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?