Problem-Based Learning (PBL)

Role of the instructor

• Facilitator-mentor, guide, coach and not a source of solutions;
• Resource guide;
• Subject matter expert;
• Create strong problems;
• Learn with students- be open to learning;
• Encourage student participation;
• Give students immediate and appropriate feedback.

Role of the students

• Take responsibility for their own learning by identifying their learning issues and needs;
• Work in teams;
• Resolve the problem;
• Schedule their own activities, decide how to allocate the time;
• Intuitively take up different roles (e.g. project leader, facilitators, note taker, team member).

Tips for creating strong problems

1. The main characteristics of the best problems are:
   • Unorganized;
   • Unsynthesized;
   • Open-ended;
   • Interdisciplinary;
   • Task oriented,
   • Focus on current events, student lives, actual occurrences;
   • The content builds on the previous knowledge of the students;
2. The problems should be created with the following aspects in mind:
   • Introduction (catch the attention, challenge and motivate);
   • Availability of resources;
   • Content (appropriate for the student group);
   • Learning objectives (by solving the problems, students should accomplish their learning objectives);
   • Expected outcome(s);
   • Guiding questions (improvisation is key but be prepared with a set of guiding questions);
   • Assessment tasks;
   • Reasonable time frame.

Principles for assessment

• The facilitator helps students monitor themselves and their progress;
• Students and facilitator together establish criteria for learning and quality work;
• Follow the concept of “assessment as learning” (focuses on what learners achieve and not what facilitators teach);
• Assessment should be integral to learning;
• Use a variety of ways to assess (demonstrations, performances, practical examinations, self assessment, peer assessment, etc.).

Step by Step

Job Aid

Guidelines for Creating a PBL Course