PBL in ELT for Curriculum 2013


PROBLEM-BASED LEARNING IN ENGLISH LANGUAGE TEACHING
FOR CURRICULUM 2013
By
Casimirus Andy Fenanlampir
12706251052

Developing intelligence is about learning to solve the problems,
Problem solving in real-world contexts involves multiple ways of knowing and Learning.
(Oon-Seng Tan)

In the contemporary learning society, where education is becoming more vocationally orientated, it needs to place more emphasis on practical pragmatic knowledge, but what becomes clear from the experiences reported by some of those who have used these approaches, that they are not sufficient in themselves.
Traditionally, students learn by listening to lectures and reading, and are assessed on their ability to recall and communicate what they have learned. Problem-Based Learning (PBL) appears, perhaps, as the most innovative instructional method conceived in the history of education. PBL was originally designed to respond to the criticism that traditional teaching and learning methods fail to prepare medical students for solving problems in clinical settings. Instead of requiring that students study content knowledge and then practice context-free problems, PBL embeds students’ learning processes in real-life problems. After its successful implementation in various fields of medical education, PBL is now being implemented throughout higher education. The purpose of this article is to inform and guide teachers and educational practitioners about Problem-Based Learning (PBL) that might be used as one of teaching method, primarily, on English language teaching for curriculum 2013.


A.     Definition of Problem-Based Learning (PBL)
In the attempts to innovate learning, educators are exploring methodologies that emphasize these facts:
·         Real-world challenges
·         Higher-order thinking skills
·         Problem-solving skills
·         Interdisciplinary learning
·         Independent learning
·         Information-mining skills
·         Teamwork
·         Communication skills
PBL approaches appear to be promising in addressing most of these needs. More importantly, PBL is able to address these holistically. There are numerous definitions and interpretations of PBL. Some of the PBL definitions generated include:
Ø  PBL is an approach to structuring the curriculum which involves confronting students with problems from pratice which provides a stimulus for learning (Boud & Feletti, 1991).
Ø  Problem-Based Learning (PBL) is an instructional method that challenges students to “learn to learn”, working cooperatively in groups to seek solutions to real world problems. These problems are used to engage students’ curiosity and innate learning the subject matter. PBL prpeares students to think critically and analitically, and to find and use appropriate learning resources (Dutch in Bayden & Wilkie, 2004).
Ø  Problem-Based Learning is a development and instructional approach built around an ill-structured problem which is mess and complex in nature; requires inquiry, information-gathering, and reflection; is cahnging and tentative; and has no simple, fixed, formulatic, “right” solution (Finkle & Torp, in Cooney, 2003).
Ø  Problem Based-Learning (PBL) is an instructional strategy that promotes active learning. PBL can be used as a framework for modules, courses, programs, or curricula (samford, 1998).
PBL is both curriculum and a process. The curriculum consists of carefully selected and designed problems that demans from the learner acquisition knowledge, problem solving proficiency, self-directed learning strategies, and team participation skills. The process replicates the commonly used systemic approach to resolving problems or meeting challenges that are encountered in life and career (Barrows & Kelson). Problem-based learning (PBL) is a constructivist instructional strategy that simultaneously develops both problem-solving strategies and disciplinary knowledge bases and skills.
Problem Motivated
Students as
Problem Solver
Coach Mediated
Content Learing
Students as knowledge
recepient
Teacher Directed
 






Figure 1. A Model of curriculum shift
Students become active problem solvers as they tackle an ill-structured problem that mirrors real-world problems (Finkle & Torp, 1995).  By having to solve problems, students practice learning.  Instead of memorizing facts that reflect a collection of random information, they use meaningful facts relevant to solving actual problems. Problem-Based Learning (PBL) is a pedagogical approach that uses meaningful, lifelike situations that students can learn from. In PBL, it is not how much content we disseminate in our classrooms but how we engage students’ motivation and independent learning that is important. The design of real-world problem scenarios is crucial and the problems act as triggers for self-directed and collaborative learning (Tan, 2003: 13).

