PBL and Case Study Workshop Margaret Waterman Southeast Missouri State University Scarsdale High...
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PBL and Case Study Workshop
Margaret Waterman Southeast Missouri State
University
Scarsdale High SchoolScarsdale, NY
March 28, 2011
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http://bioquest.org/icbl Margaret Waterman, 2011
• http://bioquest.org/icbl
• Ethel Stanley, Director of BioQUEST, Beloit College
• Funding:
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Overview of PBL/Case approaches• Engage with a case• Investigative cases and problem spaces• Finding Cases Online
Implementation strategies• How can cases be used?• Specific examples• Planning implementation
Assessing learning• Kujira• Products and processes
Case Writing
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"I read on the Internet that you can get Mad Cow Disease from breath mints.”
The Rumor
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"Well, they are made in Great Britain and they do have gelatin in them.”
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What do you think this mini case is about?
What do you already know that relates to this case?What do you need to know to understand the case?
How might this case be used in your teaching?
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Case Methods: Elements in Common
• All use realistically complex problems
• All are multidisciplinary
• All ask learners to consider the events, decisions, facts
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Case Methods provide learners with an opportunity to:
• Engage with characters and circumstances.
• Investigate to understand facts, values, contexts, and decisions.
• Connect the meaning of the story to their own lives
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What is Case Method Teaching? A family of related approaches.
• Decision Cases: Business or Law School
• Problem Based Learning: Medical Schools
• Investigative Case Based Learning:• A variant of PBL, specifically for science
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Original Medical Model of PBL -- multipart cases
• Day 1 Case discussion (2 hr)• Develop learning agenda, questions, hypotheses
• Day 2 Research/study of learning agenda• Day 3 Case discussion of new parts of
case• Develop more learning agenda• Get objectives at end of day 3
• Day 4 Research/study of learning agenda• Day 5 Case discussion and wrap up
• Check that all objectives are met
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Medical PBL: Who is the instructor?
Drawing by Neal Atebara, 1987. Used with permission.
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Some Core Features of PBL /ICBL
• Problems are real and meaningful contexts for learners.
• PBL cases are complex and multidisciplinary.
• The problem comes first in instructional sequence.
• Learners collaborate and identify what they need to learn.
• Learners identify and use resources.
• Problems require decision making, use of concepts and skills.
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Overview of PBL/Case approaches• Engage with a case• Investigative cases and problem
spaces• Finding Cases Online
Implementation strategies• How can cases be used?• Specific examples• Planning implementation
Assessing learning• Kujira• Products and processes
Case Writing
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The Donor’s Dilemma
• Go to “Case 1” on left side of packet
• Also take out the green “Case Analysis” sheet
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What goes with this case/problem?
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The idea of a Problem Space
• Cases are doorways into problem solving and investigation
• or at the very least, question posing and discussion.
• http://bioquest.org/bedrock/problem_spaces/index.php
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Overview of PBL/Case approaches• Engage with a case• Investigative cases and problem spaces• Finding Cases Online
Implementation strategies• How can cases be used?• Specific examples• Planning implementation
Assessing learning• Kujira• Products and processes
Case Writing
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Finding Cases http://bioquest.org/icbl/cases.php
Example: glowing glass
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http://www.myplantIT.org/index.php Plant IT: Botanical Society of America and BioQUEST
Example: Real or Replica
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Cases Online http://www.cse.emory.edu/cases/
Example: Operation Outbreak
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Case IT! Molecular biology simulations and cases
http://caseit.uwrf.edu/RM2010.html Student resource manual describing cases
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Overview of PBL/Case approaches• Engage with a case• Investigative cases and problem spaces• Finding Cases Online
Implementation strategies• How can cases be used?• Specific examples, connected to
resources• Planning implementation
Assessing learning• Kujira• Products and processes
Case Writing
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Objective: Pre Assessment
PBL can be used as a starting place for assessing what the learner already knows.
Example: Stacy Kiser’s mad cow disease case allowed her to know what her students knew about proteins.
http://bioquest.org/icbl Margaret A. Waterman, 2010
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Objective: Assessment of botany, ability to communicate, application
Resources for each student:• prepared slide of suspect plant material• list of back yard plants by gardener
http://bioquest.org/icbl Margaret A. Waterman, 2010
The following take home exam was based on a mini case in which a 14 week-old puppy that “chews on everything” was found ill in the back yard.
