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Enhancing Learning through Problem-Based Learning: A Workshop Overview

Discover the transformative approach of Problem-Based Learning (PBL) in this interactive workshop led by George H. Watson from the University of Delaware. PBL encourages students to think critically, collaboratively tackle real-world problems, and develop essential learning skills. Participants engage in group discussions, analyze case studies like grade inflation, and define crucial educational concepts. This workshop emphasizes diverse group representation and fosters cooperative learning, empowering students to become self-directed learners. Join us in exploring the future of education through PBL.

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Enhancing Learning through Problem-Based Learning: A Workshop Overview

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  1. Experience It Yourself:Introduction to Problem-Based Learning George H. Watson, University of Delawareghw@udel.edu www.udel.edu/sigma-xi/ethics-pbl/workshop/2005/ Thomas Jefferson University July 18, 2005

  2. What is Problem-Based Learning? PBL prepares students to think critically and analytically, and to find and use appropriate learning resources. PBL is a learning approach that challenges students to “learn to learn,” working cooperatively in groups to seek solutions to real world problems.

  3. “The principal idea behind PBL is that the starting point for learning should be a problem, a query, or a puzzle that the learner wishes to solve.” Boud (1985)

  4. Home groups • Please form groups of three or four participants. • Each group should have diverse representation of students and faculty members (by discipline) to the extent possible. • As a home group, we will work through the activities on the next few slides

  5. Deflating Grady – Part 1 Read over the e-mail exchange and discuss the ideas it raises about grade inflation As a group, compose a definition of grade inflation and be prepared to present it. Be prepared to “report out” in 10 minutes

  6. Deflating Grady – Part II Read over the information presented, and be prepared to report out on your answers to questions 1 or 2: Be prepared to “report out” in 10 minutes

  7. Deflating Grady – Part III Take a look at the graph from gradeinflation.com: • According to your group’s definition, is this evidence for grade inflation?

  8. Deflating Grady – Part IV Identifying stake holders

  9. Strategies Used to Teach This Problem • “Mini” lecture to introduce problem • Instructor provided input at regular intervals • Mechanism for groups to compare notes • Instructor circulated amongst the groups • Instructor provided some resources • Problem constructed to allow for 1-5 • Problem constructed to provide learner prompts for PBL novices

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