Problem Based Learning (PBL)

Getting Started

PBL is a great choice when you want students to investigate a topic, but it does not lend itself to a Lab investigation. PBL starts with the problem (observe/question) and encouragest students to develop a deep understanding to explain their solution (inference). There are two general phases to problem based learning using the "Squid" organizer: Observe/Wonder and Understand/Infer

Observe / Wonder

Begin with a "provocation"

Medical image
Case study (usually the initial presentation or part 1 of a case)
"Popular Science" website or article

Students then collect "observations" (facts) from the text. The facts are considered and questions are posed (informally, or by using Question Formulation Technique).

Link to the case study collection from the University of Buffalo. A great starting point for PBL.

Understand/ Infer (conclusions)

Research is conducted and relevant concepts are presented to students through lessons and class activities to develop a deep understanding of the relevant content knowledge related to curriculum expectation.

Key observations are sorted according to the inference (final conclusion) they support. Understanding (written on the red line of the "squid organizer") is used to connect each relevant observation to the common inferred conclusion.

Conclusions can be presented, documented in a report, or discussed in a conference. The importance shifts from "diagnosis" to providing evidence of understanding of the underlying scientific concepts.

"Squid" organizer (aka IOU or Infer from Observation based on Understanding)

Example - PBL Approach to teaching Krebs Cycle (SBI 4U)

Full STAO reviewed resource from STAO connex: A ministry funded initiative to share Inquiry-based learning for K-12 students.

Example - QFT/PBL Approach to teaching Respiratory, circulatory and Immune systems (SBI 3C)

Full STAO reviewed resource from STAO connex: A ministry funded initiative to share Inquiry-based learning for K-12 students.

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