1. Explore the issues:
Your teacher introduces an "ill-structured" problem to you.
Discuss the problem statement and list its significant parts.
You may feel that you don't know enough to solve the problem but that is
the challenge!
You will have to gather information and learn new concepts, principles, or
skills as you engage in the problem-solving process.
2. List "What do we know?"
What do you know to solve the problem?
This includes both what you actually know and what strengths and
capabilities each team member has.
Consider or note everyone's input, no matter how strange it may appear: it
could hold a possibility!
3. Develop, and write out, the problem statement in your own
words:
A problem statement should come from your/the group's analysis of what
you know, and what you will need to know to solve it. You will need:
- a written statement
- the agreement of your group on the statement
- feedback on this statement from your instructor.
(This may be optional, but is a good idea)
Note: The problem statement is often revisited and edited as
new information is discovered,
or "old" information is discarded.
4. List out possible solutions
List them all, then order them from strongest to weakest
Choose the best one, or most likely to succeed
5. List actions to be taken with a timeline
- What do we have to know and do to solve the problem?
- How do we rank these possibilities?
- How do these relate to our list of solutions?
Do we agree?
6. List "What do we need to know?"
Research the knowledge and data that will support your solution
You will need to information to fill in missing gaps.
- Discuss possible resources
Experts, books, web sites, etc.
- Assign and schedule research tasks, especially deadlines
If your research supports your solution,
and if there is general agreement, go to (7). If not, go to (4)
7. Write up your solution with its supporting documentation, and
submit it.
You may need to present your findings and/or recommendations to a
group or your classmates.
This should include the problem statement, questions, data gathered,
analysis of data, and support for solutions or recommendations based on
the data analysis: in short, the process and outcome.
Presenting and defending your conclusions:
The goal is to present not only your conclusions,
but the foundation upon which they rest. Prepare to
- State clearly both the problem and your conclusion
- Summarize the process you used, options considered, and
difficulties encountered
- Convince, not overpower
Bring others to your side, or to consider without prejudice your
supporting documentation and reason
- Help others learn, as you have learned
- If challenged
and you have an answer, present it clearly
and you don't have an answer, acknowledge it and refer it for more
consideration
Sharing your findings with teachers and students is an
opportunity in demonstrating that you have learned. If you know
your subject well, this will be evident. If a challenge arises
that you cannot respond to, accept it as an opportunity to be
explored. However, take pride in your attention to quality when
you present. See also the Guide on
presenting projects.
8. Review your performance
This debriefing exercise applies both to individuals and the group.
Take pride in what you have done well; learn from what you have not done
well. Thomas Edison took pride in unsuccessful experiments as part of his
journey to successful outcomes!
9. Celebrate your work!
Problem solving skills:
To be
successful, PBL requires problem solving and critical thinking
skills.
See our Study Guides on
Making decisions/solving problems and
Thinking critically, and/or ask your teacher for help in
developing collaborative skills.
The role of argument:
Through various stages of this process, you or your group will be
expected to come to consensus on how to next proceed. While each member is
expected to "argue" his or her viewpoint, the focus should be on the
issues and reason, not personalities and emotion. If your group has
difficulty, refer to your teacher for assistance as a mediator, and/or see
the Guide
Cooperative conflict resolution
For more on working in groups, see
Learning with others in the main index.
For more on types of arguments,
organization, evidence, as well as techniques in problem-based learning,
see Dr. Larry D. Spence
(Director, Undergraduate Learning Initiatives, Pennsylvania State
University) "Problem Based learning: Lead to Learn, Learn to Lead
.pdf version |
.doc version
See also:
Problem-based
Learning, especially in the context of large classes
