Ministry of CPEIP

Education Ministry of

FACULTY OF HUMANITIES
Education

POST-TITLE IN TECHNICAL PROFESSIONAL

Ude
Santiago de SECONDARY EDUCATION PEDAGOGY EMTP
Chile Government of
Chile
Government of
Chile

VALIDATION OF LEARNING STRATEGY

PROBLEM-BASED LEARNING STRATEGY
VALIDATED BY
THE 6 HATS METHOD

POST-DEGREE IN PEDAGOGY

ARTURO JOFRÉ FLORES

Alex Minguzzi
Jorge Riquelme Villalobos Jose Aranguiz Aranguiz
IVAN MUNOZ CONCHA
DENNIS SUTHERLAND G.

UNIVERSITY OF SANTIAGO DE CHILE

FACULTY OF HUMANITIES
Avda. Libertador Bernardo O'Higgins 3363 Central
Station * Santiago * Chile Phones (56) (2) 7182364
 INTRODUCTION

In this essay, we will analyze the importance and effectiveness of the

problem-based learning method, to demonstrate this, we will use the entrepreneurship and
employability module.
The topic will focus on the feasible design of a business project, where the
main objective is to analyze the impact that the expected learning will generate in
students.
To validate this activity, we will use the 6 hats strategy. This technique
consists of the teachers of this group analyzing the methodology to achieve this content,
from 6 different types of points of view (control, analysis, optimistic, critical, emotional
and creative), which will be weighed in a collaborative way, reaching to develop a simple,
playful strategy focused on the sociocultural context of the students.
The class activity will begin right after having activated the previous
knowledge such as: payroll settlement and entrepreneurial activities that the Cash Flow
game provided us. The problem that will start the class says:

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 HISTORY

Problem-Based Learning (PBL) evolved from the case study method used at Harvard Law School
and the discovery learning approach defined by J. Bruner.

PBL has its first applications and development in the medical school at Case Western Reserve
University in the United States, in the early 1950s. McMaster University located in Hamilton,
Ontario, Canada introduced PBL in 1969, also in medical teaching under the leadership of Howard
Barrows. Mercer University in the United States adopted a PBL curriculum in the early 1980s and,
in the late 1980s, Harvard University's School of Medicine did the same.

This methodology was developed with the aim of improving the quality of medical education,
changing the orientation of a curriculum that was based on a collection of topics and lectures by the
teacher, to one that is more integrated and organized around real-life problems and where the
different areas of knowledge that are put into play to solve the problem come together.

Shortly thereafter, medical schools at the University of Limburg in Maastricht (Netherlands), the
University of Newcastle (Australia), and the University of New Mexico (United States) adapted the
McMaster model.

There was also a variation of PBL at Michigan State University called "focal problems," but it did
not gain a following like the McMaster model did.

Dr. Howard Barrows and Ann Kelson have made important contributions from the Southern Illinois
University School of Medicine where they formed the PBLI, a group of professors and researchers
involved with PBL and active in the educational development of teachers. They offer education,
consulting and support to teachers and organizations in any discipline, profession, training program
or educational level that are using PBL or are interested in incorporating it into their academic or
training programs. Its director is Howard Barrows.

Some consider that PBL has its antecedents in:

The dialectical method, attributed to Socrates.
The Hegelian dialectic of thesis-antithesis-synthesis.
John Dewey's pedagogical proposals.

In recent years, PBL is one of the teaching techniques that has become more widely accepted in
higher education institutions. It can be used as a general strategy throughout the curriculum of a
professional career or as a work strategy throughout a specific course, and even as a teaching
technique applied to review certain learning objectives of a course.

What does the teacher hope to achieve?

In some way this strategy is born from reflective practice and is therefore well guided towards
learning by doing. It is of utmost importance to create an environment of motivation towards the

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strategy so that reflection is carried out through constant dialogue between the different students and
the tutor or teacher. Above all, what the teacher seeks is a CRITICAL practice of the vicissitudes of
the problem, highlighting and developing its values, in addition to the development of creativity in
solving it.
As we have already mentioned, the student will experience what his or her own needs are in a way
guided by the strategy, in these steps:

Step by step
Step 1: Read and Analyze the problem scenario. The student is encouraged to verify his or her
understanding of the scenario by discussing it within his or her work team.

