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.
|
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.
Komentar
Posting Komentar