B.      Constructivism and PBL
Research on memory and knowledge, for example, points to the importance of memory not only as associations but more importantly as connections and meaningful coherent structures. We now know more about “novice” learners and “expert” learners. We can develop better learning in individuals by providing opportunities for acquisition of procedures and skills through dealing with information in a problem space and learning of general strategies of problem solving. Instead of traditional schooling, we may need to look at new ways of engaging the individual, taking into account “plasticity of development” as well as cultural, community and social environmental contexts.
Developments in cognitive science and neuroscience also support the use of problems in learning. Seeing configurations (the whole is more than the sum of its parts), understanding perceptions, cognitive dissonance, problem solving and insightful learning are important aspects of learning in cognitive psychology. For example, as educators, we are familiar with the use of learning objectives. We organize our lectures and lessons sequentially and systematically with clear and specific learning objectives along each stage. Whilst these may be important in teaching basic facts and establishing foundation knowledge, they are not as effective with developing higher-order thinking skills. The development of insightful and creative thinking does not happen this way. On the contrary, when people are immersed in solving a problem over an extended period of time, they often derive insights and “aha” revelations not in ways in which we sequence learning objectives. There are many aspects of learning, and thinking could perhaps be best developed through immersion in a problem scenario.
According to the constructivists, knowledge is not a fact that is being studied, but as a person's cognitive construction of an object, experience and environment. Knowledge is not something predetermined or predestined, but rather a process of construction or establishment continuously. Knowledge is always growing and evolving through experience. Understanding of something will be stronger and deeper if they always tested by a variety of new experiences. Through interaction with the object and its environment, a person can learn about something in detailed. The more students interact with objects and environment, knowledge and understanding of the students about them will increase.
Von Galserfeld (in Werang, 2010: 65) detailing some skills required in the process of constructing knowledge: (a) the ability to remember and express experience; (b) the ability to compare and make decisions about the similarities and differences of something comparable; (c) the ability to like new experience. Related to those abilities, there are three influenced factors: (1) construction of someone’s knowledge that has been owned; (2) domain of experience; and (3) cognitive networks. Experience in a new phenomenon become an important element in shaping and developing knowledge.
Constructivist paradigm sees students as individuals who already have prior knowledge before learning something. Initial capability is fundamental in constructing new knowledge. In this framework, the main task of a teacher is not to transfer knowledge he already has, but to help the students to form their own knowledge. Teachers are required to have better understanding about students’ mindset or perspective in learning. Teachers can not claim that their knowledge is the only truth that must be accepted by the students. Teachers also can not claim that the only proper way to understand a truth that is the way he passes.
From the pedagogical perspective, PBL is based on the constructivist theory of learning (Schmidt, 1993; Savery & Duffy, 1995; Hendry & Murphy, 1995 in Tan, 2003: 21 ). In PBL approaches:
·         understanding is derived from interaction with the problem scenario and the learning environment;
·         engagement with the problem and the problem inquiry process creates cognitive dissonance that stimulates learning;
·         knowledge evolves through collaborative processes of social negotiation and evaluation of the viability of one’s point of view.
PBL in the classroom is not only about infusing problems into the class but also about creating opportunities for students to construct knowledge through effective interactions and collaborative inquiry. Karl Popper (1992 in Tan, 2003: 22), the famous philosopher of science whose ideas also influenced education, once wrote:

I dreamt of one day founding a school in which young people could
learn without boredom, and would be stimulated to pose problems
and discuss them; a school in which no unwanted answers to
unasked questions would have to be listened to; in which one did not
study for the sake of passing examinations (p. 40).
           
Again, in PBL, learners are given the opportunity to find knowledge for themselves and to deliberate with others. They then refine and restructure their own knowledge in the light of prior and new knowledge and experiences. Through self-directed learning, peer learning, team teaching and presentation activities, the cognitive processes are thus enriched.
C.      Nature and Characteristics of PBL
PBL approaches in a curriculum usually include the following characteristics (Tan, 2003: 30):
·         The problem is the starting point of learning.
·         The problem is usually, a real-world problem that appears unstructured. If it is a simulated problem, it is meant to be as authentic as possible.
·         The problem calls for multiple perrspective. The use of crossdisciplinary knowledge is a key feature in many PBL curricula. In any case, PBL encourages the solution of the problem by taking into consideration knowledge from various subjects and topics.
·         The problem challenges students’ current knowledge, attitudes and competencies, thus calling for identification of learning needs and new areas of learning.
·         Self-directed learning is primary. Thus, students assume major responsibility for the acquisition of information and knowledge.
·         Harnessing of a variety of knowledge sources and the use and evaluation of information resources are essential PBL processes.
·         Learning is collaborative, communicative and cooperative. Students work in small groups with a high level of interaction for peer learning, peer teaching and group presentations.
·         Development of inquiry and problem-solving skills is as important as content knowledge acquisition for the solution of the problem. The PBL tutor thus facilitates and coaches through questioning and cognitive coaching.
·         Closure in the PBL process includes synthesis and integration of learning.
·         PBL also concludes with an evaluation and review of the learner’s experience and the learning processes.