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Submit a memo reporting your findings as a forensics specialist:
Provide an identification of the plant material with evidence to support choices:
• root, stem, or leaf• dicot or monocot• herbaceous or woody
http://bioquest.org/icbl Margaret A. Waterman, 2010
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:
http://bioquest.org/icbl Margaret A. Waterman, 2010
Write a short letter to the pet owner advising the family to remove the poisonous plant from their back yard:
Provide a description of the plant as it would look during flowering and be sure to include:
• common and scientific name• habitat preference• danger to humans
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In the 1840’s, Late Blight devastated the potato crop which resulted in mass starvation and forced migration of the human population.
http://bioquest.org/icbl Margaret A. Waterman, 2010
Objective: Multicultural Perspectives andInitiating Investigations
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Objectives: Using simulation, testing variables, interpreting data, economic impacts, host-pathogen-environment
relations, fungi
http://bioquest.org/icbl Margaret A. Waterman, 2010
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http://bioquest.org/icbl Margaret A. Waterman, 2010
Sporangia from cull pile
Infections from volunteers
Crop defoliated and entirely lost well before harvest
Simulation Results: IRELAND 1840’s
Cool, wet conditions, no pest management
% blight
sporangia
infections
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http://bioquest.org/icbl Margaret A. Waterman, 2010
Modern Management: Blight CastUsing 1840 conditions. Result of spraying every 5 days = $278 profit, no tuber loss, 3% foliage loss.
sprays sporangia
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http://bioquest.org/icbl Margaret A. Waterman, 2010
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Objective: Introduce remote sensing, hypothesizing, interpreting data
http://mddnr.chesapeakebay.net/eyesonthebay/index.cfm
http://bioquest.org/icbl Margaret A. Waterman, 2010
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http://bioquest.org/icbl Margaret A. Waterman, 2010
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http://bioquest.org/icbl Margaret A. Waterman, 2010
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http://bioquest.org/icbl Margaret A. Waterman, 2010
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http://bioquest.org/icbl Margaret A. Waterman, 2010
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http://bioquest.org/icbl Margaret A. Waterman, 2010
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http://www.demog.berkeley.edu/~andrew/1918/
Objective: Use Quantitative Skills
http://bioquest.org/icbl Margaret A. Waterman, 2010
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Year Male Female
1911 50.9 54.4
1912 51.5 55.9
1913 50.3 55
1914 52 56.8
1915 52.5 56.8
1916 49.6 54.3
1917 48.4 54
1918 36.6 42.2
1919 53.5 56
Average Age at Death from 1911 until 1919 in the United States (Noymer 2007)
http://bioquest.org/icbl Margaret A. Waterman, 2010
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Age 1917 1918
<1 2944.5 4540.9
1--4 422.7 1436.2
5--14 47.9 352.7
15-24 78 1175.7
25-34 117.7 1998
35-44 193.2 1097.6
45-54 292.3 686.8
US Deaths per 100,000 Attributed to Influenza and Pneumonia in 1917 and 1918 (Noymer 2007)
http://bioquest.org/icbl Margaret A. Waterman, 2010
Which age was the most affected by the 1918 flu?
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Predict generally what changes you’d expect to see in the SIR model results with respect to S, I, and R individuals if you were to simulate the use of masks. (Hint: Assume a 10% decrease in transmission.)
0
20
40
60
80
100
120
140
160
180
200
0 20 40 60 80 100Time
# P
eo
ple
Susceptible # Infected # Recovered #
Objective: Quantitative Skills and testing variables with a Simulation
http://bioquest.org/icbl Margaret A. Waterman, 2010
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Simulation Results for Scenario 2 of Avian Influenza with 250 people (200 susceptible) and the use of masks with a 10% reduction in transmission.
Masks are used starting on day 30, when the epidemic has already nearly run its course.
http://bioquest.org/icbl Margaret A. Waterman, 2010
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Simulation Results for Scenario 3 of Avian Influenza with 250 people (200 susceptible) and the use of masks with a 10% reduction in transmission.
Masks are used starting on day 10, when the epidemic is still in its growth phase.
http://bioquest.org/icbl Margaret A. Waterman, 2010
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Footprints“I’m glad I don’t live on a 200 acre farm like you,
Sam!” teased Sue as the two friends hurried into their Biology class.
“Why?” asked Sam, “Weren’t you just complaining about living in your parent’s downtown condo?”
“Well, that’s true,” Sue admitted, “But I was thinking about today’s class assignment on sustainability. I bet you have the biggest footprint in the whole class.”
