University of Delaware How to get started with PBL: moving to a new paradigm Institute for Transforming Undergraduate Education George Watson

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Presentation transcript:

University of Delaware How to get started with PBL: moving to a new paradigm Institute for Transforming Undergraduate Education George Watson

…the individuals learning the most in [the teacher- centered classrooms] are the professors. They have reserved for themselves the very conditions that promote learning: What I know best I have taught… Page 35, Huba and Freed, Learner-Centered Assessment on College Campuses: Shifting the Focus from Teaching to Learning, 2000 actively seeking new information, integrating it with what is known, organizing it in a meaningful way, and having a chance to explain it to others.

Comparison of Paradigms Teacher-Centered Learner-Centered Knowledge is transmitted from professor to student. Students construct knowledge through gathering and synthesizing information and integrating it with the general skills of inquiry, communication, critical thinking, and problem solving.

Teacher-Centered Learner-Centered Students passively receive information. Students are actively involved. Comparison of Paradigms

Teacher-Centered Learner-Centered Emphasis is on acquisition of knowledge outside the context in which it will be used. Emphasis is on using and communicating knowledge effectively to address enduring and emerging issues and problems in real-life contexts. Comparison of Paradigms

Teacher-Centered Learner-Centered Instructor’s role is to be primary information giver and primary evaluator. Instructor’s role is to coach and facilitate. Instructor and students evaluate learning together. Comparison of Paradigms

Teacher-Centered Learner-Centered Teaching and assessing are separate. Teaching and assessing are intertwined. Comparison of Paradigms

Teacher-Centered Learner-Centered Assessment is used to monitor learning. Assessment is used to promote and diagnose learning. Comparison of Paradigms

Teacher-Centered Learner-Centered Emphasis is on right answers. Emphasis is on generating better questions and learning from errors. Comparison of Paradigms

Teacher-Centered Learner-Centered Desired learning is assessed indirectly through the use of objectively scored tests. Desired learning is assessed directly through papers, projects, performances, portfolios, and the like. Comparison of Paradigms

Teacher-Centered Learner-Centered Focus is on a single discipline. Approach is compatible with interdisciplinary investigation. Comparison of Paradigms

Teacher-Centered Learner-Centered Culture is competitive and individualistic. Culture is cooperative, collaborative, and supportive. Comparison of Paradigms

Teacher-Centered Learner-Centered Only students are viewed as learners. Instructors and students learn together. Comparison of Paradigms

Outcomes? Moving away from: Are students getting the right answer? Huba and Freed, Learner-Centered Assessment on College Campuses: Shifting the Focus from Teaching to Learning, 2000

Moving to: Can students demonstrate the qualities that we value in educated persons, the qualities we expect of college graduates? Outcomes?

Moving to: Can students gather and evaluate new information, think critically, reason effectively, and solve problems? Outcomes?

Moving to: Can [students] communicate clearly, drawing upon evidence to provide a basis for argumentation? Outcomes?

Moving to: Do [students’] decisions and judgments reflect understanding of universal truths[/concepts] in the humanities and arts [etc.]? Outcomes?

Moving to: Can [students] work respectfully and productively with others? Outcomes?

Moving to: Do [students] have self-regulating qualities like persistence and time management that will help them reach long-term goals? Outcomes?

Reflections and Questions

Changes Commonly Needed... Meeting Place for Class –Fixed seating vs. moveable seats; PBL or case study room option Educational Philosophy –Why PBL? –Changing roles: student and faculty responsibilities –Group work, roles, ground rules –How? Idea of class format, “typical day”

Grading and Assessment –Value of content knowledge/global skills –Nature of assessment tools –Individual and group accountability –Attendance, participation –Exam logistics: group components, extended time, scheduling Other? Changes Commonly Needed...

Go! The First Day Tell me, I will forget. Show me, I may remember. Involve me, and I will understand. Chinese Proverb as interpreted by Ei-Ichiro Ochiai, J. Chem. Educ. 70:44 (1993)