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![Page 1: 1 September 21, 2015 Getting Students to Think: Problem-Based Learning as an Instructional Method John C. Cavanaugh Barbara J. S. Duch Deborah E. Allen.](https://reader033.fdocuments.net/reader033/viewer/2022050714/56649e685503460f94b63b75/html5/thumbnails/1.jpg)
1April 19, 2023
Getting Students to Think:Problem-Based Learning
as an Instructional Method
John C. CavanaughBarbara J. S. DuchDeborah E. AllenUniversity of Delaware
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2April 19, 2023
Workshop Overview• General Introduction• Overview of Learning Goals• What Is Problem-Based Learning
(PBL)?• How Do You Transform a Course?• How Is Institutional Adoption
Achieved?• Concluding Comments/Discussion• Wrap-Up
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3April 19, 2023
John Dewey…….
“True learning is based on discovery guided by mentoring rather than
the transmission of knowledge.”
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4April 19, 2023
Characteristics Needed in College Graduates• High level of communication skills• Ability to define problems, gather
and evaluate information, develop solutions
• Team skills -- ability to work with others
• Ability to use all of the above to address problems in a complex real-world setting Quality Assurance in Undergraduate Education (1994) Wingspread Conference, ECS, Boulder, CO.
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5April 19, 2023
Recommendations from the Carnegie Foundation • Make research-based learning the
standard.• Build inquiry-based learning
throughout the four years.• Link communication skills and
course work.• Use information technology
effectively.• Cultivate a sense of community.
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6April 19, 2023
What is Problem-Based Learning?Problem-based learning (PBL) is an
instructional method that challenges students to "learn to learn," working cooperatively in groups to seek solutions to real world problems.
PBL prepares students to think critically and analytically, and to find and use appropriate learning resources.
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7April 19, 2023
What are the Common Features of PBL?• Learning is initiated by a problem.• Problems are based on complex, real-
world situations.• Information needed to solve problem is
not initially given. Students identify, find, and use appropriate resources.
• Students work in permanent groups.• Learning is active, integrated,
cumulative, and connected.
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8April 19, 2023
PBL: The Process• Students presented with problem.
They organize ideas and previous knowledge.
• Students pose questions, defining what they know and don’t know.
• Assign responsibility for questions, discuss resources.
• Reconvene, explore newly learned information, refine questions.
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9April 19, 2023
PBL Models for Undergraduate Courses• Medical School Model
– Small class, one instructor to 8-10 students
• Floating Facilitator Model– Small to medium class, one
instructor, up to 75 students• Peer Tutor Model
– Small to large class, one instructor and several peer tutors
• Large Class Models
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10April 19, 2023
Learning Cycle
Mini-lecture
Group discussionWhole class
discussion
Research Overview
Assignments, projects, problems
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11April 19, 2023
Crime and Punishment: Case Negotiation in the Criminal Justice System
By Professor Valerie HansUniversity of Delaware
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12April 19, 2023
Content Objectives
To understand the central importance of the plea negotiation process in criminal law,including:
• The roles of the defense and prosecution teams
• The rights of the victim• The charging and sentencing
processes
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13April 19, 2023
Questions for Group Discussion
• What legal issues will be involved in this case?
• What evidence will be important?
• What more do you need to know to negotiate a resolution to this case?
Report out in 15 minutes
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14April 19, 2023
• Defendant, Defense attorney (defense team)
• Victim, Prosecutor (prosecution team)
Assignment of Roles
Assemble in separate defense and prosecution teams
• 5 teams/pairs per table
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15April 19, 2023
• What are your interests and priorities in the upcoming negotiations?
• What do you need to learn to be an effective negotiator for this case?
Report out in 10 minutes
Questions for Team Discussion
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16April 19, 2023
What Happens in the Actual Class?Full groups (mix of defense and prosecution
teams) assemble and begin negotiation process
•Identify and communicate interests of each team
•Explore alternatives that would satisfy interests
Report out on progress and final results
•To what extent did the final results meet the interests and priorities of group members?
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17April 19, 2023
Characteristics of Good PBL Problems• Relate to real-world, motivate students• Require decision-making or judgements• Multi-page, multi-stage• Designed for group-solving• Initial questions open-ended,
encourages discussion• Incorporates course content objectives• Challenges to higher-order thinking
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18April 19, 2023
Questions for Groups
• What issues need to be considered in planning a PBL course?
Report out your top 3 in 10 minutes.
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19April 19, 2023
• How and when to introduce the idea to students
• Organization of groups• Monitoring of groups• Timing and scheduling - within
course and for each class period
Some Organizational Decisions for Using PBL
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20April 19, 2023
Some Organizational Decisions for Using PBL• Grading - how can individual
contributions be identified and evaluated?
• How will the content objectives be met?
• Classroom configuration• Support for the risks
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21April 19, 2023
Administrative Issues
• Faculty Roles and Rewards• Cost/Benefit Implications of PBL
– Individual, Unit, College, Institution
• Role of Senior Administration• Sustainability• Institutional Outcomes
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22April 19, 2023
Faculty Roles and Rewards• Role Play Exercise • Task:
– What are the key issues?– Are they reflected on your campus?– How are they
barriers/opportunities?– What would you do?
Report out in 10 minutes
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23April 19, 2023
Cost/Benefit Implications of PBL• Four levels of analysis:
– Individual– Unit– College– Institution
• Discussion: What are they at each level?
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24April 19, 2023
Role of Senior Administration• Top-down vs. Bottom-up: The Thin Line• Top-down
– Trustees, President, Provost, Dean initiative to improve (undergraduate) teaching
– Trustees, President, Provost, Dean mandate
• Bottom-up– Faculty-driven initiative to rethink and
improve teaching
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25April 19, 2023
Role of Senior Administration• Best situation is a lot of faculty
initiative, with the right amount of top-down encouragement
• How should senior administration help?– Get the rhetoric right– Get the barriers to innovation removed– Show them the money (and help get it)
• So how do you get sustainability?
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26April 19, 2023
Sustainability
• What’s the secret?• Peer-to-peer mentoring: Each
one teach one• The right incentives: Salary isn’t
everything• Excited students: Creating the
demand• Publicity: Recognize excellence
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27April 19, 2023
Institutional Outcomes
• Faculty development– Over 25% of faculty participated
in workshops– Incentive systems implemented
• Students– Over 3000 students in PBL
courses since 1993– Learning has improved
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28April 19, 2023
How to Find Us
• Presentation Slideshttp://www.udel.edu/vpapp/ffrr99/
index.htm
• E-Mail– John C. Cavanaugh ([email protected])– Barbara J. S. Duch ([email protected])– Deborah E. Allen ([email protected])