University of Delaware Models for Problem-Based Learning Institute for Transforming Undergraduate Education

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

Common Classroom Models Medical school Floating Facilitator Peer Facilitator “Hybrid”

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

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

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

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

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

“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

A Sampler: ITUE Leaders’ PBL Courses Small Classes (< 30 students) –General Chemistry –Introductory Biology, General Physiology –Introduction to Biochemistry –Biochemical Evolution, Intermediary Metabolism

A Sampler: ITUE Leaders’ PBL Courses Medium-Large Classes ( students) –Problems of the Criminal Judiciary –Psychology and the Law –Physical Science –“Science Semester” for elem. education majors

Small Course Characteristics Case study problems100 3, (3-5) SR, GRAD Majors Floating facilitator Biochemical Evolution Progressive disclosure (staged) problems 100 3, (3-6) SR, GRAD Majors Floating facilitator Intermediary Metabolism Uses scientific articles as problems , (4) SO BIOC majors Peer facilitators Intro to Biochemistry 6-7 PBL problems per semester , (4-6) SO/JR Biology Peer facilitators General Physiology(H) 6-7 PBL problems per semester , (4-6) FR/SO Science, allied health Peer facilitators Intro Biology (H) Mixed with lecture, demos, other activities , (4) FR Science (not chem) Floating facilitator General Chem (H) Comments% PBL Grp #,(size) Student type (year/major) Model

Typical PBL Sequence: Gen. Chem. Problems are used to introduce concepts: no prior discussion of concepts in class. Guiding questions are used to focus learning. Groups work in class (texts); meet to finish outside before next class meeting. Groups report out,typically via overheads. Summaries are prepared from or based on reports. Problem is followed by fuller discussion of related issues, connections to earlier work

How Class Time is Used: Gen Chem.

Medium-Large Course Features ModelStudent type (year/major) % PBL Grp.#, (size) Comments Prob. Crim. Judiciary Floating facilitators FR/SO Majors and nonmajors 25-33% 25, (4-6) TA’s assist as facilitators Mix w/ lecture, other activities Psych and the Law Floating facilitators JR/SR PSYC, CRJU 50% 10, (4) TA’s assist as facilitators Mix w/ lecture, other activities Physical Science Floating facilitators All levels Gen. Ed. course 60% 34, (4) TA’s assist as facilitators Large auditorium/fixed seats “Science Semester” Floating facilitators SO Elem. Ed. 60% 12, (5) Multiple instructors Meets in Gore min sessions, 5 days/week

Large Physical Science vs Small Physics for Gen. Ed. for Pre-meds 120 students auditorium/fixed seats permanent groups, 3-5 problems initiated in large class group discussion, lecture learning issues addressed in large class and discussion multiple choice/show work exams 3 projects related to problems fewer than 30 students round tables/chairs permanent groups of 4 problems initiated in class more group oriented discussion than whole class activity or lecture learning issues addressed mainly in groups individual and group “show your work” one large project

“Science Semester” An integrated science and teaching methods course for future teachers: combines biology, physical science, geology and science methods PBL is central focus of 4 curricular units: integrated with active learning and lecture Session times: 120 min, 5 days/week. Large class (60) and 3 smaller (20) discussion sections Multiple instructors as facilitators and discussion leaders

Activities in “Science Semester” Research vessel experience Assessment strategies: –Group, individual testing –Web pages –PowerPoint presentations to community experts –Letter to editor –Poster presentations –Concept maps –Micro-teaching