Characteristics Neededin College Graduates

High level of communication skillsAbility to define problems, gather and

evaluate information, develop solutionsTeam skills -- ability to work with othersAbility 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.

“The principal idea behind PBL is that the starting point for learning should be a problem, a query, or a puzzle that the learner wishes to solve.”Boud, D. (1985) PBL in perspective. In “PBL in Education

for the Professions,” D. J. Boud (ed); p. 13.

What Is PBL?

PBL Contrasted with Subject-Based Learning

From Smith et al, 2005. Pedagogies of engagement: Classroom-based practices. J. Engineering Education, January 2005. 87-101.

START

Told what we need to know

Learn it

Given problem toillustrate how to use it

PBL Contrasted with Subject-Based Learning

From Smith et al, 2005. Pedagogies of engagement: Classroom-based practices. J. Engineering Education, January 2005. 87-101.

Problem-posed

Identify what weneed to know

Learn it

Apply it

START

What are the CommonFeatures of PBL?

Learning is initiated by a problem.Problems are based on complex, real-world

situations.All information needed to solve problem is not

given initially.Students identify, find, and use appropriate

resources.Students work in permanent groups.Learning is active, integrated, cumulative, and

connected.

Deflating Grady – Part 1

Read over the e-mail exchange and discuss the ideas it raises about grade inflation

As a group, compose a definition of grade inflation and be prepared to present it on the poster paper provided.

Be prepared to “report out” in 10 minutes

Deflating Grady – Part II

Read over the information presented, and be prepared to report out on your responses to questions 1 & 2:

Be prepared to “report out” in 10 minutes

Presentation of Problem

Organize ideas and prior knowledge(What do we know?)

Pose questions (What dowe need to know?)

Assign responsibility for questions; discuss resources

Research questions; summarize; analyze findings

Reconvene, report on research;

Integrate new Information;Refine questions

Resolution of Problem;(How did we do?)

PBL: The Process

Next stage of the problem

Types of Learning Objectives

Content-oriented: subject specific– Basic knowledge and understanding of specific

concepts, techniques, etc. in the discipline

Process-oriented: global skills– Effective communication: oral and written

– Acquiring and evaluating information

– Working effectively with others

– Higher order, critical thinking

Medical School Model

A good choice for:

Highly motivated, experienced learnersSmall, upper-level seminar classes

Dedicated faculty tutorGroups of 8-10Very student-centered environmentGroup discussion is primary class activity

Typical Medical School PBL Problem: High Degree of Authenticity

Patient arrives at hospital, ER, physician’s office presenting with symptoms X, Y, Z

What questions should you ask?What tests should you order?

Physician interviews patient, receives results of tests

Differential diagnosisPreferred therapy

A Typical Day in an Undergraduate PBL Course

“Hybrid” PBL

Non-exclusive use of problem-driven learning in a class

May include separate lecture segments or other active-learning components

Floating or peer facilitator models common

Often used as entry point into PBL in course transformation process

Overview

Problem, Project, or Assignment

Group Discussion

Research

Group Discussion

Preparation of Group “Product”

Whole Class Discussion

Mini-lecture(as needed)

Assessments

The Problem-Based Learning Cycle – Hybrid Model

Introductory Biology – An Example for Small Enrollment Courses

Course is one section of multi-section 2-semester survey course for science and allied health majors

6-7 PBL problems per semesterSession time ranges from 75 - 120 min.PBL activities comprise 85-90% of total course time4-5 student groups of up to 6 students1 peer facilitator (junior or senior) per group

(same model also used in upper division bio course)

General Chemistry: An Example of a Hybrid Model

Problem-based group work 40%

Lecture/ whole-class discussion 50%

Demonstrations 7%

Other (Exam, lab review) 3%

Source: Susan Groh, Ph. D., Department of Chemistry & Biochemistry,University of Delaware

Overview of Additional Models

Biology4 problems per semester (2 ½ periods each)2 lecture days, 1 PBL day per week

Criminal Justice1 two-week problem on important course content

Many coursesPBL activities in discussion, lab

Question for Groups

Reflect on this morning’s experience,or on prior experience with PBL:

What role do instructors play in a PBL course?

