University of Delaware PBL Faculty Institute, University of Cincinnati November 1, 2001 Writing Effective Problems Institute for Transforming Undergraduate.

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Presentation transcript:

University of Delaware PBL Faculty Institute, University of Cincinnati November 1, 2001 Writing Effective Problems Institute for Transforming Undergraduate Education George Watson (Thanks to Barb Duch for most of the slides)

Characteristics of Good PBL Problems Relate to real world, motivate students Require decision-making or judgments Multi-page, multi-stage Designed for group-solving Initial questions open-ended, encourage discussion Incorporates course content objectives, higher order thinking

Benjamin Bloom and His Band of College Examiners Met from Developed a classification of educational goals Published A taxonomy of educational objectives (1956)

Bloom’s Cognitive Levels Evaluation Synthesis Analysis Application Comprehension Knowledge high low

Bloom’s Knowledge Level Memory; Recall of factual information. Examples: Who is ____? When was ____? Describe _____. How did _____?

Bloom’s Comprehension Level Understanding; Interpretation. Examples: Demonstrate the meaning of ____. Give an example of ____. Translate that idea into everyday terms.

Bloom’s Application Level Apply learning to new situation; Generalization. Examples: Apply the formula to this problem. Teach your friend the meaning of ___.

Bloom’s Analysis Level Break down material and distinguish parts, relation to whole. Examples: Distinguish facts from unsupported assumptions. Identify relevant issues in a problem.

Bloom’s Synthesis Level Put together elements to form a new whole. Examples: Design a web site for your course. Write a play or story that illustrates ____. How would you create ____?

Bloom’s Evaluation Level Critique; Evaluate. Examples: Assess a decision of the Supreme Court in light of ____. Write a critique of a scientific theory; What are its strengths and weaknesses?

Bloom’s Cognitive Levels Evaluation - make a judgment based on criteria Synthesis - produce something new from component parts Analysis - break material into parts to see interrelationships Application - apply concept to a new situation Comprehension - explain, interpret Knowledge - remember facts, concepts, definitions high low

Step 1: Think of a Central Concept in your Course How do you usually present this concept? What kind of problem or activity do you assign? Typical end-of-chapter problem A reading Other?

Step 2: 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?

Step 3: Outline the problem; What will be on the first page? Suggestions: Good PBL problem with multi-page, multi-stage construction - leave students guessing Not all information given in chapter or even book - students look for resources Challenge students to come to consensus, reach conclusions, make judgements