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Problem-Based Learning: Experience It Yourself

Problem-Based Learning: Experience It Yourself. Institute for Transforming Undergraduate Education University of Delaware. Teaching = Learning?. Characteristics Needed in College Graduates. High level of communication skills

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Problem-Based Learning: Experience It Yourself

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  1. Problem-Based Learning:Experience It Yourself Institute for TransformingUndergraduate Education University of Delaware

  2. Teaching = Learning?

  3. Characteristics Neededin College Graduates High level of communication skills Ability to define problems, gather and evaluate information, develop solutions Team skills -- ability to work with others Ability to use all of the above to address problems in a complex real-world setting Quality Assurance in Undergraduate Education (1994) Wingspread Conference, ECS, Boulder, CO.

  4. What Is PBL? “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, D. (1985) PBL in perspective. In “PBL in Education for the Professions,” D. J. Boud (ed); p. 13.

  5. What are the CommonFeatures of PBL? Learning is initiated by a problem. Problems are based on complex, real-world situations. All information needed to solve problem is not given initially. Students identify, find, and use appropriate resources. Students work in permanent groups. Learning is active, integrated, cumulative, and connected.

  6. Deflating Grady – Part I 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 10-15 minutes

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

  8. Questions are Critical “…once you have learned to ask questions – relevant and appropriate and substantial questions – you have learned how to learn and no one can keep you from learning whatever you want or need to know.” Neil Postman & Charles Weingartner in Teaching as a Subversive Activity, 1969

  9. Characteristics of GoodLearning Issues Presented in the form of a question or series of questions. Focused so that it seeks specific information. Constructed so that it asks an answerable question. Pursues information that is relevant to the problem. Goes beyond superficial knowledge to probe conceptual issues. Often set in a context that provides direction. Why is the question important?

  10. 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? • Make a list of questions (learning issues) you have about these data. Be prepared to “report out” at 12:15.

  11. Deflating Grady – Part IV Who Cares about grade inflation? Match the stakeholders with their comment. Each person in your group select a different stakeholder and wait for instructions.

  12. Deflating Grady – Part V What is your stakeholder group’s position on grade inflation? What evidence or considerations support your position? You will return to your home group in 15 minutes.

  13. Deflating Grady – Part VI Formulate a plan to curb grade inflation. In 20 minutes, be prepared to present a brief overview of your groups plan.

  14. The Problem-Based Learning Cycle Assessment (when desired) Overview Problem, Project, or Assignment Mini-lecture (as needed) Group Discussion Whole Class Discussion Preparation of Group “Product” Research Group Discussion

  15. Question for Groups Reflect on this morning’s experience: What do instructors do to guide students working on a PBL problem? Be prepared to report out in 5-10 min.

  16. PBL Models for Undergraduate Courses Medical School Model Small class, one instructor to 8-10 students Floating Facilitator Model Small to medium class, one instructor, up to ~75 students Peer Facilitator Model Small to large class, one instructor and several peer facilitators Large Class Models Floating facilitator and hybrid PBL/other activities

  17. A Typical Day in an Undergraduate PBL Course

  18. “Hybrid” PBL Non-exclusive use of problem-driven learning in a class May include separate lecture segments or other active-learning components Floating or peer facilitator models common Often used as entry point into PBL in course transformation process

  19. 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 multiple stages • Problem constructed to provide learner prompts for PBL novices

  20. UD PBL Online Resources PBL at UD - www.udel.edu/pbl Sample PBL materials, including syllabi; links to other sites PBL Clearinghouse - www.udel.edu/pblc Database of peer-reviewed PBL problems ITUE – www.udel.edu/inst Workshops on PBL and integration of technology, communication skills

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