Implementing Problem-Based Learning and Case Methods Workshop

1. PBL and Case Study WorkshopMargaret Waterman Southeast Missouri State University Scarsdale High SchoolScarsdale, NYMarch 28, 2011

2. http://bioquest.org/icbl Ethel Stanley, Director of BioQUEST, Beloit College Funding: Margaret Waterman, 2011 http://bioquest.org/icbl

3. Overview of PBL/Case approaches • Engage with a case • Investigative cases and problem spaces • Finding Cases Online Implementation strategies • How can cases be used? • Specific examples • Planning implementation Assessing learning • Kujira • Products and processes Case Writing

4. The Rumor "I read on the Internet that you can get Mad Cow Disease from breath mints.”

5. "Well, they are made in Great Britain and they do have gelatin in them.”

6. What do you think this mini case is about? What do you already know that relates to this case? What do you need to know to understand the case? How might this case be used in your teaching?

7. Case Methods: Elements in Common • All use realistically complex problems • All are multidisciplinary • All ask learners to consider the events, decisions, facts

8. Case Methods provide learners with an opportunity to: • Engage with characters and circumstances. • Investigate to understand facts, values, • contexts, and decisions. • Connect the meaning of the story to their • own lives

9. What is Case Method Teaching? A family of related approaches. • Decision Cases: Business or Law School • Problem Based Learning: Medical Schools • Investigative Case Based Learning: • A variant of PBL, specifically for science

10. Original Medical Model of PBL -- multipart cases • Day 1 Case discussion (2 hr) • Develop learning agenda, questions, hypotheses • Day 2 Research/study of learning agenda • Day 3 Case discussion of new parts of case • Develop more learning agenda • Get objectives at end of day 3 • Day 4 Research/study of learning agenda • Day 5 Case discussion and wrap up • Check that all objectives are met

11. Medical PBL: Who is the instructor? Drawing by Neal Atebara, 1987. Used with permission.

12. Some Core Features of PBL /ICBL • Problems are real and meaningful contexts for learners. • PBL cases are complex and multidisciplinary. • The problem comes first in instructional sequence. • Learners collaborate and identify what they need to learn. • Learners identify and use resources. • Problems require decision making, use of concepts and skills.

13. Overview of PBL/Case approaches • Engage with a case • Investigative cases and problem spaces • Finding Cases Online Implementation strategies • How can cases be used? • Specific examples • Planning implementation Assessing learning • Kujira • Products and processes Case Writing

14. The Donor’s Dilemma • Go to “Case 1” on left side of packet • Also take out the green “Case Analysis” sheet

15. What goes with this case/problem?

16. The idea of a Problem Space • Cases are doorways into problem solving and investigation • or at the very least, question posing and discussion. • http://bioquest.org/bedrock/problem_spaces/index.php

17. Overview of PBL/Case approaches • Engage with a case • Investigative cases and problem spaces • Finding Cases Online Implementation strategies • How can cases be used? • Specific examples • Planning implementation Assessing learning • Kujira • Products and processes Case Writing

18. Finding Caseshttp://bioquest.org/icbl/cases.php Example: glowing glass

19. http://www.myplantIT.org/index.php Plant IT:Botanical Society of America and BioQUEST Example: Real or Replica

20. Cases Online http://www.cse.emory.edu/cases/ Example: Operation Outbreak

21. Case IT! Molecular biology simulations and cases http://caseit.uwrf.edu/RM2010.html Student resource manual describing cases

22. Finding Caseshttp://sciencecases.lib.buffalo.edu/cs/

23. Finding Cases https://primus.nss.udel.edu/Pbl/

24. Overview of PBL/Case approaches • Engage with a case • Investigative cases and problem spaces • Finding Cases Online Implementation strategies • How can cases be used? • Specific examples, connected to resources • Planning implementation Assessing learning • Kujira • Products and processes Case Writing

25. Objective: Pre Assessment PBL can be used as a starting place for assessing what the learner already knows. Example: Stacy Kiser’s mad cow disease case allowed her to know what her students knew about proteins. Margaret A. Waterman, 2010 http://bioquest.org/icbl

26. Objective: Assessment of botany, ability to communicate, application Resources for each student: prepared slide of suspect plant material list of back yard plants by gardener The following take home exam was based on a mini case in which a 14 week-old puppy that “chews on everything” was found ill in the back yard. Margaret A. Waterman, 2010 http://bioquest.org/icbl

27. Submit a memo reporting your findings as a forensics specialist: Provide an identification of the plant material with evidence to support choices: root, stem, or leaf dicot or monocot herbaceous or woody Margaret A. Waterman, 2010 http://bioquest.org/icbl