Step 2: Make a list of hypotheses, ideas or perceptions. Students have certain theories or
hypotheses about the causes of the problem and have ideas about how to solve it. These should be
listed and will be accepted or rejected as the investigation progresses.

Step 3: Make a list of what you know. As a team, students make a list of the aspects they know
about the problem or situation to be solved.

Step 4: Make a list of what is unknown. Students work together as a team to make a list of what
they think they need to know to solve the problem. There are several types of questions that may be
appropriate; some related to concepts or principles that must be studied to resolve the situation.

Step 5: Make a list of what needs to be done to solve the problem.

Plan the research. Make a list of the actions they need to take.

Step 6: Define the problem. The problem definition consists of a pair of statements that clearly
explain what the team wants to solve, produce, answer, test, or demonstrate.

Step 7: Get information. The team will locate, collect, organize, analyze and interpret information
from various sources.

Step 8: Present results. The team will present a report and/or make an oral presentation in which
recommendations, predictions, inferences or whatever is appropriate in relation to the solution to the
problem are shown.

THEORETICAL FRAMEWORK

ABP Advantages
This learning strategy works with real-life situations that promote connection with experience in the
workplace, generating collaborative instances and highlighting trial and error just as in real life. It is
a strategy that is based on professional experiences, using the same logical reasoning, for when you
reach that stage. This is one of the most innovative features of PBL, the use of problems as a starting
point for the acquisition of new knowledge and the conception of the student as the protagonist in

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the management of their learning.
PBL is founded on constructivism. We are talking about an intellectual building where a wide range
of functions interact: intellectual, social, language, problem-solving and cohesion, where by far
social skills (also known as soft skills) and problem-solving take precedence when facing work
situations.
According to the above, it can be said that this process of learning to learn, at the moment of
generating concerns, immediately generates reflections on the problem. This process allows one to
take responsibility for the facts, develop a critical attitude and put into practice the ability to make
decisions during the process of learning to learn. So if this strategy is worked on systematically, the
student will integrate it as a way to solve problems in a reflective manner.
The characteristics required by a teacher in PBL
The teacher must generate reflective attitudes in the students, this is where PBL takes on an
important role, where this practice develops learning to learn, identifies those learning needs, but at
the same time it is important that the teacher generates those instances of self-evaluation and co-
evaluation, in which constructive criticism is generated from the opposite sidewalk, attending to
those edges of learning that cannot be determined by oneself.
It will be important to maintain a positive attitude towards the method, that is, to be convinced that it
is a viable and applicable learning strategy. In addition to being trained and qualified to apply the
method, that is, possessing the skills, attitudes, values and knowledge necessary to implement PBL.
It should be noted that problem-based learning opens up a range of possibilities for didactic
innovation, putting into practice such well-known terms as: interest, motivation, meaningful
learning, formative assessment, autonomous learning and lifelong learning, a comprehensive vision
of problems and interdisciplinarity, complexity and reflective practice.
Objectives in PBL
The objective in PBL shows what the student needs to learn, so it must have a logical coherence
where the who, the how, and the how much are involved. These four factors are described in some
way in order to be clear about what needs to be evaluated. According to Brenda I, it is, so to speak,
the contract with the student and the bases for the evaluation.
The Who describes the audience and also announces the student being able to…
The What describes what is expected of the student to do, which could be a product or an expected
result.
The How describes the conditions of what is expected, or the conditions under which what must be
done occurs.
How Much, if possible, the student's performance criteria should be explained by describing what is
acceptable. In PBL, competencies and learning objectives are the basis on which the entire
educational process is built.
On the other hand, the Problem must have some characteristics that are important to identify in a
PBL.

