An Introduction to Problem-Based Learning In this section you can find extra information on Problem-Based Learning including: An article on PBL and modern foreign languages A list of the seven steps which need to be taken in PBL A handout for students which can be adapted to your personal PBL case In the LENTEC guide to learning English which can be found on this site you will also find examples of PBL cases What is Problem-Based Learning? There are many interpretations of PBL (Problem Based Learning). This form of education was mainly developed for the sciences but is now used in all forms of education although there is little material on PBL and modern foreign language learning. In LENTEC this was the practical concept which we used: The teachers (and, in some cases the students) develop a plan to decide which topics are suitable to examine within the PBL-frame (these topics may be generated from a course or parts of a course). The classes of students are divided into small groups. The purpose of working in small groups is to stimulate the learning-process of the students. The students are encouraged to solve problems, to use new knowledge and to communicate with other students. Previous knowledge and the need to gain more knowledge become clear to the students during group-discussion meetings. In the PBL framework the students are stimulated to Search for knowledge in a systematic, scientific and realistic way Use modern technology Take responsibility for their own learning Work individually and in a group Understand and apply their newly gained knowledge Basic principles as used in LENTEC Problem-based Learning promotes a special combination of learning and knowledge, which leads to specific educational working-methods/didactics, aimed at stimulating the learning-process of students. This means PBL should be used as a framework in which the learning-process of the students is always the main focus. Problem-based Learning means that teachers and students view learning as a concept in which the social and individual processes are combined. Active participation by the individuals is a necessary condition of the process. The view that people are active, curious and able to seek knowledge is essential. Teachers must be aware that students already have a great deal of previous knowledge in many different topics, and the role of the teacher is to re-activate it. Teachers have to trust students in their search for knowledge and should know when and if students need support in their learning-process. Teacher teams and Integration of topics When students develop a holistic view of the subject matter integration of different areas of knowledge is a natural result of the process and unavoidable. To create a positive and secure working-climate teachers from different kinds of knowledge-areas (for example language and electronics) should work together in one team. The team plans the subject matter, preferably together with the students. By collaborating in a team every teacher acquires general knowledge on each of the integrated topics. In order to support and follow the learning-process and group-process of the students, teachers, working as tutors in PBL, should have a basic knowledge of adjacent topics. Teachers should also try out a PBL case themselves to gain experience. Mother tongue or target language The amount of target language to be used in the PBL process will depend to a certain extent on the foreign language level of the students. Students with a low level of communicative language skills may need and should be allowed to use, their mother tongue at certain stages of the PBL process Tips It is very important that all teachers are involved when designing material for a joint curriculum, which students are going to use together. Spend time on developing good technical cases. Allow the language tasks to develop from the case itself, for example, writing a letter, making a phone call, taking notes at a meeting, and looking for information on the Internet. Technical material becomes quickly out of date. By using a DLE teachers and students have the opportunity to use many up to date sources through the Internet. Give the student the chance to 'surf' under specific headings. This enables him to find the latest material. Always include a list of back-up Internet sites. Link to LENTEC - Teaching modern languages in PBL (Word document) Problem Based Learning - the seven steps (handout Word document) Problem Based Learning - instruction for students (handout Word document)