Problem Based Learning

The Training Division employs a Problem Based Learning (PBL) method in its instruction. This is not a new concept in education. For example, the theory of andragogy (adult education) related to instructor facilitation and student-centered learning has been researched since the early 1980s (Brookfield, 1986). However, the importance of PBL has increased in recent years as police agencies have struggled to find new ways to teach recruits to improve their performance (Bitzer & Tannehill, 2001).

Conceptually, problem-based learning is a student-centered teaching model that uses problem-solving as the primary learning method. Unlike traditional lecture-based instruction delivered in a largely standardized and linear format, PBL uses real-world problems as the basis for learning. In place of the lecture, PBL presents students with complex, open-ended problems for which they evaluate and develop solutions. Instructors lead facilitated group discussions as the students work through these problems to answer questions and clarify learning points. By allowing the students to investigate subject matter and apply solutions independently, they develop improved subject matter expertise and problem-solving skills.

The learning activities designed for the academy are specifically tailored to each instruction block. This provides greater instructional creativity while preserving the integrity of course content. For example, using teach-backs recruits research, summarize, and present interactive presentations on course readings and their key learning points to the class. Through these presentations, the recruits gain experience in problem-solving, teamwork, and communication. This experience provides students with the ideal environment to practice and improve these skills. In addition, in live scenario learning, students assess threats, interview witnesses, victims, and suspects, make arrests, collect evidence, and prepare investigative reports. These activities allow students to practice various policing tasks in a positive, results-oriented coaching environment. Students build knowledge, gain confidence, and improve functional skills through these activities.