Be prepared to report out in 5-10 min.

PBL Models for Undergraduate Courses

Medical School ModelSmall class, one instructor to 8-10 students

Floating Facilitator ModelSmall to medium class, one instructor, up to ~75 students

Peer Facilitator ModelSmall to large class, one instructor and several peer

facilitators

Large Class Models

Floating facilitator and hybrid PBL/other activities

Peer Facilitator Model

Advanced undergraduates serve as facilitatorsHelp monitor group progress and dynamicsServe as role models for novice learnersCapstone experience for facilitator

Instructor’s roleGives orienting lecturesLeads whole class discussionsWorks with facilitators behind the scenes

Strategies Typically Used to Teach A PBL Problem

1) “Mini” lecture to introduce problem

2) Instructor provided input at regular intervals

3) Mechanism for groups to compare notes

4) Instructor circulated amongst the groups

5) Instructor provided some resources

6) Problem constructed to allow for 1-5

7) Problem constructed to provide learner prompts for

PBL novices

•Set the stage early

•Form heterogeneous groups

•Use permanent groups

•Rotate roles of responsibility

•Rely on group-selected ground rules

•Conduct peer evaluations

Common Strategies for Monitoring Groups

Good PBL Problems…

• Relate to real world, motivate students• Require decision-making or judgments• Are multi-page, multi-stage• Are designed for group-solving• Pose open-ended initial questions that

encourage discussion• Incorporate course content objectives,

higher order thinking, other skills

Getting Started with Development of PBL Materials: Course Specifics

Students Majors/nonmajors

Novice/mature learners

Prior experience with PBL, group work

Problem One-time use vs. one of several

Length of problem, timing within course

Structure: staging, guiding questions

Learning objectives to be addressed

Student products, assignments, assessment

Resources available (including peer tutors)

Problem Writing Exercise

1. Identify 1-2 major learning objectives that you want to address through a problem - consider both content concepts and process skills.

2. Identify a real-world context or application of those concepts. (Steps 1 and 2 may be reversed.)

3. Develop a scenario or story to set the stage.4. Begin drafting the problem by outlining the first

page.5. Provide a brief synopsis of what the rest of the

problem will look like: other stages, products, etc.

Problem Sources and Strategies

• News events, articles

• Popular or scholarly press in the discipline

• Authentic tasks, roles, etc. as triggers

• Case studies

• Adaptation of text problems or questions

Source Example:Authentic Tasks

• Trigger: discussion of National Film Preservation Act

• Problem: choose a film to nominate for inclusion in the National Film Registry

• Task: prepare a critical analysis of the film and submit a persuasive nomination to the Library of Congress.

• Concepts introduced: theories and strategies of film analysis, development of evaluative criteria

PBL Clearinghouse Problem submitted by Bryan Johnson, Samford University, 2001

Source Example: Textbook Problems

• Physics concept: conservation of momentum

• Text examples: colliding pool balls, car collisions

A 1200-kg car traveling east with a speed of 10 m/s collides at an intersection with a 1500-kg van traveling north at a speed of 12 m/s. Find the direction and magnitude of the velocity of the wreckage after the collision, assuming that the vehicles undergo a perfectly inelastic collision (ie, they stick together).

Source Example: Textbook Problems

• Problem: students, in role of police officer, must determine culpability in fatal car crash based on data (disclosed progressively) from actual police accident report. Assumptions/approximations required; different choices lead to different conclusions.

PBL Clearinghouse Problem Submitted by Barbara Duch, 2001

UD PBL Online

PBL at UD - www.udel.edu/pblSample PBL materials, including syllabuses; links to other sites

PBL Clearinghouse - www.udel.edu/pblcDatabase of peer-reviewed PBL problems

ITUE – www.udel.edu/instWorkshops on PBL and integration of technology, communication skills