D.     PBL Objectives
The goals of PBL are content learning, acquisition of discipline-related heuristics and development of problem-solving skills. PBL also includes the lifewide learning goals of self-directed learning, information-mining skills, collaborative and team learning, and reflective and evaluative thinking skills. In any case, the point about lifewide learning is that through PBL students acquire competencies that can be transferred across various life and work situations. The skills learnt are applicable to learning in a new discipline or learning to do something new.

E.      Operational Activities of PBL
Tan (2003: 23) states that there are many aspects of learning, and thinking could perhaps be best developed through immersion in a problem scenario. These aspects may include cognitive activities such as the following:
·         Configuring (systems and holistic thinking)
·         Re-learning
·         Re-thinking
·         Observing and making use of observations
·         Recognizing and making patterns
·         Generating fresh arguments and explanations
·         Analogizing
·         Connecting
·         Imaging
·         Abstracting
·         Empathizing
·         Transforming information
·         Playing with ideas

F.       PBL Steps of Learning
There are five Steps in PBL process: (a) meeting the problem; (b) problem analysis and learning issues; (c) discovery and reporting; (d) solution presentation and reflection; (e) overview, integration, and evaluation.
1.      Meeting the problem
At this stage, the problem scenario acts as a stimulus to scaffold and extend a realistic context students might encounter in the future. The activities in this first tutorial include:
·         Developing colleagiality
·         Individual reading, reflection, and inquary
·         Commitment to team roles and to the group
·         Brainstorming and articulation of probable issues
·         Consensus to deliberates on problem scenario and problem analysis
The goals of this stage are support learners as they develop personal stake in the problem and motivate them to want to solve it (Torp & Sage, 2002: 38).
2.      Problem analysis and Learning Issues
At this stage, the students’ prior knowledge is activated and ideas are generated that call for further learning. Students are required to work independently on their own, searching for information through various resources. This tutorial thus involves:
·         brainstorming and analysis of problem (e.g. generation of possible explanations and hypotheses)
·         identification of learning issues and formulation of learning objectives
·         assignment of self-directed learning and peer teaching
Here the tutor emphasizes the idea that real-life issues are often fuzzy and, faced with problems, we need to seek theories and sometimes multidisciplinary knowledge bases to address the various issues we have to tackle. The groups then proceed to make a list of issues amongst themselves and agree to seek information from books, journals, Internet resources and so on and to come back with betterinformed explanations to the issues and questions posed.
The goals  of this stage are support learners in developing awarness of what they know and need to know, and what ideas they have about the problem, activate learners’ prior knowledge about the problem, provide focus for preparing to gather information needed to solve the problem, stating the overriding issue or problem in the circumstances they have encountered, and identifying a subset of conflicting conditions that a good solution must serve (Torp & Sage, 2002: 38-39).


3.      Disovery and Reporting
Following the research and self-directed learning, students report their discovery of learning to their own groups. At this peer-teaching stage, students gather to share the new information they have individually discovered.
Students practise group collaboration and communication skills through questions and the seeking of further information from one another. The PBL tutor helps ensure that key areas to be learnt are not overlooked and also quizzes students on the accuracy, reliability and validity of the information obtained.
The goals of this stage are support learners in planning and implementing effective information-gathering, sharing, and meaning-making strategies, support learners in understanding how new information contributes to the problem, and how to evaluate information in light of its contribution to that understanding, and support learners in interpersonal communication and collaborative learning, which cotribute to effective problem solving (Torp & Sage, 2002: 40-42).
4.      Solution Presentation and Reflection
An iterative process follows with the discovery of learning, reporting, peer teaching and presentation of solutions. When students present their solutions to the problem scenario, a reflective and evaluative approach is taken. This involves contextualization and application of the knowledge to the situation. Students rephrase and paraphrase the knowledge acquired and demonstrate their new knowledge. Sometimes more questions may be asked. The tutor helps students to clarify doubts, to beware of gaps and to correct misconceptions or over-generalizations.
The goal is support learners in effectively articulating and demonstrating what they know, how they know it, and why and for whom knowing is important and support learners in using the benchmarks of good thinking to evaluate the benefits and consequences of each solution (Torp & Sage, 2002: 43-44).


