Candis Schonekas
September 17, 2011
Problem #1: ES 3590
When I first came into 3950, I thought that problem-based learning (PBL) was a teaching and learning method relying group debate and argument.
However, PBL is actually a way of collaborative problem solving through the cooperation of group members. If I had continued to object to PBL because of a fear of argument, I may have missed out on many valuable educational experiences, knowledge, and awareness of a new strategy for teaching and learning. PBL should be viewed as learning not through argument and disagreement, but through collaboration and peer support. The best way to implement a meaningful PBL experience is to create a working group that communicates openly.
Efficient Groups Appreciate Diversity and Communication
Initially, I believed that group learning in PBL was based on opinionated individuals, each of which argued and fought for his or her ideas. I would have failed to learn through PBL had I continued to dismiss the method. Actually, researchers of PBL concur that that working as a cohesive team rather than a set of opposing individuals is the key to success in group work.
According to Donald Woods, “effective groups start with individuals who are self-aware, self-confident and who value the diversity of others.” He lists several traits present in effect groups, including communication and trust (Woods). Another scholar of PBL, John Cavanaugh contends that this diversity within groups in PBL also serves to increase understanding through engagement. He says, “The way the world works now, it's about working together. What students learn about collaboration, different approaches to a problem, cooperation and responsibility, makes their learning in PBL courses multisided, richer, and, in that way, deeper” (Rhem, 1998).
Based on these interpretations of the roles of groups in PBL, it is clear that the most important aspect of an effective group is the ability to communicate clearly and cooperate to conduct the most thorough investigation of a problem. Students learn through PBL by sharing and developing ideas together and by participating in different ways to think about a problem. The most effective use of PBL comes from cooperation of team members. Therefore, to ensure efficiency in Group D, we must practice open, trusting communication of ideas.
Groups Find Solutions Using Various Strategies
My first reaction to PBL was based on an idea that the strategy for learning worked through only one activity- debate. Actually, the ability to find creative solutions to problems comes from a group’s ability to seek several ways to answer a question.
Like other advocates of PBL, Robin Fogarty also advocates the use of communication as a way to find answers collectively. He claims that students come to a consensus by having “candid discussions to comprehensively evaluate the options.” Fogarty also mentions that an effective group “explores all avenues for the best solution” (Fogarty). This includes seeking new ways of presenting ideas, as well as openly accepting and respecting each idea that is presented.
Several sources of information about PBL maintain that one of the most important effects of PBL is learning how to learn (Gerdes, 2011). This comes from active participation in other students’ problem solving processes. Thus, when PBL groups communicate effectively, each member comes away with new ideas about how to think about and judge the value of possible solutions. Consequently, a complete PBL experience involves engagement in the thought processes and problem solving techniques of others. These important effects come directly from the ability to communicate- that is, the ability to both share ideas and to listen to others. As members of a PBL group, we will accept the responsibility of contributing to the learning of others by engaging them in our own thinking and by actively participating in their problem solving processes.
Conclusion
Based on research regarding the implementation of PBL, the most important goal for a PBL group is effective communication. Because this class will utilize PBL as a means of learning, it is imperative that each group member makes a point of effectively communicating ideas at every group meeting. An effective use of communication in PBL will lead to a positive experience with the learning model as well as knowledge about problem solving and the content of this class. As active members of a self-assessed, self-directed, interpersonal problem-solving group, we must keep in mind the importance of sharing all relevant ideas and of respecting the thoughts of others. With a clear goal of effective communication in mind, we will share a rewarding PBL experience.
Works Cited
Fogarty, R. (n.d.). Problem-based learning. In G. PIllsbury (Ed.), ES3950 Coursepack Fall 2011 (pp. 147-172).
Gerdes, D. (2011, January 11). Introduction to problem-based learning. Retrieved from http://pbln.imsa.edu/model/intro/index_2.html
Rhem, J. (1998, December). Problem-based learning: an introduction. Retrieved from http://www.ntlf.com/html/pi/9812/pbl_1.html.
Woods, D. (n.d.). Group skills. In G. PIllsbury (Ed.), ES3950 Course Pack Fall 2011 (pp. 122-145).