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Wrapping Up PBL Problems

Workshop. about. Wrapping Up PBL Problems. Presented on. with. Thursday June 7, 2007. Assignments. emphasizing. Developed by. who uses. Hal White. Concept Maps. from the. Dept. of Chemistry and Biochemistry.

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Wrapping Up PBL Problems

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  1. Workshop about Wrapping Up PBL Problems Presented on with Thursday June 7, 2007 Assignments emphasizing Developed by whouses Hal White Concept Maps from the Dept. of Chemistry and Biochemistry

  2. What does it mean when a student says, I understand?.... Does understanding mean the same thing to that student that it does to another student or to you, the professor?..… How can students demonstrate their understanding to others?

  3. Good Assignments Provide Accountability Students can demonstrate what they understand. Instructors can assess how well students understand.

  4. Good Assignments ProvideClosure to PBL Problems • PBL problems are typically open-ended. • Students within a single group often pursue different learning issues. • Students frequently have difficulty knowing what the instructor thinks is important. • Assignments focus on central issues and bring closure to PBL problems

  5. There are different ways to Wrap-up PBL Problems

  6. Concept Mapping: An Instructional Tool to Organize Content and Assess Student Learning • What is a concept map? • What are the features of a concept map? • How do you construct a concept map? • How do you use concept maps?

  7. What is a Concept Map “a general method with which one can clarify and describe people’s ideas about some topic in a graphical form” Katsumoto 1997 a pictorial representation that shows the relationships between and among a connected set of concepts and ideas

  8. Purposes for Concept Mapping • Generate ideas (brainstorming) • Design complex structures (long texts, web-sites) • Communicate complex ideas • Aid learning by explicitly integrating new and old knowledge • Assess understanding or diagnose misunderstanding

  9. CONCEPT MAP OF CONCEPT MAPPING Propositions Ideas Linear Text Study & Revision Aid may develop related by relate alternative to Concepts Metacognition used as awareness of Classroom Teachers consists of Concept Maps Learning Processes suitable for used as of Research & Assessment Tool may increase to assess increasing Learning Learning Effectiveness reveals may address Misconceptions Enjoyment improving Affective Objectives such as increasing Feelings & Values to do with Motivation Interest Adapted from K. S. Taber (1994) Physics Education 29(5) 276-281

  10. Stages in the Constructionof a Concept Map Brainstorming Stage Organizing Stage Layout Stage Linking Stage Revising Stage Finalizing Stage

  11. Brainstorming Stage • List any and all terms and concepts associated with the PBL. • Write them on cards, one word or phrase per card. • Don't worry about redundancy, relative importance, or relationships at this point. • The objective is to generate ten cards.

  12. Brainstorming Stage

  13. Organizing Stage • Spread concepts on table so that all can be read easily. • Create groups and sub-groups of related items. Try to group items to emphasize hierarchies. • Identify terms that represent higher categories and add them. • Feel free to rearrange items and introduce new items omitted initially. • Some concepts will fall into multiple groupings. This will become important in the linking stage.

  14. Organizing Stage

  15. Layout Stage • Arrange terms so that they represent your collective understanding of the interrelationships and connections among groupings. • Use a consistent hierarchy in which the most important concepts are in the center or at the top. • Within sub-grouping, place closely related items near to each other. • Think in terms of connecting the items in a simple sentence that shows the relationship between them. • Feel free to rearrange things at any time during this phase. • Do not expect your layout to be like that of other groups.

  16. Layout Stage

  17. Layout Stage

  18. Linking Stage • Use arrows to connect and show the relationship between connected items. • Write a word or short phrase by each arrow to specify the relationship. • Many arrows can originate or terminate on particularly important concepts.

  19. Revising Stage • Carefully examine the draft concept map. • Rearrange sections to emphasize organization and appearance. • Remove or combine items to simplify. • Consider adding color or different fonts. • Discuss any aspects where opinions differ

  20. Finalizing the Concept Map • After your group has agreed on an arrangementof items that coveys your understanding, convert the concept map into a permanent form that others can view and discuss. • Be creative in a constructive way through the use of colors, fonts, shapes.

  21. Develop a Concept Map Problem-Based Learning

  22. Wrap-up and Discussion of Concept Maps • How similar or different were the concept maps produced by the different groups? • How do you think you might use concept mapping in your courses? • What do you perceive as problems in using concept mapping as an assignment? • Was this session helpful?

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