Models for Problem-based Learning in Small, Medium and Large Classes

Slides:



Advertisements
Similar presentations
University of Delaware Experience It Yourself: An Introduction to Problem-Based Learning Institute for Transforming Undergraduate Education Courtesy of.
Advertisements

University of Delaware Models for Problem-Based Learning Institute for Transforming Undergraduate Education.
Six Outcomes – One (BIG) Assignment: A Problem-Based Learning Approach to Improving Information Fluency Dr. Karen Ann Tarnoff Assistant Dean for Assurance.
Designing Effective Science Lessons Standards Cognitive Development Content Lesson Format Methodologies Effective Science Lessons.
University of Delaware Problem-Based Learning: Getting Started Institute for Transforming Undergraduate Education Courtesy of Hal White.
University of Delaware What Is PBL? Institute for Transforming Undergraduate Education.
University of Delaware What Is PBL? Why PBL? Institute for Transforming Undergraduate Education George Watson
University of Delaware PBL2002: A Pathway to Better Learning June 16-20, 2002 Experience It Yourself: An Introduction to Problem-Based Learning Institute.
University of Delaware Asia-Pacific Conference on Education National Institute of Education, Nanyang Technogical University Singapore, June 4,
University of Delaware Workshops on Problem-Based Learning International Islamic University Malaysia Assessment of Learning in Student-Centered.
University of Delaware Using Groups Institute for Transforming Undergraduate Education Courtesy of Hal White and Deb Allen.
Problem-Based Learning by floating facilitation Institute for Transforming Undergraduate Education George Watson Courtesy of Deborah Allen and Hal White.
George H. Watson, Associate Dean of Arts and Sciences & Deborah E. Allen, Associate Professor of Biological Sciences University of Delaware Student Engagement.
Deborah E. Allen, Associate Professor of Biological Sciences George H. Watson, Sr. Associate Dean of Arts and Sciences Hal White, Professor of Chemistry.
Problem-Based Learning: From Ideas to Solutions through Communication University of Delaware Institute for Transforming Undergraduate Education March 14,
University of Delaware What Is PBL? Institute for Transforming Undergraduate Education.
University of Delaware Models for Problem-Based Learning Institute for Transforming Undergraduate Education.
University of Delaware Problem-Based Learning: Getting Started Institute for Transforming Undergraduate Education Courtesy of Hal White.
Tutorial Methods of Instruction Spring Semester Orientation 7 February 2007 Prof. Hal White.
University of Delaware Models for Problem-Based Learning Institute for Transforming Undergraduate Education.
University of Delaware Models for Problem-Based Learning in Small, Medium and Large Classes Institute for Transforming Undergraduate Education.
University of Delaware Assessment of Learning in Student-Centered Courses Institute for Transforming Undergraduate Education Courtesy of Sue Groh and Barb.
University of Delaware PBL Faculty Institute, University of Cincinnati November 1, 2001 An Introduction to Problem-Based Learning Institute for Transforming.
University of Delaware Comparison of Learning Paradigms: Learner-Centered vs. Instructor-Centered Institute for Transforming Undergraduate Education George.
Deborah E. Allen, Associate Professor of Biological Sciences George H. Watson, Sr. Associate Dean of Arts and Sciences Hal White, Professor of Chemistry.
Deborah E. Allen, Associate Professor of Biological Sciences George H. Watson, Sr. Associate Dean of Arts and Sciences Hal White, Professor of Chemistry.
Models of Problem-Based Learning
Problem-Based Learning by floating facilitation Institute for Transforming Undergraduate Education George Watson Courtesy of Deborah Allen and Hal White.
University of Delaware Groups 101: Working Effectively with Groups in PBL Institute for Transforming Undergraduate Education Courtesy of Hal White and.
University of Delaware Workshops on Problem-Based Learning International Islamic University Malaysia Problem-Based Learning: Experience.
University of Delaware What Is PBL? Why PBL? Institute for Transforming Undergraduate Education George Watson “Implementing.
Models for Problem-based Learning in Small, Medium and Large Classes Barb Duch, MSERC Sue Groh, Chemistry and Biochemistry, Deb Allen, Biological Sciences.
University of Delaware Problem-Based Learning: Getting Started Institute for Transforming Undergraduate Education Courtesy of Hal White.
University of Delaware Plenary Presentation at September Institute Center for the Enhancement of Teaching and Learning University of Cincinnati September.
Barbara Duch George Watson Deborah Allen University of Delaware Promoting Institution-Wide Reform of Undergraduate Education: Institute for Transforming.
University of Delaware Problem-Based Learning: From Ideas to Solutions through Communication What Is PBL? Institute for Transforming Undergraduate Education.
University of Delaware Experience It Yourself: An Introduction to Problem-Based Learning Institute for Transforming Undergraduate Education George Watson.
Characteristics Needed in College Graduates High level of communication skills Ability to define problems, gather and evaluate information, develop solutions.
University of Delaware Problem-Based Learning: Getting Started Institute for Transforming Undergraduate Education.
Teacher Centered Instruction vs. Student Centered Instruction.
Problem-Based Learning (PBL) Tutorial
Getting Started with Cases
1 September 21, 2015 Getting Students to Think: Problem-Based Learning as an Instructional Method John C. Cavanaugh Barbara J. S. Duch Deborah E. Allen.
Edexcel Level 3 BTEC Nationals in Applied Science Dr. Kevin Hylands.
What Are Peer Tutors? PBL jargon for group facilitators Undergraduates who guide student groups in PBL or active learning classrooms Work alongside the.
Clinical Teaching Opportunities David Geffen School of Medicine at UCLA Margaret L. Stuber, MD Cha-Chi Fung, Ph.D
Problem-Based Learning & Case Study Method: What’s the Difference? Problem-Based Learning  Student-centered  Small group  Problems before concepts Case.
Charlotte Hespe January 2011 PBL Phase 2 Training for Tutors.
1 st Year Instructors’ Workshop September 3, 2009.
Problem-based Learning Cherdsak Iramaneerat Department of Surgery Faculty of Medicine Siriraj Hospital 1PBL.
Peer Instruction: Making Science Engaging Faculty Development Workshop September 4, 2012 Donna L. Pattison, PhD Instructional Professor Department of Biology.
University of Delaware Workshops on Problem-Based Learning International Islamic University Malaysia Problem-Based Learning: Getting.
UNDERGRADUATE MEDICAL EDUCATION- UNIVERSITY OF ALBERTA SUMMARY OF CURRICULUM.
Using Groups in Academic Advising Dr. Nancy S. King Kennesaw State University.
Introduction to Concepts and Principles of Learning ( Medical Education) (CMD 211) Dr. Muhammad Ghauth Qureshi Dr. Muhammad Nour-El-din Saleh Dr. Khadija.
The Transformation of Undergraduate Education through Faculty Development and Course Design – Part 1 George Watson (with acknowledgement to.
What Is PBL? Why PBL? Institute for Transforming Undergraduate Education, University of Delaware George Watson Workshop.
University of Delaware How to get started with PBL: moving to a new paradigm Institute for Transforming Undergraduate Education George Watson
University of Delaware What Is Problem-Based Learning? Institute for Transforming Undergraduate Education.
RDG 350 Week 2 DQ 3 If a parent were visiting your class and asked you why you were using literature in the science class they observed, what would you.
CJA 444 Week 4 Learning Team Communications Paper or Presentation NEW Check this A+ tutorial guideline at
JA 444 Week 3 Individual Criminal Justice Motivational Theories Matrix NEW Check this A+ tutorial guideline at
CJA 464 Complete Class NEW - Graded 98% Check this A+ tutorial guideline at NEW/CJA-464-Complete-Class-NEW-Guide.
CJS 200 Week 2 Individual Criminal Justice System Paper Write a 350- to 700-word paper in which you explain the components of the criminal justice system.
Becoming an Effective Leader
Models for Problem-Based Learning in Small, Medium and Large Classes
Models for Problem-Based Learning
What Is PBL? Why PBL? George Watson
Problem-Based Learning by floating facilitation
Models for Problem-Based Learning in Small, Medium and Large Classes
Presentation transcript:

