
- Draw on students’ previous learning and experience.
- Integrate content objectives with problem-solving skills.
- Require a cooperative, multi-staged method to solve.
- Necessitate that students do some independent research to gather all
information relevant to the problem.
Design assessment tools that:
- Account for process (e.g. research, collaboration) as well as content skills.
- Are closely tied to course learning objectives.
- Balance individual and group performance.
17
How to create effective PBL scenarios
• Learning objectives likely to be defined by the students after studying the scenario
should be consistent with the faculty learning objectives
• Problems should be appropriate to the stage of the curriculum and the level of the
students' understanding
• Scenarios should have sufficient intrinsic interest for the students or relevance to
future practice
• Basic science should be presented in the context of a clinical scenario to
encourage integration of knowledge
• Scenarios should contain cues to stimulate discussion and encourage students to
seek explanations for the issues presented
• The problem should be sufficiently open, so that discussion is not curtailed too
early in the process
• Scenarios should promote participation by the students in seeking information
from various learning resources
18
CHECKLIST FOR PROBLEM CONSTRUCTION
1) Is the content of the problem geared to students' prior knowledge?
2) Is there a clear connection with one or more of the objectives of the block?
3) Is the problem sufficiently complex to offer cues for initial discussion and for
generating learning issues?
4) Is the problem structured in such a way that it offers cues for discussion in the
group?
5) Has the problem been formulated clearly and, if possible, does it offer links
with professional practice?
6) Is the problem multidisciplinary and is clear to students?
7) Does the length of the problem enable inclusion of all the relevant information
that is needed for identifying learning issues and does the problem not contain
superfluous irrelevant information?
8) Is the available time sufficient for studying the learning issues?
9) Is there sufficient time available for reporting on all the learning issues?
10)Does the block offer sufficient variety in learning activities, i.e. does it include
different types and formats of problems?
11)Is the number of problems geared to the number of group meetings in the
block? Has a schedule been drawn up that specifies which problems are to be
discussed when?
12)Which problems should be tackled in a specific sequence?
19
CHALLENGES OF USING SCL/PBL
COSTLY- developing cases
Demanding of staff time
Stressful to students and staff
Students acquire less knowledge of basic
sciences
May be difficulty to implement when class
size are large or if there is lack of
enthusiasm
20