I https://educrea.cl/aprendizaje-basado-en-problemas-el-metodo-abp/

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According to Duch1 the characteristics that they must meet are:
• The design must arouse interest and motivation.
• The problem must be related to some learning objective.
• It should reflect a real-life situation.
• Problems should lead students to make fact-based decisions.
• The judgments made must be justified.
• They should not be divided and treated in parts.
• They should allow for open questions, linked to prior learning and be a topic of controversy.
• They should encourage independent searching for information.
EXAMPLE STRATEGY

Learning Objective:
Design and execute a project to implement entrepreneurial initiatives, identifying the actions to be
carried out, the schedule for their execution and the budgets, defining financing alternatives and
evaluating and controlling their progress.

Class activities:
· Students' knowledge will be activated through a series of questions on what they have
learned up to that point provided in class and the Cash Flow game, for example: Salary settlement,
severance payments, companies, contracts, types of working hours, types of companies, support
networks for SMEs, balance sheets, quotes, dissemination, efficient money management, SWOT,
business plan. etc
· The topic will focus on the feasible design of a business project, where the main objective is
to analyze the impact that the expected learning generates in students. They will have to solve a case
raised by the teacher,

Example (case):

“Don Juan was a good boss, who was fired 6 months ago and can't find a job. Today he finds himself
in the situation of paying his bills, which are approximately one million pesos a month, and his
severance pay will only last him 3 months. However, he noticed that in his village there are many
schools and buildings. Where the following question is raised: “Will a food service be feasible to
cover their expenses?”

· Students will group together and carry out the following activities:

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• Students read and analyze the case scenario where the group of students read the case,
discussed and came to understand the case scenario of Don Juan and his current situation.
• They made a list of ideas and perceptions of implementing a food service and put forward
ideas or suggestions to solve the problem, where some were rejected and others accepted as
the exercise progressed.
• The students made a list of aspects of the case that they know as a team, such as: the money
raised by the settlement, where they live, number of schools and buildings, and another list
of knowledge that they do not know and that they need to solve the case, for example:
support networks for SMEs, Sercotec programs, environmental permits, inspection, etc.

• The group collaboratively planned and organized a strategy to develop the research as time
went by, that is, the students organized themselves and assigned individual and group tasks
through actions that would serve to reach a solution to the problem posed by Don Juan.
• The students decide which will be the best strategy that Don Juan should use with the money
raised from his severance pay, so that he can cover his expenses.
• As time goes by, the group meets with the information acquired in the different actions that
were assigned as a group or individually, where they can analyze which is the most
convenient and if they serve the proposed strategy and it is presented to their tutor to verify
the progress of their research.
• The students present a report of the proposed strategy to the tutor, who gives them feedback
and in the next class the students present their proposed strategy to the class group and
explain whether it was successful in allowing Mr. Juan to cover his expenses with the money
raised from his severance pay.

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 CONCLUSION

Using the Problem-Based Learning (PBL) strategy provides high satisfaction for students in the
entrepreneurship and employability module. What is gratifying is to observe the motivation, effort
and time that our students dedicate to their projects, thus achieving significant learning in them,
which they can articulate with other acquired knowledge, obtaining as a result integral citizens.
In addition, the roles change, with students being the protagonists of their own learning and teachers
being those who guide them. To achieve this, there is constant feedback in the teaching-learning
process, both in evaluation sessions and in personal treatment, and communication between
everyone is improved.

By using an active methodology such as PBL, optimal interactions between the tutor and the
students are achieved, a good atmosphere is established in the classroom, facilitating
communication, developing social skills and allowing the teaching-learning process to be improved.

When looking at the virtues of PBL in teaching our students, we were able to find that by using the 6
hats role strategy, we were able to obtain different points of view that would help us when preparing
activities and also when executing them.

Another advantage of this method is that the student is able to develop the strategy of learning to
learn, that is, the student is able to generate hypotheses, execute and conclude, reaching the expected
results or, on the contrary, is able to analyze adverse situations and generate solutions to be able to
carry out his research or project.