5.      Overview, Integration, and Evaluation
The integration of knowledge from various disciplines and sources and the synthesis of ideas shared bring the PBL process to closure. The review and evaluation of learning, however, forms an integral part of learning. Students are encouraged to critique their learning resources (their value, reliability and usefulness for future learning). They reflect on the new knowledge they have learnt as a result of the problem. The tutor helps summarize and integrate major principles and concepts at this stage. Group members also evaluate how they do as learners in terms of being a problem solver, a self-directed learner and as
members of the team.
The goal is for learners to reflect together on what they have learned and to place new learning within a cognitive framework of knowing (Torp & Sage, 2002: 45).
Meeting the Problem
Problem Analysis & Learning Issues
Dicovery & Reporting
Solution Presentatio & Reflection
Overview, Integration & Evaluation
Self-directed Learning
Self-directed Learning
Self-directed Learning
Self-directed Learning
 










Figure 2. The PBL Process (Tan, 2003: 35)

G.     Teacher’s Role in PBL
In PBL, the teachers focus on: (a) facilitating the PBL process of learning (such as changing mindsets, developing inquiry skills, enganging in collaborative learning); (b) coaching students in a heuristic (strategies) of problem solving (e.g. deep reasoning, metacognition, critical thinking, systems thinking); (c) mediating the process of acquiring information (e.g. scanning the information environment, accessing multiple information sources, making connections).
Meeting the Problem
Problem Analysis & Learning Issues
Dicovery & Reporting
Solution Presentatio & Reflection
Overview, Integration & Evaluation
Preteach
Ø Make sure learners understand the goals and benefit of a problem-based approach for language learning.
Ø Emphasize the importance of using English in problem-solving activities.
Introduce Problem and Vocabulary
Ø Introduce learners to the problem using pictures, videos, texts.
Ø Introduce vocabulary related to the problem.
Ø Ask learners about previous personal experiences with the problem.
Ø Provide prereading exercise about the problem.
Group Learners, Provide Resources
Ø Make sure that learners understand the problem and the expectations of them.
Ø Emphasize that there is no single answer or solution, and that they need to choose what appears to be the most viable solution to them and be prepared to explain why they choose that solution.
Ø Give learners access to resources such as the internet, books, magazines, brochures, newspapers, television, and telephones.
Ø Make sure that learners are aware of the range of resources available and know how to use them.
Ø Group learners, preferably in groups with different language backgrounds and proficiency levels.
Observe and Support
Ø Observe learners and provide support as needed, but do not attempt to direct their efforts or control their activity in solving the problem.
Ø Observe, take notes, and provide feedback on leearners participation in the activity and on language used during the activity.
Follow Up and Assess Progress
Ø Provide learners with opportunities to present and share the results of their work.
Ø Provide follow-up activities based on your observations; e.g., form-focused instruction on grammar, pronunciation, or pragmatic issues.
Ø Assess learners’ participation and success in the activity.
           Process for Students                                                  Role of the Teachers























Figure 3. The Roles of the Teachers and Students in PBL
H.     PBL in Curriculum 2013
Conventional lecture-tutorial approaches result in students who are generally passive with little motivation. Students focus mainly on conten acquisitionthat helps them pass assessments rather than developing skills of teamwork, leadership and critical thinking. PBL creates conditions that encourage the activation of prior knowledge, similarity of contexts in which information is learned and later applied, and opportunities for students to elaborate on information (Bridges 1992).
The question, why PBL is suitable to use as an English language teaching method in curriculum 2013? PBL methods follow a student-centered enquiry process as an active-learning approach. It is a pedagogy based on constructivism where inquiry activities, selfdirected learning, information mining, dialogue, and collaborative problem solving are incorporated. PBL supports a larger goal of developing students who can retrieve and appropriately use their knowledge and skills when they are required to do so. Problem base learning approaches offer ideal opportunities to allow students to learn by doing and to build on prior skills through solving engaging problems. For these reasons PBL approaches are worth pursuing in a variety of courses and disciplines.
The example of PBL in English Language Teaching for curriculum 2013 as follows:
Basic competence for High School grade XII is “Demonstrate responsible behavior, caring, cooperation, peace and love, in performing functional communication
1.      Teacher (as facilitator) presents the problem to the learners as follow:
Vandalism is on the rise in school. Because it is a large school with several buildings, lockers have been broken into, personal belongings stolen, furniture scratched, and walls defaced even during school hours, without anyone seeing the culprits. Among the safety measures the school plans to take are: students will no longer be allowed to leave the cafeteria during lunch, and there will be no outside recess so that no student can wander around without being seen. Hall passes will also be limited. Students will have to leave their bags in their lockers as soon as they get to school so that no one can carry around dangerous articles. You find these rules unreasonable and potentially ineffective. You feel that innocent students will be inconvenienced, and that there must be better measures. What can you do?
2.      Learners, in their own groups, working collaboratively
In doing their activities, learners can use such kind of form:
We know
Our ideas
We need to know
Our to do List





