Writing Effective Problem-Based Materials

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Presentation transcript:

Writing Effective Problem-Based Materials Institute for Transforming Undergraduate Education University of Delaware

Important Considerations in Writing Problems Level of course and maturity of students Time frame Staging Availability and access to learning resources Use of prompting questions Role of problem in accomplishing course objectives

Types of Learning Objectives Content-oriented: subject specific Basic knowledge and understanding of specific concepts, techniques, etc. in the discipline Process-oriented: global skills Effective communication: oral and written Acquiring and evaluating information Working effectively with others Higher order, critical thinking

What Factors Influence Decisions About Problems? Who is the problem writer? - discipline - control issues - level of investment What is the course? - students (number and level) - sequencing of course/problems - time/structure of class

Step One: Identify Learning Objectives Think of a learning objective in your course . How do you usually address this learning objective? What kind of problem or activity do you usually assign? Typical end-of-chapter problem? A reading? Other?

Solving Problems Using Conservation of Momentum Traditional examples: Pool balls colliding Bullets hitting blocks of wood

Traditional End-of-Chapter Problem A 1500-kg car traveling east with a speed of 25 m/s collides at an intersection with a 2500-kg van traveling north at a speed of 20 m/s. Find the direction and magnitude of the velocity of the wreckage after the collision, assuming that the vehicles undergo a perfectly inelastic collision (ie, they stick together). Serway and Faughn. 3rd ed. College Physics, Saunders, 1992.

Step Two: Identify Real-World Context Name a realistic application of the concept. Outline a scenario. Ideas: Add story-telling to end-of-chapter problem. Add motivation, require students to go beyond rote learning, do research. Include decision-making. Other?

A Real Traffic Accident Based on police sketch Students need to make assumptions and approximations Information given gradually throughout problem

Sources and Strategies for Writing Problems Newspaper articles, news events Popular press in the discipline Make up a story – based on content objectives Adapt a case to a problem Research papers Other?

Step Three: Draft the problem Outline the problem. What will be on the first page? Suggestions: Good PBL problem has multi-page, multi-stage construction - leave students guessing! Not all information given in chapter or text - students look for resources. Challenge students to come to consensus, reach conclusions, and make judgments.

John Henry - Traffic Cop Stage 1: What questions need to be answered? What measurements, data? What physics principles? Then initial introduction to momentum. Stage 2: Sketch given, some information given; students analyze and ask questions. Stage 3: Outline procedure, make assumptions, Apply concepts. Stage 4: Make judgment and rationalize decision based on physics principles

Activities Related to John Henry Students summarize each stage before moving to next. Final stage written up by group with complete analysis.

Reflections and Questions

Feedback To Presenters What did you like most about the problem? Does it challenge students to think and do research? Is the problem appropriate for the proposed course?