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Models for Problem-based Learning in Small, Medium and Large Classes

Models for Problem-based Learning in Small, Medium and Large Classes. Barb Duch, MSERC Sue Groh, Chemistry and Biochemistry, Deb Allen, Biological Sciences University of Delaware. Factors In Choosing a Model. Class size Intellectual maturity of students Student motivation

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Models for Problem-based Learning in Small, Medium and Large Classes

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  1. Models forProblem-based Learning inSmall, Medium and Large Classes Barb Duch, MSERC Sue Groh, Chemistry and Biochemistry, Deb Allen, Biological Sciences University of Delaware

  2. Factors In Choosing a Model Class size Intellectual maturity of students Student motivation Course learning objectives Instructor’s preferences Availability of peer facilitators Other?

  3. Medical School Model Dedicated faculty tutor Groups of 8-10 Very student-centered Group discussion is primary class activity A good choice for Highly motivated, experienced learners Small, upper-level seminar classes

  4. Floating Facilitator Model Instructor moves from group to group: Asks questions Directs discussions Checks understanding Group size: 4 to 5 More structured format: instructor input into learning issues and resources

  5. Floating Facilitator Model Class activities besides group discussions: Groups report out Whole class discussions Mini-lectures A good choice for Less experienced learners Small to large-sized classes

  6. Peer Facilitator Model Advanced undergraduates serve as facilitators Help monitor group progress and dynamics Serve as role models for novice learners Capstone experience for facilitator A good choice for Classes of all sizes

  7. Subtypes of the Peer Facilitator Model Roving vs. dedicated 2-3 groups of 4 students each vs. single group of up to 6 students Experienced vs. new PBLer

  8. Activities of the Peer Group Facilitators Weekly meetings with the course instructor Tutorial Methods of Instruction Work with one or more PBL groups in class Optional: meet with group(s) outside of class No involvement in grading

  9. Peer Facilitator Model Facilitator training important Development of questioning skills Group dynamics Resource guide

  10. Some Characteristics of a Functional Tutor • Questions/probes the thinking and reasoning process • Provides information when appropriate • Promotes the use of appropriate resources • Guides/directs/intervenes to keep the group on track • Sets high standards • Involves all students in the process • From, University of New Mexico Primary Care Curriculum, • A Guide to Quality Tutorials

  11. Large Classes Floating facilitator or peer facilitator models are the most appropriate Requires a more teacher-centered, structured format: instructor directs group activities Group size: 4 Numbers advantage in dealing with group vs. individual papers, projects

  12. Additional Course Models • Introduction to Biochemistry - Harold White • research articles as problems • Molecular Biology - Florence Schmieg • 4 problems per semester (2 ½ periods each) • Genetics - David Sheppard • bioinformatics for laboratories • Introductory Physics - Barbara Williams • PBL problems, minilectures, labs, homework

  13. Discussion Think about which model would work best for your course(s) What barriers do you anticipate?

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