Making Problem Based Learning Work at the University of Wisconsin, Green Bay (January 21, 2010)

1. Making Problem Based Learning Work at the University of Wisconsin, Green Bay(January 21, 2010) Dr. Deanna Sellnow, Professor of Communication, University of Kentucky

2. Overview • Keynote Session: Why Johnny (& Janie) Can’t Think • What is Problem-Based Learning (PBL)? • Why use PBL? • Working through a PBL activity • The Breakouts: Teaching Strategies • Effective Group Work • Writing good problems

3. Introductions… • Name • What Department • How Long Debrief: Why do icebreakers? http://www.execstrategies.com/Facilitator/IceBreakers.htm http://www.ideazone.com/IceABreakers_&_Warmups.html

4. Classroom Engagement Challenges . . . Time Management Don’t read/prepare for class Lack critical thinking skills Lack motivation Lack civility Disrespectful Intellectually disengaged Want instant gratification Entertainment orientation Short attention span College Students Today

5. What is Problem-Based Learning? 1. Analyzing & solving open-ended, real-world problems (critical thinking) 2. Working cooperatively in teams (teamwork) 3. Finding, evaluating, and using learning resources that address the problem (critical thinking) 4. Sharing solutions with others (oral and written communication)

6. John Dewey (1930s)(Experiential Learning) Kurt Lewin (1970s) (T-groups) David Kolb (1980s)(Cycle of Learning) McMaster University (1980); Michigan State; Harvard Univ. of Delaware Annual Int’l PBL Conference PBL History

7. “Colleges must produce graduates who demonstrate better critical thinking, teamwork, & communication skills to solve real-world problems than we do now.” [Banerji, S. (2007). Report: Employers say college graduates lack essential skills to succeed in today’s global economy. Diverse Issues in Higher Education, 18, 24] Why Use Problem-based Learning?

8. “Connecting Learning to Life”(http://www.uwgb.edu/academics/) Our students learn through labs, lectures, discussions, events, fieldwork, internships, and independent activity. When you graduate, we want you to be prepared for your specific career, and also for life’s challenges and opportunities. . . .

9. Paradigm Shift in Higher Education From Teacher-Centered Students retain 70% of the first 10 minutes and 20% of the last 10 minutes (McKeachie, 1986) To Learner-Centered Students retain over 70% of what they discuss with others (Glassner, 1999)

10. Learning: • Comprehension • Retention • Application

11. Kolb’s (1983) Cycle of Learning FEELING (CE) Stage 1 Stage 4 DOING (AE) WATCHING (RO) Stage 3 Stage 2 THINKING (AC)

12. How? From Lecture Notes to Lesson Plans… Discussions, Variety of Real Life Examples Creative Activities & Group work Practical Applications, Rationales, Synthesis Traditional Lectures

13. The PBL Learning Cycle Model Stage 4: Prepare and Present Report (Class discussion, evaluation, & implementation) Stage 1. Identify and the Problem Brainstorm, prior knowledge, pose research questions (what do we know and what do we need to know?) Stage 2. Research: Assign Responsibilities, Summarize & Analyze, Determine Criteria for Judging Solutions Stage 3: Determine Solution(s) (based on Research, Analysis, & Criteria)

14. Systematic Problem-Solving Method (Dewey, 1933) • Identify and define the problem (1). • Analyze the problem (2). • Determine criteria for judging solutions (2). • Generate a host of solutions (3). • Select the best solution based on the criteria (3). Report out. (4) • Implement the agreed-upon solution (4). • Determine a time to assess the solution’s effectiveness.

15. The Student’s Role… • Work in groups to: • Organize their ideas & previous knowledge related to the problem and attempt to define the broad nature of the problem. • Work through problem-solving process. • Prepare and present findings to others.

16. The Teacher’s Role… • Guide, support, facilitate (does not control or provide solutions) • Yield some power to students

17. Good PBL Problems… • Start with a Story • Case studies • Magazines, newspapers… • Start with a Problem • http://lii.org/search file/society • http://www.publicagenda.org/issues/issuehome.cfm

18. Let’s Try It!Starting with a story . . . “Hot-Headed Moles in Antarctica”…PBL problem based on an article in Discover magazine (April 1995)

19. Assignment: 1. One person from your table reads story aloud. 2. Come to consensus as to whether it’s “for real.” 3. Make a list of reasons for your group decision (what you “know”). 4. Rank order reasons. 5. Make a list of things to learn more about to feel more confident in your conclusion (what you still need to know).

20. Let’s Try It (again)!Starting with a problem . . . • Enrollment goal set in 1968: 20,000 students • Isolated from downtown Green Bay • Parking • Pedestrian Spaces • On campus housing • Classroom buildings

21. Assignment: • Identify and define the problem. • Analyze the problem. • Determine criteria for judging solutions. • Generate a host of solutions. • Select the best solution based on the criteria. • Implement the agreed-upon solution. • Determine a time to assess the solution’s effectiveness.

22. Important Considerations… • Course Level/Maturity of Students • Problem as Related to Course Objectives • Should prompting questions be used? How directive? • Time frame • Student access to resources • How will outcomes be assessed? Evaluated?

23. Assessment ≠ Evaluation • Collectively: • What do my students “know?” • What’s working/not working in my pedagogy? • Individually: • To what degree does each student “know” the material? • What is each student’s “knowledge” of a given topic worth?

24. Assessment & Evaluation Options • Written exams, quizzes • Oral exams • Term papers • Reflective journals • Oral reports • Portfolios • Group projects/presentations • Peer and self-critiques

25. The question is no longer about whether or not to use PBL. . . . But HOW to transform our classes from teacher led to PBL driven? Deanna.Sellnow@uky.edu