28. : • Write a short letter to the pet owner advising the family to remove the poisonous plant from their back yard: • Provide a description of the plant as it would look during flowering and be sure to include: • common and scientific name • habitat preference • danger to humans Margaret A. Waterman, 2010 http://bioquest.org/icbl

29. In the 1840’s, Late Blight devastated the potato crop which resulted in mass starvation and forced migration of the human population. Objective: Multicultural Perspectives andInitiating Investigations Margaret A. Waterman, 2010 http://bioquest.org/icbl

30. Objectives: Using simulation, testing variables, interpreting data, economic impacts, host-pathogen-environment relations, fungi Margaret A. Waterman, 2010 http://bioquest.org/icbl

31. Simulation Results: IRELAND 1840’s Cool, wet conditions, no pest management Sporangia from cull pile Infections from volunteers Crop defoliated and entirely lost well before harvest % blight infections sporangia Margaret A. Waterman, 2010 http://bioquest.org/icbl

32. Modern Management: Blight Cast Using 1840 conditions. Result of spraying every 5 days = $278 profit, no tuber loss, 3% foliage loss. sporangia sprays Margaret A. Waterman, 2010 http://bioquest.org/icbl

33. Margaret A. Waterman, 2010 http://bioquest.org/icbl

34. Objective: Introduce remote sensing, hypothesizing, interpreting datahttp://mddnr.chesapeakebay.net/eyesonthebay/index.cfm Margaret A. Waterman, 2010 http://bioquest.org/icbl

35. Margaret A. Waterman, 2010 http://bioquest.org/icbl

36. Margaret A. Waterman, 2010 http://bioquest.org/icbl

37. Margaret A. Waterman, 2010 http://bioquest.org/icbl

38. Margaret A. Waterman, 2010 http://bioquest.org/icbl

39. Margaret A. Waterman, 2010 http://bioquest.org/icbl

40. Objective: Use Quantitative Skills http://www.demog.berkeley.edu/~andrew/1918/ Margaret A. Waterman, 2010 http://bioquest.org/icbl

41. Average Age at Death from 1911 until 1919 in the United States (Noymer 2007) Margaret A. Waterman, 2010 http://bioquest.org/icbl

42. Which age was the most affected by the 1918 flu? US Deaths per 100,000 Attributed to Influenza and Pneumonia in 1917 and 1918 (Noymer 2007) Margaret A. Waterman, 2010 http://bioquest.org/icbl

43. Objective: Quantitative Skills and testing variables with a Simulation Predict generally what changes you’d expect to see in the SIR model results with respect to S, I, and R individuals if you were to simulate the use of masks. (Hint: Assume a 10% decrease in transmission.) Margaret A. Waterman, 2010 http://bioquest.org/icbl

44. Simulation Results for Scenario 2 of Avian Influenza with 250 people (200 susceptible) and the use of masks with a 10% reduction in transmission. Masks are used starting on day 30, when the epidemic has already nearly run its course. Margaret A. Waterman, 2010 http://bioquest.org/icbl

45. Simulation Results for Scenario 3 of Avian Influenza with 250 people (200 susceptible) and the use of masks with a 10% reduction in transmission. Masks are used starting on day 10, when the epidemic is still in its growth phase. Margaret A. Waterman, 2010 http://bioquest.org/icbl

46. Footprints “I’m glad I don’t live on a 200 acre farm like you, Sam!” teased Sue as the two friends hurried into their Biology class. “Why?” asked Sam, “Weren’t you just complaining about living in your parent’s downtown condo?” “Well, that’s true,” Sue admitted, “But I was thinking about today’s class assignment on sustainability. I bet you have the biggest footprint in the whole class.” Much to Sue’s surprise, Sam didn’t look all that concerned. He held out his hand and replied confidently, “I’ll take that bet!” Margaret A. Waterman, 2010 http://bioquest.org/icbl

47. Objective: Introduce an Online Tool: a global resource used locally, sustainability • http://www.myfootprint.org/en/visitor_information/ Margaret A. Waterman, 2010 http://bioquest.org/icbl

48. Questions from Footprint Quiz Margaret A. Waterman, 2010 http://bioquest.org/icbl Food: amount of meat, how much food is local Goods: how much waste is produced Shelter: size of home, number of people, availability of water and electricity Mobility: kinds of transportation, car pooling, air time, fuel efficiency

49. The Results Sue Sam Margaret A. Waterman, 2010 http://bioquest.org/icbl

50. Objective: Tools for Data Visualization and Interdisciplinarity, developing questions and hypotheses, examining relationships among variables, interpreting data Worldmapper www.Worldmapper.org Gapminder: A Data Centered View of the World www. Gapminder.org Margaret A. Waterman, 2010 http://bioquest.org/icbl