L. De Wet

Starting point for learning is a:◦ problem, ◦ query or◦ puzzlethat needs to be solved.

Problem-based learning:-◦ Results from process of working towards

understanding / resolving a problem.◦ Encourages open-minded, reflective critical &

active learning.◦ Pays due respect to both students and teacher as

persons with knowledge, understanding, feelings, interests.

◦ Reflects nature of knowledge – complex, changes as result of perceptions of problems.

Identify tackle solve the problem.

Uses stimulus material to help students to discuss NB issue.

Presents the problem as a simulation of professional practice / ‘real life’ situation.

Students are guided to think critically, are provided with limited resources to help learning (from defining) and attempts to solve the problem.

Students work co-operatively in a group and explore info in & out of class and also have access to lecturer.

Students identify own learning needs & use of resources.

Reapply new knowledge to original problem & evaluate learning process.

Origin at McMaster University, Canada◦ Medical school◦ Promotes student-centered multidisciplinary

education as basis for life-long learning. Harvard Medical School hybrid model

◦ Problem-based tutorials to integrate learning, around a weekly theme.

Feature - small group “problem solving” sessions.

Takes into account how students learn:◦ Actively involved.◦ Learn in context in which it will be used.

Due to expanding knowledge can’t teach it all.

More NB to be able to learn quickly, effectively and independently when needed.

Students need to respond to changes and be able to update content & method.

Methods are adaptable to fit into rigid institutions.

Defining the problem. Developing and selecting a strategy for a

solution. Implementing a solution. Evaluating the process. The strategy = problem-solving plan.

Presentation of problem Students – elect scribe &/ chair

◦ Organize thoughts about problem◦ ID broad nature of problem◦ Factors/aspects involved in problem

Period of brainstorming◦ Causes / mechanisms / solutions◦ Examine suggestions critically

Students pose questions - recorded◦ Aspects they do not understand◦ Concentrate on NB Questions ◦ Allocate follow-up actions to each student

Reflect on what students learned towards answering questions.

Explore each others answers to group questions. Individuals share answers to specific questions. New knowledge & understanding is applied to

original problem/question. Check if earlier speculation / hypotheses /

conclusions are correct. Adjust & refine if necessary. Reflect how learning / studies are progressing.

Form of problem◦ Event or trigger (video, newspaper, etc)◦ Descriptive statement ( case study, documents

etc)◦ Set of questions

Resources to be used◦ All possible available (previous classes, library,

www.) Students work (all or both of the following)

◦ In groups◦ As individuals

Role change ◦ Students = active learner

Decides what, when, how to learn. Investigate, demonstrate an understanding of

problem & how to deal with it. Report & recommend future action.

◦ Lecturers = coach & facilitator.

MIND-MAPPINGhttp://www.mind-mapping.co.uk/mind-maps-examples.htm