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 ANNEX “PBL Guide”

Problem-Based Learning, also known as PBL, is the didactic use of a problem.

Learning Unit X: Name of the
That is, it promotes learning from the solution of a posed problem, in relation to
unit.
which students - organized in small groups and framed in the collaborative work
strategy - integrate new knowledge, develop generic skills and competencies, to
Expected learning
solve the problem. The development of activities by students involves several work
In this performance situation, the
sessions in the classroom, moderated by the teacher.
student will perform specific tasks of
the... under supervision, ... And Presentation
marketing, according to ...
HénadlQ' Instruction

(Integrated generic competence

In this section you should briefly indicate what the learning activity or assessment
activity to be developed is about, referring to the student (use informal address). Be
Name, Level X)
concise and clear in order to guide, inform and motivate the student to develop the
Copy the expected learning activity.
from the unit where the
activity is addressed, Mock text, mock text, mock text, mock text, mock text, mock text.
including the generic Below we invite you to solve the problem about ... through collaborative work,
competence, for example: together with putting into practice your knowledge, skills and attitudes.
Integrated generic • Evaluation criteria
Activities Filling instructions:
List the topics and activities to be
In summative and formative assessment activities through pre-delivery, it is necessary to
developed.
include assessment criteria. Therefore, copy here those declared in the subject program
Name of first activity to be for the evaluation activity. If the summative evaluation considers more than one activity
developed
with their respective steps, the evaluation criteria are included after activity 1, activity 2,
Name of second activity to
be developed. even more so if they consider different evaluation instruments. Remember that you must
Name of third activity. include the generic competence criterion. For example, assessment criteria for
expected learning 3.1
Assessment
Indicate type of evaluation: summative or
massive, plus the name and number of the The activities consider the following evaluation criteria:
evaluation instrument, if it is summative,
indicate reasons. For example:
Evaluation criterion 1
• Summative evaluation with rubric and
appreciation scale. Assessment criterion 2, corresponding to the generic
• Weighting 20%
- Report and/or oral presentation'
competence integrated into the expected learning.
10% Page 10
- Self-assessment: S%
- Peer evaluation: 5%

Whether the activity will be subject to

summative evaluation. Include the

weighting.
II. Instructions
Filling Instruction:
This section indicates the steps that the student must follow to optimally develop the activities. Similarly, it is
recommended:
• Indicate whether the activity is for individual or group development, whether it requires the use of any
equipment, software, among others.
• Clearly and consecutively number the activities to be carried out by the student(s).
• Where applicable, indicate the bibliographic source(s) according to APA Standard.
• Analyze the time that the student(s) will require to develop the activity(ies) or steps. Normally an apprentice
takes twice as long as an expert. You must estimate the time for development inside and outside the classroom,
to assign deadlines for delivery and pre-delivery of work according to the reality of the students.
• Formulate instructions and activities using infinitive verbs, for example: Formulate, Elaborate.
• Regarding group or team work, determine the fundamental roles and responsibilities specific to the collaborative
work strategy, in this case for PBL, and include them in the instructions for the student. These could be:
Project Manager or Coordinator: is the person who interacts with the teacher and is responsible for ensuring
that the team understands and complies with the instructions and activities to be developed.
Timekeeper: is responsible for ensuring that the stipulated times are met, in this case for each activity that
the group will carry out. Ideally you should use a watch or stopwatch.
Questioner: assumes a role similar to a lawyer, arguing based on evidence or seeking evidence to support
answers or proposed solutions. You must get the group to go deeper and reach an agreement.
Learning promoter: responsible for verifying the achievement of the expected learning and/or ensuring that
the corresponding performance is evident.
Secretary or documentarian: Responsible for recording in a document the agreements made and what will
be transferred to the final product, for example: a written report with the development of the solution.
These roles rotate within the team, so that each member of the group has the opportunity to assume
different responsibilities and, consequently, develop different skills.

