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LeAP Summer Workshop Experiencing PBL

LeAP Summer Workshop Experiencing PBL. Derek Raine & Cheryl Hurkett University of Leicester. Day 1 Introduction to PBL A PBL Problem Writing Workshop. Session 1: Introduction. Problem-Based Learning.

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LeAP Summer Workshop Experiencing PBL

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  1. LeAP Summer WorkshopExperiencing PBL Derek Raine & Cheryl Hurkett University of Leicester

  2. Day 1 • Introduction to PBL • A PBL Problem • Writing Workshop

  3. Session 1: Introduction

  4. Problem-Based Learning PBL (problem-based learning) is a student-centred method of teaching in which students learn by investigating real-world problems and, working in groups, seek out the tools necessary to solve them.

  5. Generalised PBL strategy • Planning Phase • Agree a brief problem statement • List relevant existing knowledge • Identify learning outcomes • Write a plan • Investigation Phase • Enquiry and experiment • Analysis Phase • Share and discuss information • Apply new information to the problem • Evaluate progress • Submit work or revisit plan • Reflect

  6. Generalised PBL strategy - Overview • Planning Phase • Investigation Phase • Analysis Phase • Assessment

  7. Session 2: A PBL Problem You will be given a PBL problem in the form of a video hook As a group, identify the problem and propose a solution You have access to the internet to provide support You will be asked to present your solution

  8. The Tower

  9. Sperm Whales and human impact The spider’s web gets the bat Spider colony Lydia Fairchild Desert tower

  10. Solution to spiders web: A colony for high food density. http://www.dailygalaxy.com/my_weblog/2007/09/giant-spider-we.html But – is this unique? Solution to whales: Endangered species in Galapagos: see for example http://www.youtube.com/watch?v=UbUOK3k21os How endangered? Is it just hunting (what about local economy or tourism?) Solution to Spiders’ web: Trapping the bat requires strong fibres: investigate polymer cross-bridges and/or web structure Solution to tower: Hot air rises and drives turbines. Why in the desert? Is this efficient compared to solar electricity? Solution to Fairchild Chimera – non-uniform tissue types How can this be? What determines tissue type?

  11. How did we do? • Planning Phase – What is the problem? • What do we know? • Investigation Phase - What do we need to find out • Who and what? • Analysis Phase – Have we solved the problem fully? (Repeat as necessary) • Assessment – Report • Evaluation – Group roles

  12. Is PBL better? • Evidence of persistence of knowledge • Evidence of engagement • Evidence of examination performance (in some cases) But: • Superficial • Effort on presentation not content

  13. Issues • Group formation • Problem writing • Facilitation • Assessment

  14. Session 3 Problem Writing

  15. What makes a good PBL problem?

  16. Planning a PBL Problem Problem Summary Problem Description Learning Outcomes Assessment

  17. Day 2 • 1. Problem Writing (continued) • 2. Delegate Papers • 3. Experience PBL

  18. Session 1Problem Writing continued

  19. What makes a good assessment?

  20. Session 3 Experience PBL

  21. What makes a good facilitator?

  22. END

  23. Planning a PBL Problem Problem Summary Subject Area Topic Year/Level Class Size Group Size Time to Run Problem Description Learning Outcomes Assessment

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