MINISTRY OF EDUCATION OF THE REPUBLIC OF

AZERBAIJAN
AZERBAIJAN UNIVERSITY OF LANGUAGES

Teacher: assoc. Prof. Ə. Sh. Shiraliyev

Student: Anvarli Saltanat

Course: II

Group: 214

Course title: Linguodidactic problems of FLT

Topic: Problem-Based Learning

BAKU – 2021
Plan:
 What is Problem-Based Learning?
 Principles of Problem-Based Learning
 The role of teacher and student
 Characteristics of problem based learning
 Steps in Problem Based Learning
 Advantages of Problem Based Learning
 Disadvantages of Problem Based Learning
What is Problem-Based Learning?
Problem-Based Learning (PBL) is a teaching style in which students are taught
ideas and principles via the use of challenging real-world issues rather than the
direct presentation of facts and concepts. PBL may help students acquire critical
thinking skills, problem-solving talents, and communication skills in addition to
course material. It can also facilitate collaborative work, the discovery and
evaluation of research resources, and lifelong learning.
PBL may be used in any type of learning scenario. In the strictest definition of
PBL, the approach is employed as the primary mode of instruction throughout the
whole semester. However, larger definitions and applications range from
incorporating PBL into lab and design classes to merely utilizing it to kick off a
single conversation. Assessment items can also be created using PBL. The real-
world challenge is the common thread that runs across all of these applications.
Any subject area can be adapted to PBL with a little creativity. While the core
problems will vary among disciplines, there are some characteristics of good PBL
problems that transcend fields:
 The problem must motivate students to seek out a deeper understanding
of concepts.
 The problem should require students to make reasoned decisions and to
defend them.
 The problem should incorporate the content objectives in such a way as to
connect it to previous courses/knowledge.
 If used for a group project, the problem needs a level of complexity to
ensure that the students must work together to solve it.
 If used for a multistage project, the initial steps of the problem should be
open-ended and engaging to draw students into the problem.
Principles of Problem-Based Learning
 The student is the focus of the educational program, the curriculum or the
curriculum contents.
 The development of his/her learning capacities is emphasized.
 The problem presented in the curriculum trigger the student’s abilities to
analyze to understand and to solve.
 Co-operation with other and the importance of communication is
emphasized.
 Much attention is paid to the development of practical skills, the
development of analytical & creative thinking skills.
 The development of self-directed learning ability.

The role of teacher and student.

Student’s Role in Problem-Based Learning
 Students have to assume a high degree of responsibility for their education
through effective self-learning working with others and setting relevant
goals for themselves & the group as a whole.
 Students are able to present demonstrations of their learning
achievements.
Teacher’s role in problem-Based Learning
As previously said, the instructor selects an issue for the pupils that is
intriguing, relevant, and unique. It must also be multi-faceted enough to entice
students to conduct study and come up with many answers. The issues arise from
the unit's curriculum and might be applied in future job settings.
 Choose an issue that is relevant to the course and your students. The
problem should be difficult enough that the pupils are unlikely to be able to
solve it on their own. It must also impart new abilities to them. When
explaining the topic to pupils, tell them about it in a narrative fashion,
including relevant background information but not too much detail. Allow
pupils to learn more about the problem as they work on it.
  To enhance the groups, place students in groups that are well-balanced in
terms of diversity and ability levels. Assist pupils in completing their
assignments. After students self-assess their strengths and limitations, one
method is to have them take on various roles in the group process.
 Assist students in gaining a deeper knowledge of the material and in
orchestrating the many stages of the problem-solving process.

Characteristics of problem based learning

Barrows identified six core features of PBL:
 Learning is student-centered.
 Learning occurs in small student groups.
 Teachers are facilitators or guides.
 Problems are the organizing focus and stimulus for learning.
 Problems are the vehicle for the development of clinical problem-solving
skills.
 New information is acquired through self-directed learning.
 Students use “triggers” from the problem case or scenario to define their
own learning objectives.
 Subsequently they do independent, self-directed study before returning to
the group to discuss and refine their acquired knowledge.
 Thus, PBL is not about problem solving per se, but rather it uses
appropriate problems to increase knowledge and understanding. unlike
traditional instruction that culminates in a problem after basic instruction
on facts and skills, PBL begins with a problem, teaching facts and skills in a
relevant context.
 Exciting alternative to traditional classroom learning.
 The teacher presents a problem, not lectures or assignments or exercises.
 Since students are not handed "content", the learning becomes active in
the sense that they discover and work with content that they determine to
be necessary to solve the problem.
  In PBL, teacher acts as facilitator and mentor, rather than a source of
"solutions.”

