problem(based(learning( ·...
TRANSCRIPT
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?