Ed Psych-Problem-based learning notes

Problem-Based Learning (PBL)

• Description: An instructional approach where learning starts with a real-world or fictionalized problem, requiring students to use real-world problem-solving strategies.

• Application Example: Medical students diagnose a patient case study by researching symptoms, forming hypotheses, and proposing treatments.

Ill-Structured Problems

• Description: Problems with limited initial information, requiring inquiry and offering multiple possible solutions.

• Application Example: Students design a plan to improve a course using a student-centered approach, researching and debating various strategies.

Teacher’s Role in PBL

• Description: Acts as a coach or "guide on the side," using questions to probe thinking and providing direct instruction only when necessary.

• Application Example: A teacher presents a complex environmental issue and facilitates student-led research and debate without giving direct answers.

Cooperative Learning

• Description: Instructional method where students work in small groups to help each other learn.

• Application Example: Students in a science class work in groups to complete a lab experiment, dividing tasks and explaining concepts to each other.

Student Teams-Achievement Division (STAD)

• Description: A cooperative learning method where mixed-ability teams help each other learn, and members are quizzed individually; improvement points contribute to team scores.

• Application Example: After a lesson on fractions, students in teams ensure everyone understands, then take individual quizzes where improvement earns team points.

Jigsaw Grouping

• Description: Students become "experts" on one part of a topic in expert groups, then return to their home groups to teach their section to teammates.

• Application Example: In a history class, each student researches one cause of WWII, discusses it in an expert group, then teaches their original group about it.

Peer-Assisted Learning Strategies (PALS)

• Description: A structured cooperative method where pairs take turns as teacher and learner, using specific metacognitive strategies.

• Application Example: During reading time, one student reads aloud while the other listens and asks comprehension questions, then they switch roles.

 Positive Interdependence (PIES)

• Description: Team members believe they need each other to succeed; structured through mutual goals, shared rewards, resources, and roles.

• Application Example: A group project where each member has a unique role (researcher, writer, presenter) and the group receives a bonus only if all members score above 80%.

Individual Accountability (PIES)

• Description: The performance of each member is assessed, and results are given to both the individual and the group.

• Application Example: Each group member must present their section of the project and receive an individual grade that also impacts the team’s overall score.

Equal Participation (PIES)

• Description: All group members contribute equally to the task.

• Application Example: Using timed turns during a group discussion to ensure everyone has the same amount of time to speak.

Social Skills (PIES)

• Description: Skills like leadership, communication, and conflict management are essential for effective group functioning.

• Application Example: Before a group project, students practice active listening and respectful disagreement to improve collaboration.

Advantages of Cooperative Learning

• Description: Can reduce prejudice, increase participation of low-status students, improve speaking skills, and boost academic achievement.

• Application Example: In a diverse classroom, structured group work helps shy students contribute more and improves relationships between different ethnic groups.

 Disadvantages of Cooperative Learning

• Description: Risks include free-riding, diffusion of responsibility, spread of misinformation, and over-reliance on peers.

• Application Example: In a group assignment, one student does no work but gets the same grade, causing motivated students to feel like "suckers" and reduce their effort.

Cheng, Lam, & Chan (2008) Study

• Description: Found that high achievers' belief in group success (collective efficacy) was higher than self-efficacy only when group processes (PIES) were high quality.

• Application Example: When a project group has clear roles, accountability, and good collaboration, high-achieving students believe the group can achieve more than they could alone.