Steps in Problem Based Learning

1. Identify the problem
2. Explore pre-existing knowledge
3. Generate hypotheses and possible mechanisms
4. Identify learning issues
5. Self-study
6. Re-evaluation and application of new knowledge to the problem
7. Assessment and reflection on learning

Advantages of Problem Based Learning

1. Assistive learning, faculty mentorship, conversations, and on-site experience
replace traditional lectures in PBL. This encourages individuals to study
deeply. When a result, as more and more talks are held, the students'
knowledge develops.
2. The amount of direct instruction is minimized. This encourages pupils to
take charge of their education. The student's motivation is boosted as a
result of this. As a result, the learning experience will be more engaging.
3. Prior knowledge is required for the completion of problems in problem-
based learning. As a result, basic information is constantly updated and
revised. This strengthens the student's grasp of the subject's fundamentals.
4. Critical thinking is frequently stimulated through problem-based thinking.
Rather of following what is taught in lectures, the students strive to think
about the many components of the project. Students are encouraged to
consider the how, where, and why aspects of the challenges presented.
5. Traditional learners are less proficient and competent in gathering
information than problem-based learners. This is due to the fact that
conventional learners prefer to simply read books that are prescribed in the
curriculum and do not strive to learn from a variety of sources. Problem-
 based learners, on the other hand, are more practical, and Problem-Based
Learning pushes them to think beyond the box.
6. PBL refers to life skills and practices, which may be transferred to individuals
with the right training and practice. As a result, talents like these can be
useful in real-life circumstances like corporate work or the medical industry.
7. All of the challenges presented in the PBL curriculum are open-ended. This
allows for more debate and comprehension of the topics, as well as
additional data retrieval. Furthermore, there is no right or wrong answer to
such questions. The most appropriate and practicable solutions are taken
into account. As a result, there's a potential you'll get more than one
response to a question. This pushes people to look into the facts more
thoroughly.
8. Another important aspect of PBL is that it necessitates excellent
communication skills. Individuals' social skills improve as a result of
problem-based learning, which includes peer comparisons and intelligent
debates. There is no such thing as a hierarchy, and everyone is treated
equally. Students' confrontational and persuasion abilities are also honed as
a result of this.

Disadvantages of Problem Based Learning

1. A strong problem-based learning design takes a lot of time and effort to
create. Throughout the procedure, the learner must be constantly
monitored and noted. Because most of the questions asked are open-
ended, and it takes time to gather materials and information, this is a time-
consuming process.
2. Not all teachers can be effective counselors; for Problem-Based Learning,
facilitators must be devoted, industrious, and well-trained. Furthermore,
effective PBL trainers are enjoyable to work with and self-motivating for
students and colleagues.
3. For preparation, discussion, and comparison of responses, problem-based
learning need additional personnel and contact hours. Students and
 advisers are expected to meet on a regular basis and in a timely and
seasonable manner.
4. Because it is well recognized that Problem-Based Learning does not deliver
as many facts as the traditional technique, many teachers are hesitant to
use this style of instruction. PBL is better suited to subjects that do not
need much prior knowledge. For example, Problem-Based Learning may be
used to teach literature or in arts institutions.
5. Multiple disciplines must be integrated into the Problem-Based Learning
curriculum for it to be effective, so that students can understand diverse
elements of a scenario. As a result, thorough investigation and a high level
of organization are necessary. This consumes more time and is
incompatible with fast-paced courses. Before providing the course to the
students, it must be validated.
6. The coordinator's job is always difficult when it comes to evaluating a
specific student within a team. They have to examine numerous elements
such as the output achieved as a whole for the team, the amount of
excitement demonstrated by each person, the activeness shown by a given
pupil. It's always vital to have a clear evaluation criterion or standard for
grading pupils in a group.
7. PBL is also challenging for the school because the course must alter based
on the instructor. Because the whole Problem-Based Learning program
reflects their values and how they should educate pupils.
8. There are an increasing number of coordinators needed to analyze and
guide students along the route, as well as personnel to generate as many
challenging scenarios as feasible.
References:
1. H. S. Barrows & R. M. Tamblyn, Problem-based learning: An approach to
medical education.
2. H. G. Schmidt, "Problem-based learning: Rationale and description"
3. Duch, B. J., Groh, S. E, & Allen, D. E. (2001). The power of problem-based
learning.
4. https://en.wikipedia.org/wiki/Problem-based_learning
5. https://lidtfoundations.pressbooks.com/chapter/problem-based-learning/
6. https://content.wisestep.com/problem-based-learning-pbl-advantages-
disadvantages/