problem(based(learning( ·...

Problem  Based  Learning  

Educa4on  750  

Overview  

• What  is  PBL?  

• How  do  you  do  it?  

• Should  you  use  it?  

(Some)  Teaching  Methods  

Ac4ve  Learning  

Self-­‐Directed  Learning    

Experien4al  

PBL  Inquiry  

Lecture  

Instruc4onal  method  characterized  by  the  use  of  problems  as  a  context  for  students  to  learn  process  skills  

and  subject  knowledge  

How  does  it  (oOen)  work?  First  Class  • Read  Case  • Iden4fy  ques4ons/issues:  Know  and  Need  to  Know  

Individually  • Research  to  find  answers    

Second  Class  • Discuss  and  share  findings  • Evaluate  

Has  anyone  experienced  a  different  format  for  PBL?  

PBL:  Facilitator  Structures  

Medical  School  Model  

Floa4ng  Facilitator  

Peer  Tutor  

Large  Class  Model  

What  might  be  the  quali4es  of  a  PBL  facilitator?  

Student  Role  in  PBL  

Ask  ques4ons  

Find  answers  

Communicate  

Collaborate  

Self  and  Peer  Evaluate  

Facilitator  Role  in  PBL  

Course  Objec4ves  

Develop  Problem  

Prepare  Students  

Facilitate  Dynamics  

 Balance  Guidance  

 Feedback/Evaluate  

   Take  a  minute  to  write  down...  

How  might  you  explain  PBL  and  the  PBL  process  to  a  colleague  who  has  never  heard  of  PBL  before?  

Sample  Case:  Instruc>ons  

Sample  Case:  Know  and  Need  to  Know    In  groups  of  four:    1.  Read  the  case  

2.  Individually,  iden4fy  issues/ques4ons  (5  minutes)  

3.  Share  your  issues/ques4ons  in  group,  and  add  to  the  list  (you  will  have  4me  to  look  for  answers).  (10  minutes)  

Sample  Case:  Research  Choose  one  ques4on  that  interests  you  and  find  some  answers.    • You  may  do  this  individually  or  as  a  group;    • Possible  Resources:  ar4cles,  people,  online  resources;  

• You  will  have  4me  to  share  your  answers  in  your  group.        

Sample  Case:  Discussion    Teach  each  other  what  you  have  discovered;    Record  some  key  findings  to  report  back.    

Sample  Case:  Reflec>on    • What  was  difficult  in  the  process?  • What  did  skills  did  you  use?  • How  did  you  feel?  • What  strategies  worked  that  might  help  others?  • How  would  you  change  the  process?  • What  should  each  group  member  con4nue  doing?  Change  to  improve  for  next  4me?  • What  were  the  key  content  points  you  learned?  • What  surprised  you?  

   Take  a  minute  to  write  down...  

How  might  you  explain  PBL  and  the  PBL  process  to  a  colleague  who  has  never  heard  of  PBL  before?  

How  do  you...  Evaluate?  

DISCUSSION  CONTRIBUTORS:  

Self-­‐Evalua4on  

Peer-­‐Evalua4on    

Facilitator  Evalua4on  

WRITTEN  SUMMARIES  FOR  EACH  CASE  

ESSAY  

TRIPLE  JUMP:  Individual  PBL,  in  class  wri4ng  (large  classes)  

Objec4ves   Real  World  Context  

Develop  a  Story  

How  do  you...  Write  a  Problem?  

Staging  and  Format   Objec4ves  Teacher’s  

Guide   Resources  

Think  of  a  concept  that  you  might  develop  as  a  PBL  case  in  your  proposed  course.    

What  concerns  do  you  have  about  using  PBL  in  your  course?  

Should  you  use  PBL?  Student  Experience  • >standardized  content  exams,  <recall  and  prac4cal;    

• Mo4va4on  and  ajendance  increases;  

• Study  4me  higher  for  PBL  and  more  during  the  day  and  greater  library  use;  

• Evidence  of  reliance  on  group  decision  making;  

• ~20%  less  content  coverage;  

• Higher  sa4sfac4on  and  enjoyment  (lower  stress).  

Facilitator  Experience  

• Similar  4me  commitment,  but  differently  weighted;  

• Expert  in  content  vs.  expert  in  facilita4on;  

• More  4me  required  for  courses  <100  students;  

• Same  cost  for  faculty  and  tutors;    

What  do  we  know  about  “Good  Teaching”?    1.  Encourages  contact  between  students  

and  faculty;  2.  Uses  ac4ve  learning  techniques;  3.  Gives  prompt  feedback;  4.  Emphasizes  4me  on  task;  5.  Communicates  high  expecta4ons;  6.  Respects  diverse  talents  and  ways  of  

teaching.  

Chickering  &  Gamson  (1987)  

Reflec4on    Why  might  you  use,  or  not  use,  Problem  Based  Learning  in  your  course?