Problem-based Learning (PBL) Procedures OSU ITLE

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Problem-based Learning (PBL) Procedures OSU ITLE. Step 1: Define the problem. Step2: Propose hypotheses. Step 3: Gather and evaluate information. Step 4: Synthesis and solutions. Modified from : PBS Nature for Teacher. Step 1: Define the problem.

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### Problem-based Learning (PBL) ProceduresOSU ITLE

Step 1: Define the problem.

Step2: Propose hypotheses.

Step 3: Gather and evaluate information.Step 4: Synthesis and solutions.Modified from:PBS Nature for Teacher

Step 1: Define the problem
• Start with a guiding question that acts as a catalyst. Make sure it is a real-life problem and needs in-depth investigation. Then, students are encouraged to come up with a plausible hypothetical problem.
• Involve students in the questioning, planning, and problem-solving process.
• Students are encouraged to come up with hypotheses.
Step2: Propose hypotheses
• Hypotheses are hunches or educated guesses about possible solutions.
• In problem-based learning, students form hypotheses based on group discussion, previous knowledge, and any information acquired up to that point. Through the course of the problem-based exercise, students will constantly evaluate, synthesize or hypothesize or modify the hypotheses.
• See a sample Handout to organize discussions on hypothetical solutions.
Step 3: Gather and evaluate information
• Students will explore print, Internet, and multimedia sources to acquire data. They will locate, retrieve, evaluate information to test their hypotheses.
• An important aspect of gathering information is evaluation. Is the material relevant? Is it current? Are the sources unbiased and is the information they provide accurate?
• See a sample Handout to organize discussions on hypothetical solutions.
Step 4: Synthesis and solutions
• Based on the evaluation of the data, students develop their solutions which incorporate a wide array of information.

See a sample Handout to help facilitate this process.

• Various solutions may exist, and synthesis and consensus need to be discussed and negotiated among students till a solution is achieved.

See a sample Rubric for assessing PBL.

• Allow sufficient time for reflection, individually and collaboratively.