 Learners’ activities
·         generate working ideas or possible solutions (e.g., write a petition, suggest alternative measures, form volunteer student patrols, survey students' views and present them).
·         identify available information related to the problem (e.g., school policies, sample petition, sections of the school most vandalized).
·         identify learning issues (things they need to find out, e.g., survey formats, how to form patrols, what other schools may be doing)
·         identify resources to look up or consult (e.g., home pages of other schools, friends in the police force, sample survey).
·         assign tasks to the various group members (i.e. who is responsible for working on each learning issue.).
·         gather information (e.g. visit Web sites, interview students and community members, draft a petition.).
3.      Learners propose solution(s) and reflections.










I.        PBL Assessment
Students will codevelop with the instructor relevant and meaningful assessments, and play an active role in developing criteria and setting standards of performance for high quality work. Assessments must have meaning for the learner. For assessments to be meaningful, they must have some connection to the real world, difficult enough to be interesting but not totally frustrating, and generative, where a real product, service, or valued information is being evaluated. This concept of assessment-as-learning focuses on what learners achieve--not what teachers provide.
Therefore, in this course, student assessment is a multidimensional process, integral to learning, that involves observing performances of individual learners in action and judging them on the basis of collaboratively determined developmental criteria, with resulting feedback to that learner. Assessments may involve a performance or demonstration, usually for a real audience (i.e., managers from the business community) and useful purpose (e.g., as part of student exhibition or learning conference). Assessment must be seamless and ongoing; it must be part of the PBL process. Students must also learn during assessment; it is not simpy a "grade" that is tacked on at the end of a paper or transcript.
In general, and at minimum, students will be assessed in three broad areas:
1.         Applied Competence. Demonstrate the ability to use organizational design and change management concepts and frameworks to identify and anaylze variables that can influence an organization's overall effectiveness.
2.      Critical Thinking, Problem-Solving and Communicative Competence. Identify problems and/or opportunities in organizational contexts and make specific recommendations, supported by theory, to improve the situation. Accurately and competently using theoretical frameworks from organization design and change literature to interpret and solve business problems, and effectively communicating your analyses to others in a variety of professional contexts. Implementing your problem solving activities with a commitment to quality.
3.      Collaborative and Leadership Competence. Collaborates as a member of a project team, taking the initiative in identifying and solving problems or pursuing opportunities for learning and improvement within your group.
The most suitable instrument for assessing PBL is rubric, the example as it follows:
Component
Learning
Documents/Processes
Assessment
Scores
Problem and learning issues (10 Score)
Problem encounter and development of learning objectives
Problem statement
List of inquiries and generation of hypothesis
Fomulation of learning objectves
Clarity an definition of problems
Thinking skills as evident by quantity and quality of ideas and hypotheses
Comprehensiveness and quality of learning objectives
5



5
Group work
(20 Score)
Reporting, peer teaching, group presentation
Reporting and peer teaching
Group presentation
Peer evaluation
Quality of solutions (idea and research) and presentation
5
15
Learning to learn
(30 Score)
Writing of portfolio and reflective essay
Individual portfolio:
Your learning and learning from others (250-300 words)
Reflection on the learning and the learner (300-350 words)
Integration of group report and individual work
Quality of synthesis, reflection and critical evaluation of self-directed learning. Quality resources and team learning.
Critical reflection and understanding of learning and the learner. Articulation of solution and personal view underpinned by informed knowledge, theories, ad cotextualization


10



20
TOTAL



60


REFERENCES

Boud, J. David & Grahame Feletti. 1997. The Challenge of Problem Based Learning (Second Edition). London: Kogan Page Limited
Baden, Savin, Maggi & Kay Wilkie. 2004. Challenging Research in Problem Based Learning. New York: Open University Press.
Cooney, M. Timonthy. 2003. Teaching Science in the Two-Year College. United States of America: National Science Teachers Association.
Tan, Ong-Seng. 2003. Problem-Based Learning Innovation: Using Probems to Power Learning in the 21st Century. Singapore: Cengange Learning.
Werang, R. Basilius. 2011. Belajar dan Pembelajaran. Malang: Elang Mas.


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