NOTE: It is considered necessary that the work groups or

teams be organized by the teacher, taking into account that
in working life the work team is not chosen.
Example of instruction for forming work groups by the teacher, and how to plan the assignment of roles.
1. Once the work teams have been formed by the teacher (3 to 4 members maximum), determine by mutual
agreement who will assume the following roles and responsibilities in the work team:
o Project Manager or Coordinator: is the person who interacts with the teacher, and is responsible for
ensuring that the team understands and complies with the instructions and activities to be developed.
o Timekeeper: is responsible for ensuring that the stipulated times are met, in this case for each activity that
the group will carry out. Ideally you should use a watch or stopwatch.
o Questioner: assumes a role similar to a lawyer, arguing based on evidence or seeking evidence to support
answers or proposed solutions. You must get the group to go deeper and reach an agreement. (optional)
o Learning promoter: responsible for verifying the achievement of the expected learning and/or ensuring
that the corresponding performance is evident.
o Secretary or documentarian: Responsible for recording in a document the agreements made and what will be

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 transferred to the final product, for example: a written report with the development of the solution.
2. Check with the teacher the date of delivery of the written report and oral presentation in relation to the solution
to the problem.

III. Activities
This section describes the activities that the work team must develop, using the PBL method. It should be noted that
the minimum activities necessary to be developed by the student individually and in a group are indicated. The
actions of the teacher, who assumes the role of moderator of classroom activities and evaluator, are not presented.
The teacher's actions are indicated in the MDI.

The following example of activities corresponds to the implementation proposal presented in the PBL Teaching
Strategies brochure.

For example:

1. Individually:
a) Read the problem below.

2. As a work team:
a) Discuss the reviewed problem individually, until you reach a vision or consensus regarding the problem
to be addressed and resolved.
b) Propose theories or hypotheses about the causes of the problem or ideas about how it will be solved.
c) Share with other groups and/or courses what has been agreed upon (each member of the group
presents his or her opinion regarding the problem).

d) Generate a table with two (2) columns listing in one of them what you know or are aware of regarding
the situation or problem to be solved and in the other column, list what you think you should know to
solve it (what I know/what I should know). Share with other groups and/or with the course.
e) As a work team, select information or background information to review according to the proposed
bibliography, to effectively identify what you should study to solve the problem.

3. Individually:
a) Reading of the selected bibliography (self-study).
b) Specify the origin of the problem and justify it.

4. As a work team:
a) Contrast and/or substantiate theories or hypotheses about the origin of the problem and proposed
solutions.
b) Plan the solution strategy (activities, time, resources, etc.).
5. As a work team:
a) Prepare a written report that includes recommendations, predictions, inferences, or whatever is
relevant to solving the problem.
b) Create a slide presentation to orally present the solution to the problem. (The entire team presents and
answers questions.)

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Timeline for the development of the problem
If the development of the PBL Guide involves several sessions or an extended period, it is suggested to include a
timeline. The order and type of activity proposed as an example can be modified, depending on the needs of each
subject and discipline (consider it as a flexible structure). The important thing is that the student knows from the
beginning what the activities and stipulated times are.

Filling Instruction:
Include in the schedule all activities or tasks and their respective development times, both individually and as a
group. Ensure that the activities on the schedule are the same as those detailed above, but in summary form. For
example:

Activities Time

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In the classroom
1. Individual reading of the problem. 30 minutes
2. Discussion of the problem as a work team. 30 minutes
3. Individual plenary discussion, moderated by the teacher. 30 to 35 minutes
Optional: Formative assessment (understanding the problem) 45 minutes
4. As a work team, propose theories or hypotheses about the causes of the problem or
30 minutes
ideas about how it will be solved.
30 minutes
5. List what I know/what I need to know to solve the problem within the work team

6. Plenary discussion and selection of information or background from the proposed 30 to 35 minutes
bibliography regarding what should be studied in the work team.
Optional: Formative assessment with Co-assessment and Self-assessment 15 minutes
Outside the classroom
1. Individual reading of selected bibliography (self-study) 2 hours
2. Individually, determine the origin of the problem and justify it. 1 hour
In the classroom
Optional: Summative assessment (self-study) 45 minutes

