Blended Problem-Based
Learning
what, why & how?
What is blended
Problem-Based
Learning?
Problem-Based Learning
The motivation to learn in this approach begins
with a problem
students connect disciplinary knowledge and
work collaborative towards solving a complex,
challenging problem which is based in a real
world setting
Blended Problem-Based
learning
A blended problem-based learning approach
combines face to face classroom methods with
computer-mediated activities to form an
integrated instructional approach to engage
students in solving problematic situations
adapted from real world issues.
Why blended ProblemBased Learning?
Problem-Based Learning
• Strengths of problem-based learning
• Critical and reflective skills
• Communication skills
• Information handling
• Problem solving skills
• Collaborative skills
• Meta-cognition
Blended Problem-Based
Learning
• Why blend?
• No choice! FS initiatives
• Engages digital natives
• Lots of online resources available
• Collaboration within and outside class
• Provision of f2f interactions with peers and
teachers
What is the process
like?
Stages for Blended ProblemBased Learning
1
• Meeting the problem
2
• Understanding the problem
3
• Learning about the problem
4
• Solving the problem
5
• Reflecting on the process
6
• Evaluating solution
Meeting the problem
• Designing the problem scenario
• Suitable topics
• Learning objectives
• Brainstorming
• Web resources
Meeting the problem
• Decide how the problem should be
released
• Texts
• Youtube videos
• Cartoons clips
• Audio clips
Understanding the problem
• Perform problem analysis
• Identify learning issues
• Online real time discussion
• f2f
• FILA table, KWL table, mind mapping
Learning about the problem
• Engage in learning activities to construct
knowledge
• Independent online research
• f2f clarification of concepts
• Laboratory activities
• Simulations, animations
• Worksheets, Online quizzes
Solving the problem
• Synthesize of knowledge and skills
• Presentation of solutions
• Different modes
• Different tools
• Different types of learners
Reflecting on the process
• Self reflection
• Group reflection
– Ask guiding questions
– Google doc
– Reflection blog
Evaluating the solution
• Evaluation rubrics
ICT Tools
• Wikispaces :- collaborative platform
• Online materials :- yteach resources,
youtube videos, virtual simulation, physics
websites etc
• Google doc :- quizzes, reflection,
collaborative products, etc
• Communication tools : MSN chats, etc
• Other tools : mindmapping, concept
mapping, cartoons & animation creations
tools etc
Traditional Tools
• Demonstrations
• Practical
•Q&A
• Problem Solving
• Activity worksheets
• Homework
How did we do it as a
team?
Planning for Blended ProblemBased Learning
• Workshop on PBL
• Discussion during PS
• top-down
• Bottom-up
Planning for Blended ProblemBased Learning
• Identify learning objectives
• Brainstorm of learning activities
• Set up online collaboration platform (wiki)
Planning for Blended ProblemBased Learning
• Distribution of work
• Craft the problem scenario
• Craft problem delivery styles
Planning for Blended ProblemBased Learning
• Distribution of work
• Plan and gather learning activities resources
• Prepare instructions for students
Planning for Blended ProblemBased Learning
• Distribution of work
• Preparing guiding questions
• Prepare evaluation rubrics
• Prepare reflection and feedback questions
Implementation of Blended
Problem-Based Learning
• Provision for variations (timing, products,
extension, etc)
• Implementation in class by individual
teacher
Implementation of Blended
Problem-Based Learning
• Standardization
• Gather and sharing of feedback after the
process
• Review and suggest improvements
How many
collaborative projects
have we done?
What are the strengths
and challenges?
Strengths of collaborative
projects
• Model collaboration
• Tapping on individual strengths and
interests
• Product of ‘collective wisdom’
Strengths of collaborative
projects
• Applying skills learnt from professional
training
• Providing provision for an useful pedagogy
to be implemented across classes
Strengths of collaborative
projects
• Safe environment for teachers to try out
new pedagogies
• Support provided by members of the
community
• Opportunities for scaling up projects
Challenges of collaborative projects
• Wait time (patience needed)
• Time consuming
• Inconsistent readiness of students in
different classes
Bonuses of collaborative projects
•
•
•
•
•
•
Had fun
Better team player
Know each other better
Learn from one another
Increase creativity
Celebration
To all HS Physics teachers