Embedding Problem-Based Learning in the Curriculum

The Student Experience

Caroline Hunter and Ben Fitzpatrick University of York

Problem issued PBL process with

Tutor resulting in Learning

Outcomes being set

Begin research:- Block Guide

-Library & Online resources

Plenaries- Wider issuesContinue

research

Interim Session- Group discussion of

work undertaken - Tutor ensuring correct content is

being covered

Continue research &

finalise notes

PBL Session- Feedback

work of previous week

PBL Cycle

Problem issued: read aloud in group of around 10 people. Roles of Chair & Scribe assigned

Identify any unknown terms: general & legal (for example, specific piece of legislation)

Identify clients & their interests: for example, individuals, CPS, or victim & defendant

Sequence of events: clarify content of problem

Memorable name & key issues from problem

Free brainstorm of all issues: anything goes

Further brainstorm of all issues: build on issues/ subjects & group them together

Draft Learning Outcomes for week ahead

The PBL Session

Feedback SessionsMostly: All students attempt to

complete work for all Learning Outcomes

In feedback, all students make contributions to discussion

Discussion with students choosing when to add input

OR devise ways in which to spread content between students in discussion (random or pre-arranged)

For example, the ducks!

PBL is used for all QLD/core modules Linked through problem scenarios

Support:◦ Block Guide◦ Plenaries◦ PBL Tutors: professional practitioners◦ Academic staff: interim sessions

PBL at University of York

PBL: Benefits & Drawbacks

Benefits Drawbacks

Active learning process Development of research

methods & processes Realistic: clients & cases,

deadlines, responsibility for own work, & group work

Combination of individual & collaborative learning

Roles of Chair & Scribe to develop skills

Enjoyable & fun!

Effectiveness of some groups compared to others?◦ Realistic?

AssessmentLearning Portfolio & Exam complementing PBL

Exam Learning Portfolio

60% PBL: problem scenario

released 48 hours in advance

Attempt to predict questions Part One: application of law

in relation to problem scenario

Part Two: questions on broader areas (e.g. reform or issues raised by the area of law)

40% Number of Learning Outcomes to

be met Student chooses best examples of

work from across the year to meet the objectives (pursue interests)

1500 words for claims over 4-6 outcomes

Page limit of roughly 30 for evidence

PBL notes, reflections on notes & journal articles, essays chosen by students or activities/recommendations from Block Guide & lecturers

Questions