Much to Sue’s surprise, Sam didn’t look all that concerned. He held out his hand and replied confidently, “I’ll take that bet!”
http://bioquest.org/icbl Margaret A. Waterman, 2010
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Objective: Introduce an Online Tool: a global resource used locally, sustainability
• http://www.myfootprint.org/en/visitor_information/
http://bioquest.org/icbl Margaret A. Waterman, 2010
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Questions from Footprint Quiz
• Food: amount of meat, how much food is local
• Goods: how much waste is produced
• Shelter: size of home, number of people, availability of water and electricity
• Mobility: kinds of transportation, car pooling, air time, fuel efficiency
http://bioquest.org/icbl Margaret A. Waterman, 2010
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The Results
Sue Sam
http://bioquest.org/icbl Margaret A. Waterman, 2010
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http://bioquest.org/icbl Margaret A. Waterman, 2010
Objective: Tools for Data Visualization and Interdisciplinarity, developing questions and hypotheses, examining relationships among variables, interpreting data
Worldmapperwww.Worldmapper.org
Gapminder: A Data Centered View of the World
www. Gapminder.org
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Objective: Tools for Visualizing Data
http://bioquest.org/icbl Margaret A. Waterman, 2010
www.worldmapper.org
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Total Carbon emissions by country
http://bioquest.org/icbl Margaret A. Waterman, 2010
www.worldmapper.org
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Objective: Visualizing Data, Interdisciplinarity
http://bioquest.org/icbl Margaret A. Waterman, 2011
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www.gapminder.org
http://bioquest.org/icbl Margaret A. Waterman, 2010
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Can a graph be a case?
• www.gapminder.org
• Click on “health and wealth of nations”
• What learning objectives could we achieve with this tool?
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Overview of PBL/Case approaches• Engage with a case• Investigative cases and problem
spaces• Finding Cases Online
Implementation strategies• How can cases be used?• Specific examples with resources• Planning implementation
Assessing learning• Kujira• Products and processes
Case Writing
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Cases can be used to meet many teaching objectives
• To assess knowledge and skills – all cases• To develop global and multicultural perspectives• To initiate investigations• To introduce new technologies• To emphasize quantitative skills• To introduce tools• To show the value of interdisciplinarity
http://bioquest.org/icbl Margaret A. Waterman, 2010
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Cases can be used to meet many student learning objectives
• Inquiry skills: questioning, hypothesizing, manipulating variables, graphing, quantitative skills, interpreting data, drawing conclusions
• Subject matter content• How the concepts may be applied in real
world contexts • Soft skills: communication, collaboration,
presentation, information management
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Go to Case 2.
• Work in a group of 3 to do initial planning of ways to implement Case 2.
• Consider especially questions 3-5 on the Case Analysis and Planning form.
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Overview of PBL/Case approaches• Engage with a case• Investigative cases and problem
spaces• Finding Cases Online
Implementation strategies• How can cases be used?• Specific examples• Planning implementation
Assessing learning• Kujira• Products and processes
Case Writing
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Teruko sat with her friend Sean at lunch and enthusiastically described her brother’s wedding and reception in Japan. “The family hired special chefs who prepared some amazing dishes. My favorite was the kujira.”
“What’s kujira?” Sean asked.
“It’s whale meat,” Teruko replied. When Sean made a
face, she continued, “It’s delicious! Way better than this pizza.”
http://bioquest.org/icbl Margaret A. Waterman, 2010
Kujira
“But isn’t whale meat illegal? I read there’s a huge black market and people pay like $400 a pound for what they think is whale meat,” Sean
said.
Now it was Teruko who made a face. “How do they know it’s not whale meat?” she asked.
Some biotech test,” Sean replied with a shrug.
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Discuss with your group
• What learning objectives can be addressed with this case?
• What are some potential student products related to this case?
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Assessment – Students
You can use these criteria to assess their products
• their participation and contribution to work in groups, • the kinds of issues they identify, • the questions they develop, • the investigations they propose, • where and how they locate resources,• how they conduct investigations, and • the presentations they make.
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Specific Example: Right pocket of folder
• Crash course, with rubrics• Team and self assessment rubric• Online rubrics
• Case-based lesson rubric:
http://www.bioquest.org/myplantit-2010/projectfiles/Case_Based_Lesson_Rubric.doc
• Poster rubric:http://www.bioquest.org/myplantit-2010/resource_files/Poster_Peer_Review-4.doc
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Overview of PBL/Case approaches• Engage with a case• Investigative cases and problem spaces• Finding Cases Online
Implementation strategies• How can cases be used?• Specific examples• Planning implementation
Assessing learning• Kujira• Products and processes
Case Writing
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Case writing
• Use the handout on case writing to follow along with the process
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Adding investigations
• Use the ‘components of a problem space’ sheet to help you decide what else you need to add to your case
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What’s Next?
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THANK YOU!!!!