Problem-based learning

Problem-Based Learning (PBL) is a student-centered approach to teaching in which students learn by working collaboratively to solve authentic problems. It is a powerful learning method that can help students develop critical thinking skills, problem-solving skills, communication skills, and teamwork skills.

PBL is based on the constructivist theory of learning, which posits that people learn best by actively constructing their own knowledge. In a PBL classroom, students are presented with a problem to solve at the beginning of the unit. They then work in groups to research the problem, develop solutions, and present their findings to the class. The teacher acts as a facilitator, providing guidance and support as needed.

PBL has been shown to be an effective teaching method in a variety of subjects, including science, math, social studies, and English language arts. It is also well-suited for interdisciplinary learning.

Working collaboratively with other educators, this course will help you:

• Understand the core ideas and principles of PBL.

• Learn ways to use PBL to build student creativity, critical thinking, and collaboration.

• Learn how to develop and design problem-based learning experiences.

• Develop techniques and methods for assessing student learning and progress in PBL.

This course is an experiential, project-focused exploration of the transformative power of problem-based learning in education. Together we will build the skills, competencies, and knowledge necessary to design exceptional problem-based learning experiences that unlock student creativity, engagement and critical thinking.

This course is eligible for funding under the Erasmus+ Key Action 1: Learning Mobility of Individuals

Find out more about Erasmus+ KA 1 here.

Find out more about Erasmus+ funding and opportunities here.

• Understanding the theory and practice of problem-based learning.

• Learning how to design and develop problem-based learning experiences.

• Learning how to integrate problem-based learning into the wider curriculum.

• Developing approaches to and methods of assessment in problem-based learning experiences.

• Gaining experience developing problem-based learning experiences.

We offer this course as both an in-person course, which is held at our learning space in Novi Sad, Serbia and as an online course. Both courses cover the same material with the same level of depth and the same high-quality of teaching. Any differences between the two courses are to allow the best possible learning experience in that particular mode of instruction.

In-Person Course

Day 1

Introductions

Setting the learning journey

Introducing problem-based learning

How do we find great problems?

Day 2:

Experiencing problem-based learning

Reflecting on the experience

Putting our experience into practice

Day 3:

Designing for problem-based learning

A problem-based learning design challenge

Day 4:

Continued: A problem-based learning design challenge

Presenting our designs

Gathering feedback

Day 5:

Assessment for/of learning in problem-based learning

Understanding the role of the teacher as facilitator

Preparing our next steps

Final reflections

Online Workshop

Our online workshop follows the same overall format and structure and covers all of the same content as the in-person workshop. Activities are adjusted or adapted where necessary to suit an online learning environment but we work hard to ensure the same level of experience and the same exceptional outcomes.

Our online workshop is split over 7 days:

Monday: 2 hours in the evening

Wednesday: 2 hours in the evening

Friday: 2 hours in the evening

Saturday: 4 hours in the day

Sunday 4: hours in the day.

All sessions include breaks and time for questions, reflections, and queries.

This course is specifically designed for teachers and educators who are interested in using problem-based learning in their teaching. This approach has very strong connections to the design thinking methodology but can be used in a whole range of educational contexts, academic subjects, or situations.

This course is particularly good for:

• Classroom teachers.

• Workshop designers. and facilitators

• Teacher trainers and mentors.

• Non-formal learning staff such as those who work in museums, galleries, theatres or other such spaces.

• Teachers working in cross-disciplinary ways.

• Early years and primary school teachers.

• Teachers of the International Baccalaureate Early Years, Middle Years, and Diploma Programmes.

• Individuals working with social enterprises, charities, or NGOs.

• Educators in higher education settings.

At the end of the course, each participant will receive a certificate of attendance that documents their learning and certifies their participation. These certificates are issued on behalf of SWUX and are signed by the course leader or facilitator.

If requested, a Europass Mobility Certificate can also be issued.

All of our certificates meet Erasmus Quality Standards and include the course title, date, and location, a description of the course, its learning outcomes, and the course leader or facilitator.

Any additional documentation required by schools or education organisations can be supplied upon request, and we work hard to ensure that participants and organisations are supported throughout the certification and validation process.