Transcript Guidelines for Crafting Good Problems for PBL.

Designing PBL Scenarios
Dr. Shama Mashhood
DUHS
DCPS-HPE
PBL?
• In teams, Students are given a problem
they don’t know how to solve and they
devise a strategy to solve it.
Objectives
At the end of the session, the participants
will be able to:
• Understand the principles of designing
PBL scenario
• Identify the technical flaws in the
scenarios
Why PBL?
• An innovative solution to make learning
more relevant and effective.
Effective PBL Scenario
• Reflect real work demands.
• Constructivist learning approach.
• Enhance metacognitive skills.
• Integrate knowledge base.
Reflect real work demandsstart with the end in mind
• Problem forms the stimulus for PBL.
• Craft problem that mirror the real world
challenges.
• Craft problem with the end in mind
(outcomes)
• Outcomes serve as a benchmark for
assessing the student’s performance
Constructivist learning approach build on prior knowledge
• written in interesting format that
challenges the students to think.
• problems are motivating enough to solve
from the student’s perspective.
Metacognitive Level:• Learning is quicker when students possess
self monitoring skills.
• The problem must be unfamiliar, unusual,
new to engage their meta cognitive level .
Integrated Knowledge base
• Borderless PBL problems.
• Student use knowledge from all subjects
Non Effective Problems
• If its solution is obvious.
• looks like a past year’s examination
question
• Looks like the end of a chapter summary
Non Effective Problem
• Should not look like an instruction on what
needs to be done.
• Should not appear like the title of a chapter
• Should not contain only one way of resolving
problem.
Conclusion
• Problems drive learning in a PBL
curriculum.
• Problems that mirror the real world
demands.
• Problems should be viewed in a holistic
manner crossing the boundaries of many
subjects.
Thank You