30 minutes
1. As a work team, discuss and justify the origin of the problem and possible solutions.
2. Determine the origin of the problem in a small group, justify and plan the solution
45 minutes
strategy (activities, time, resources, etc.).
Optional: Summative assessment with Co-assessment and Self-assessment 15 minutes
In the classroom (optional) and outside the classroom
1. Prepare a written report and organize/develop a presentation with PPT support
4 hours

Closing the classroom experience and summative evaluation

20 to 30 minutes
1. Create a presentation with PPT support to present the solution to the problem
Summative evaluation of Report, Oral Presentation, with Co-evaluation and Self-
evaluation 20 minutes per group
30 to 35 minutes
2. Plenary discussion of each work team's solution, moderated by the teacher.
3. Closing and/or conclusions of the experience moderated by the teacher. 5 to 10 minutes

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 Support resources for the
activities Assessment instrument(s)
Name of the Problem/Situation

Document with problem 1

Document with the minimum bibliography necessary to

review to solve the problem.
NOTE: Include here in institutional format the problem and Rubric: Name of the rubric
document with the bibliography

Template: Problem Solution Report “Short Appreciation scale 1: co-evaluation

Title of the Problem”
Appreciation scale 2: self-assessment
Template: Presentation of the solution
NOTE: generate and/or adapt the instruments and
to the problem “Short title of the incorporate the number and name of each one
problem”
NOTE: Adapt the report template and PPT presentation
according to the structure of the report and annexes to
report the solution to the problem. Enter the name of the
report (edit PPT using the right mouse button, option
“Presentation Object”, “Edit”).

Bibliographic references
Filling Instruction:
Generate the list of bibliographic sources used to prepare the resource, under the title “Bibliographic references”. All
bibliographic sources used must be presented. The list of references must be prepared according to APA Standard
6th Edition.

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 ANNEX “Hats”

Validation
We determined that the Problem-Based Learning strategy is a collaborative tool that
emphasizes problem solving based on the scientific method, where students know, apply,
analyze and evaluate the problem, here it is possible to work on learning in 3 Dimensions:
knowing, knowing how to do, knowing how to be. We will mention those who participated in
the didactic class with the objective of validating the PBL strategy, each of whom took a role
within the 6 hats method. Each hat shows an edge of the method in question.

Black Hat: I think that too much importance is being given to young people when it comes
to finding solutions to the problem and there is no care being taken to ensure that everyone
participates, because there is always someone who does all the work for the rest and this is a
very latent negative factor.

Green Hat: It is a good option to generate creativity in students.

4»
Using the abp will allow us to achieve learning through games in an easier way,
becoming a natural learning, perhaps without noticing that they are
1
acquiring knowledge. An innovative project, not all schools have this freedom of
thought, breaking the mold. Where students can work laterally on their thinking and
apply it to create their own fictitious micro-enterprise. Parents will be happy with this
type of strategy and this type of new teaching.

Red Hat: I really like it, I don't find it very complicated to implement it in the classroom, I
even think it is a very successful strategy for the learning of our students, where they can
learn to be micro-entrepreneurs with innovative projects and when they are evaluated they
will be able to observe the basic tools they acquired with their classmates, they can be a contribution to the
school community generating social mobility.

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 Blue Hat: I believe that ABP is the best strategy to solve our problem, where both the
payroll settlement and the Cash Flow game will contribute to the development of this
strategy. This is how we confront students with real instruments and problems.

White Hat: It is important to generate clear objectives and have everything right
QD structured, so that at the time the studies are generated
The viability of the project, such as the contents addressed through ABP, allows
us to have clarity about them, which allows us to analyze the results, whether
positive or negative. Leading us to make the best decision for our project.

(TO Yellow hat: students,

to manage them. It is a
f generate abp power,
The positive thing is that there is an important motivation in the
students to understand how money flows work and how to
deliver all the instruments to the students so that it will produce

,
the activities in more
an incentive for their peers who will want to carry out peer
than the activity s
learning activities that are successful.
does

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