Models for Problem-based Learning in Small, Medium and Large Classes Barb Duch, MSERC Sue Groh, Chemistry and Biochemistry, Deb Allen, Biological Sciences [part courtesy of Valerie Hans, Criminal Justice] University of Delaware 1

Factors In Choosing a Model Class size Intellectual maturity of students Student motivation Course learning objectives Instructor’s preferences Availability of peer facilitators Other? 2

Medical School Model Dedicated faculty tutor Groups of 8-10 Very student-centered Group discussion is primary class activity A good choice for Highly motivated, experienced learners Small, upper-level seminar classes 3

Floating Facilitator Model Instructor moves from group to group: Asks questions Directs discussions Checks understanding Group size: 4 to 5 More structured format: instructor input into learning issues and resources 4

Floating Facilitator Model Class activities besides group discussions: Groups report out Whole class discussions Mini-lectures A good choice for Less experienced learners Small to large-sized classes 5

Peer Facilitator Model Advanced undergraduates serve as facilitators Help monitor group progress and dynamics Serve as role models for novice learners Capstone experience for facilitator A good choice for Classes of all sizes 6

Subtypes of the Peer Facilitator Model Roving vs. dedicated 2-3 groups of 4 students each vs. single group of up to 6 students Experienced vs. new PBLer As more faculty incorporate peer tutors into their problem-based learning classes, some new models have been developed: My class only had only 4-5 student groups. In a large class with 20 groups or more, hard to recruit enough tutors. Ask each to monitor 2 or more groups, as do faculty instructors when working alone to teach a PBL class, and when working with tutors. Now that we’ve been offering these PBL courses for a number of years, and with more offered on campus, we can turn to students who have some familiarity with the PBL process; now many have been students in the PBL course in which they’ll tutor. Sherry and Lesa’s Honors course model - Honors students within a larger class. Become tutors in the final 1/3 of the semester, when the class activities turn to PBL.

Activities of the Peer Group Facilitators Weekly meetings with the course instructor Tutorial Methods of Instruction Work with one or more PBL groups in class Optional: meet with group(s) outside of class No involvement in grading

Peer Facilitator Model Facilitator training important Development of questioning skills Group dynamics Resource guide 7

Some Characteristics of a Functional Tutor Questions/probes the thinking and reasoning process Provides information when appropriate Promotes the use of appropriate resources Guides/directs/intervenes to keep the group on track Sets high standards Involves all students in the process From, University of New Mexico Primary Care Curriculum, A Guide to Quality Tutorials Why have we formalized the process of working with tutors into a program? That’s relatively easy to answer when one takes a closer look at our expectations for these undergraduates The problem-based learning tutor, as formulated in the medical school setting, has to monitor the group and the problem-solving process, bringing out the positive aspects and subverting the negative ones. He or she has to serve as a role model for every aspect of the process. On top of all that, the tutor needs to be monitoring the content of the discussion; making on the spot decisions about when to provide information, when and how best to ask the types of questions that prompt the reasoning process and a deeper look, but don’t direct or provide a ready answer. For a single faculty instructor to help tutors become expert in the art of tutoring, support the tutors efforts, help prepare them for each class in terms of content, a little overwhelming.

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 Numbers advantage in dealing with group vs. individual papers, projects 8

Discussion Think about which model would work best for your course(s) What barriers do you anticipate?