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Problem Based Learning

Problem Based Learning. What is PBL?. Content introduced in context of complex real-world problems Emphasizes CT skills Understanding Learning how to learn Working cooperatively with others Addresses 3 common employer complaints Poor written and verbal skills Inability to problem-solve

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Problem Based Learning

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  1. Problem Based Learning

  2. What is PBL? Content introduced in context of complex real-world problems • Emphasizes • CT skills • Understanding • Learning how to learn • Working cooperatively with others • Addresses 3 common employer complaints • Poor written and verbal skills • Inability to problem-solve • Difficulty working collaboratively with other professionals

  3. Who Does PBL? • Models – • McMaster (Medical School, started > 30 yrs. ago) • University of Delaware (for examples in biology, biochemistry, physics, chemistry, and nutrition see www.udel.edu/pbl/) • University of California, Irvine (PBL Faculty Institute) • Samford University (Center for PBL) • Southern Illinois University (School of Medicine)

  4. Why Do PBL? • Increased reasoning and problem solving skills (atypical medical cases: Albanese, 1993; problem solving: Gallagher, Stepien,& Rosenthal, 1992) • Team work • Improved attitudes (increased enrollment, enhanced interest in major, positive feedback: Pincus, 1995; reduced drop out rate: Bridges and Hallinger, 1991, Pincus, 1995; “friendlier climate:” Schmidt, Henny, and de Vries, 1992) • Basic knowledge (mixed results)

  5. Examples • Hot-headed Moles • When Twins Marry Twins • A Day in the Life of John Henry

  6. Essential Factors • Engage students’ interest • Require decisions or judgements based on facts, information, logic and/or rationalization • Cooperation should be necessary • Promote higher order cognitive skills (Bloom) • Initial questions should be • Open ended • Connected to previously learned knowledge • Controversial issues that will elicit diverse opinions • Content objectives should be incorporated

  7. Instructor’s Role • Model different kinds of problem-solving strategies • Serve as facilitator or guide • Question students about their learning (“How do you know that?” “What assumptions are you making?”)

  8. Assessing PBL • Written examinations – designed to transfer skills to similar problems • Practical examinations – apply skills learned • Concept maps – depict knowledge by creating nodes and links • Peer assessment – provide evaluation rubric, reflects cooperative nature of PBL • Self assessment – identify gaps in knowledge • Facilitator assessment – how successful individuals interacted and cognitive growth • Oral presentation – practice communication skills • Reports – practice writing skills

  9. Designing Scenarios • Can come from anywhere – Literature, TV, news, newspapers • Consider • A loosely structured case or prompt embedded with links to desired outcomes • Small group collaborative learning • A one sentence case can drive the curriculum for weeks • Use of hands-on materials for hypothesis testing • Learning is open

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