Problem-based learning. PBL. These are words and acronyms that many of us have heard of, but what do they mean? Problem-based learning is a student-centered learning technique where students work in groups to learn more about a topic or subject through working on/solving an open-ended problem.
Some may ask, why is PBL useful? It allows students to develop collaborative learning and teamwork skills. PBL also teaches them to hone their research and presentation skills and allows them to self identify gaps in their knowledge on a topic or things they might want to learn more about. It promotes a student driven level of learning engagement, and can serve as a great way to approach complex, real-world issues in a classroom setting.
To help understand how PBL works and best practices for how to implement it in your classroom, check out these great resources and click on the labels attached to this blog post for links to previous posts on this topic:
Once the decision to use PBL is made, there are different types of problems that a teacher can choose to use with their students. Forked road problems have two different solutions "which" allows for student flexibility as there is more than one answer. In possibility factor based problems, students work to answer "why" the problem is occurring. With situation to be improved problems, students are given a scenario and work together to determine "how" it can be remediated, corrected, or improved. Effect-cause problems challenge students to identify "why" a problem is occurring and "what" caused it to occur. Each type of problem encourages collaboration, critical thinking, and research, and can be used with many different real-life situations/scenarios/issues.
PBL can be incorporated into all different types of ag courses. They can also be used for all different ages of students. Some examples for each type of problem in an animal science course are:
- Forked Road: Should I dock the tails of my lambs?
- Possibility Factor: Which bull should I choose based on EPDs?
- Situation to Be Improved: How can I increase the wool production of my sheep?
- Effect-Cause: Why are my goats losing weight?
To make PBL work effectively, teachers also can incorporate different levels and types of questioning to promote critical thinking and responses on the part of the students. With traditional lecture type instruction, students are normal asked recall and knowledge questions, and occasionally questions that ask them to use application skills. With PBL, teachers have the ability to utilize higher level types of questions such as analysis, synthesis, and evaluation. This allows students to practice convergent, divergent, and evaluative thinking, which are all things they will need to be able to use in college and their future professions.
Through PBL, not only can a teacher make their classroom a more engaging and student-centered place, but they will also be able to allow their students to experience true critical thinking. Students will have the opportunity to develop real-world problem solving, research, and collaboration skills. They will also be able to interact with their subject material in a way that is both interesting and exciting to them. PBL can turn the phrase "what's the problem?" from something with a negative connotation, to one that promotes learning excitement in your students!
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