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Models for Problem-Based Learning

Explore different models for problem-based learning, including Floating Facilitator, Peer Facilitator, and "Hybrid" Medical School Model. Learn about factors influencing model choice and overcoming barriers. Ideal for classes of various sizes and student experience levels.

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Models for Problem-Based Learning

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  1. Models for Problem-Based Learning Institute for TransformingUndergraduate Education University of Delaware

  2. Barriers to Using PBL?

  3. Factors in Choosing a Model Class size Intellectual maturity of students Student motivation Course learning objectives Instructor’s preferences Availability of peer facilitators

  4. Common Classroom Models • Medical school • Floating Facilitator • Peer Facilitator • “Hybrid”

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

  6. Floating Facilitator Model • Instructor moves from group to group • Asks questions, directs discussions, checks understanding • Group size: 4 • More structured format: greater degree of instructor input into learning issues and resources

  7. Floating Facilitator Model Other class activities: • Groups report out • Whole class discussions • (Mini-)lectures A good choice for • Less experienced learners • Classes of all sizes

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

  9. Dealing with 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 Reduce grading burden through group (vs. individual) papers, projects

  10. “Hybrid” PBL • Non-exclusive use of problem-driven learning in a class • May include separate lecture segments or other active-learning components • Floating or peer facilitator models common Often used as entry point into PBL in course transformation process

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