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Writing Effective Problem-Based Materials

Writing Effective Problem-Based Materials. George Watson ghw@udel.edu with contributions from Deborah Allen, Barbara Duch Susan Groh, Valerie Hans, and Hal White. Institute for Transforming Undergraduate Education. University of Delaware. Good PBL Problems….

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Writing Effective Problem-Based Materials

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  1. Writing Effective Problem-Based Materials George Watsonghw@udel.edu with contributions from Deborah Allen, Barbara DuchSusan Groh, Valerie Hans, and Hal White Institute for TransformingUndergraduate Education University of Delaware

  2. Good PBL Problems… • relate to real world, motivate students • require decision-making or judgments • are multi-page, multi-stage • are designed for group-solving • pose open-ended initial questions that encourage discussion • incorporate course content objectives, higher order thinking

  3. What Factors Influence Decisions About Problems Who is the problem writer? - discipline - control issues - level of investment What is the course? - students (number and level) - sequencing of course/problems - time/structure of class

  4. Important Considerations in Writing Problems • Level of course and maturity of students • Role of problem in accomplishing course objectives • Time frame • Staging • Availability and access to learning resources • Use of prompting questions

  5. Sources and Strategies forWriting Problems Newspaper articles, news events Popular press in the discipline Make up a story – based on content objectives Adapt a case to a problem Research papers Other?

  6. Step One:Identify Learning Objectives Think of a learning objective in your course. How do you usually address this learning objective? What kind of problem or activity do you usually assign? • Typical end-of-chapter problem? • A reading? • Other?

  7. Solving Problems Using Conservation of Momentum Traditional examples: • Pool balls colliding • Bullets hitting blocks of wood

  8. Traditional End-of-Chapter Problem A 1500-kg car traveling east with a speed of 25 m/s collides at an intersection with a 2500-kg van traveling north at a speed of 20 m/s. Find the direction and magnitude of the velocity of the wreckage after the collision, assuming that the vehicles undergo a perfectly inelastic collision (ie, they stick together). Serway and Faughn. 3rd ed. College Physics, Saunders, 1992.

  9. Step Two: Identify Real-World Context Name a realistic application of the concept. Outline a scenario. Ideas: • Add story-telling to end-of-chapter problem. • Add motivation, require students to go beyond rote learning, do research. • Include decision-making. • Other?

  10. A Real Traffic Accident • Based on police sketch • Students need to make assumptions and approximate • Information given gradually throughout problem

  11. Step Three:Draft the Problem Suggestions: • Good PBL problem has multi-page, multi-stage construction - leave students guessing! • Not all information given in chapter or text - students look for resources. • Challenge students to come to consensus, reach conclusions, and make judgments. Outline the problem.What will be on the first page?

  12. Preview of PBL Clearinghouse(show sample problem)

  13. John Henry - Traffic Cop Stage 1: What questions need to be answered? What measurements, data? What physics principles? Then initial introduction to momentum. Stage 2: Sketch given, some information given; students analyze and ask questions. Stage 3: Outline procedure, make assumptions, Apply concepts. Stage 4: Make judgment and rationalize decision based on physics principles

  14. Activities Related to John Henry • Students summarize each stage before moving to next. • Final stage written up by group with complete analysis.

  15. Step One Identify the course You can think of the subject, level of students, size of class, how you would use it. List the learning objectives that would be met by this problem.

  16. Step Two Think of a scenario. Sketch out the first page.

  17. Step Three What comes next? Write a brief synopsis of the problem, emphasizing the possible staging of the problem. Be prepared to report out.

  18. Step Four How would you assess to see if students met your original learning objectives?

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