PBL Cycle

“True learning is based on discovery guided by mentoring rather than the transmission of knowledge” (Boyer, 1998, p.15).

The benefits and learning outcomes associated with problem-based learning (PBL) are dependent upon both the preparation prior to implementation (e.g. support from administration, problem design, facilitator training, course design) and clear articulation of the PBL cycle. Facilitators and students should be educated about and prepared for the flow of PBL to support transformation of the classroom and optimize the learning opportunities.

The PBL Cycle

Facilitators and students should understand the following process for PBL instruction:

• Following the formation of small, permanent groups, the facilitator presents the problem to the group.  Students are encouraged to review the problem and are prompted to discuss and define the broad nature of the problem. Once the group can describe the problem, the identification and organization of existing knowledge possessed by the group related to the problem can begin. The richness of this piece of the process is largely influenced by the diverse backgrounds (e.g. demographics, academic majors, lived experience) of the group members.
• As current knowledge is organized and documented, students may also be encouraged to explore learning gaps that delineate elements of the problem that they do not know or understand.
• Once the learning gaps are listed, the facilitator will encourage students to rank the importance of each item. The group is then tasked with discussing how these gaps will be addressed, including who will investigate (entire group or individuals) and what resources may be required to address the issue. Responsible parties will then gather and learn the new information prior to the group’s next meeting.

The new information and knowledge learned is then presented to the group at the next meeting. Each individual is responsible for teaching the rest of the group about the previously identified and agreed upon learning gap. This information is then discussed by the group and the new knowledge is applied to the problem (Duch et al., 2001).

The cycle is then repeated as many times as the complexity of the problem dictates until the group is able to present a solution that meets the overall course and learning objectives. Once this has been achieved, a closing debrief is completed with support from the facilitator to encourage student reflection of knowledge gains.

References:

Boyer Commission on Educating Undergraduates in the Research University for the Carnegie Foundation for the Advancement of Teaching. (1998). Reinventing Undergraduate Education: A Blueprint for America’s Research Universities. URL: http://notes.cc.sunysb.edu/Pres/boyer.nsf.

Duch, B.J., Groh, S.E., & Allen, D.E. (2001). The power of problem-based learning: A practical “how to” for teaching undergraduate courses in any discipline. Sylus Publishing, LLC.