problem based learning on language teaching

Problem-Based Learning (PBL)on Language Teaching

Presenter: Venjie Nera Oclaret

History

• 1916—John Dewey’s progressivist movement’s belief that teachers should teach by appealing to students’ natural instincts to investigate and create.

• 1980—Howard Barrows, a physician and medical educator, started using this approach to help medical students better diagnose new illnesses.

• 1985—High schools and colleges start using PBL. • 1990-1991—Schools began developing PBL

movements to improve student performance in science and other disciplines.

Definition

“ A learning method based on the principle of using problems as a starting point for the acquisition and integration of new knowledge.”

H.S. Barrows (1982)

Characteristics of PBL

• Learning is student centered. • Learning occurs in small student groups. • Teachers are facilitators or guides. • Problems form the organizing focus and

stimulus for learning. • Problems are a vehicle for the

development of problem-solving skills.

Characteristics of PBL

• New information is acquired through self-directed learning

• Shifts away from short, isolated teacher centered lessons

• Creates long term, interdisciplinary student centered lessons

• Integrates real world issues and practices• Teaches students to apply what they have

learned in university to life-long endeavors

Language Theory

• Interactionism. Language is a system for the expression of meaning; primary function—interaction and communication.

Learning Theory

Constructivism:• Learning is not necessarily an outcome of

teaching.

• Students’ existing knowledge base

influences their learning.

Constructivism…

• Learning usually progresses from the

concrete to the abstract.

• People learn most effectively through

practice.

• Effective learning requires feedback.

• Expectations affect performance.

Student asProblem Solver

Curriculum asExperience

Teacher asCognitive Coach

Problem asCurriculumOrganizer

Focus of Instruction

Focus of InstructionCurriculum as

Experience



• Defines problems and conditions

for resolution

• Establishes a context for

learning

• Pursues meaning and

understanding

• Becomes a self-directed learner






• Models interest and enthusiasm

for learning

• Coaches student thinking

• Exposes effective learning

strategies

• Nurtures an environment that

supports open inquiry






• Fosters active learning

• Supports knowledge

construction

• Integrates content areas

• Provides relevance




• Highlights a need for inquiry

• Attracts and sustain student interest

• Connects school learning and real world

• Enables meaningful learning


Process of PBL

• Students confront a problem. • In groups, students organize prior

knowledge and attempt to identify the nature of the problem.

• Students pose questions about what they do not understand.

• Students design a plan to solve the problem and identify the resources they need.

• Students begin to gather information as they work to solve the problem.

Objectives of the PBL Process

PBL in Language Learning

The following illustration will help to understand how PBL works in learning a language:

i) Facilitator identifies or designs an ill-structured problem or task relevant to the learner (e.g., complexity in using past tense and present perfect tense, basic difference between these tense forms, structures of past and present perfect tenses, rules for using these two tenses, where to use past tense and present perfect tense. Solve the complexity)

PBL in Language Learning…

ii) Facilitator presents the problem to the learners. iii) Learners explore pre-existing knowledge iv) Learners, in their own groups, collaboratively

• discuss in detail • identify resources to look up or consult • assign tasks to the various group members

(i.e. who is responsible for working on each learning issue.).


• gather information from different sources • compile the findings • prepare hand-outs, worksheets, etc. on the

topic • propose solution(s).

Some of the steps in (iv) may be revisited. Throughout the process, learners will need to act as scribes or recorders to take notes.


v) Learners present their findings before the facilitator in the form of “presentation”.

vi) Facilitator presents “the presentation” to the students. vii) Learners and facilitator assess the performance

What Might Engage Primary Learners in PBL?

Kindergarten language arts: Students and their teacher overhear another teacher remarks that their classroom does not have many books. With their teacher, students analyze the problem and offer solutions for book collection, organization and care. (Students explore classifying, graphing, alphabetizing, and using library and group skills.)

What Might Engage Intermediate Learners in PBL?

4th grade language arts: The students’ community wants to build a new convention complex along the river. City planners have received several letters of concern from environmentalists, community residents and developers. How can students meet the needs of all these groups?

What Might Engage Middle School Learners in PBL?

Language arts: The principal asks the students to communicate information about their school to the community. (Students transfer mathematical statistics about demographics, resources and ratios to a written and visual mode and include interviews with staff, students and alumni in their final product.)

What Might Engage High School Learners in PBL?

American literature: A member of a local citizens’ group challenges the inclusion of Mark Twain’s novel The Adventures of Huckleberry Finn in the curriculum. What are the issues? Should students study this novel? Why or why not?

Assessment in PBL

1. Assessment of student participation in PBL by facilitators

Criteria: Preparation, accepting responsibility, team skills, attitude, professionalism and communicative skills

Assessment in PBL

2. Student assessment of the PBL facilitators

Criteria: Facilitation, guidance, encouragement, questioning and probing techniques, providing feedback

Assessment in PBL

3. Self-assessment of participation in PBL

Criteria: Decision-making skills, critical reasoning, participation, group dynamics, attitude, professionalism, communication

Assessment in PBL

4. Peer assessmentCriteria: Level of knowledge, attitudes, involvement in group process, accepting criticism and giving feedback

Advantages

The Advantages of PBL

• Emphasis on Meaning, Not Facts • By replacing lectures with discussion forums, faculty mentoring, and

collaborative research, students become actively engaged in meaningful learning.

• Increased Self Direction • As students pursue solutions to their classroom problem, they tend

to assume increased responsibility for their learning.• Higher Comprehension and Better Skill Development

• Students are able to practice the knowledge and skills in a functional context, thereby to better imagine what it will be like using the knowledge and skills on the job .

• Interpersonal Skills and Teamwork • This methodology promotes student interaction and teamwork,

thereby enhancing students' interpersonal skills.

• Self-Motivated Attitude • Students think problem based learning is a more interesting, stimulating,

and enjoyable learning method, and that it offers a more flexible and nurturing way to learn.

• Facilitator-Student Relationship • The aspect faculty liked most is the tutor-student. Faculty also consider

problem based learning a more nurturing and enjoyable curriculum, and believe the increased student contact is beneficial to the cognitive growth of the student.

• Level of Learning• Problem based learning students score better than traditional students

with respect to learning skills, problem-solving, self-evaluation techniques, data gathering, behavioral science, and their relation to the social-emotional problems of patients

Disadvantages

Problems with PBL

• Main problem: creating/ constructing suitable problems that tap Ss schemata, interest, reality

• The range of topics which can be discussed is a limiting factor - quality control is difficult

• Heavy on library, computer resources, support

• Objective evaluation of PBL is difficult• Inherent conflict with lectures - waste of time

References:

Brooks, J.G. & Brooks, M.G. (1999). In search of understanding: The case for constructivist classrooms. Alexandria, VA: ASCD.

Karthikeyan, R. (eds.). (2009). Using problem-based learning technique in teaching English grammar. (Research paper). Retrieved April 19, 2012 from www.languageinindia.com

Larsson, J. (2001). Problem-based learning: A possible approach to language education? (Research paper, Jagiellonian University). Retrieved April 19, 2012 from ____________.

Torp, L. & Sage, S. (2002). Problems & possibilities: PBL for K-16 education. Alexandria, VA: ASCD, p.16.

Thank you for listening!

problem based learning on language teaching

Education

active learning

school learning

meaningful learning

learning method

constructivism learning

learning theoryconstructivism

process of pbl students

pbl process