1. How to Use Problem Based Learning Options and advice for first time users

2. Session Objective To develop a problem-based approach to teach an important concept from a course you will teach next year To develop a problem-based approach to teach an important concept from a course you will teach next year

3. General Considerations There are a lot of choices in how to use PBL. Choose what makes sense: There are a lot of choices in how to use PBL. Choose what makes sense: For you For you Your experience with course and active learning Your experience with course and active learning For your goals For your goals Will PBL address your needs? Will PBL address your needs? For your students For your students Their maturity & commitment to course Their maturity & commitment to course

4. Choices in Incorporating PBL Extent of PBL for your course? Extent of PBL for your course? Single lecture, course segment, entire course Single lecture, course segment, entire course Personal reflection Personal reflection This is not an easy approach if you have not done significant active learning previously or if you are teaching a course for the first time This is not an easy approach if you have not done significant active learning previously or if you are teaching a course for the first time You MIGHT start with the final 2 weeks of a course? You MIGHT start with the final 2 weeks of a course?

5. Choices in Incorporating PBL How much help will you provide? How much help will you provide? Resources and references Resources and references Training in relevant skills Training in relevant skills Direction to students Direction to students Personal Reflections Personal Reflections Finding resources takes time Finding resources takes time Provide class time for explicit instruction in skills Provide class time for explicit instruction in skills Be cautious with “self-direction” and monitor students Be cautious with “self-direction” and monitor students

6. Choices in Incorporating PBL Will you use teams? Will you use teams? Personal reflections Personal reflections Teams are customary and work well Teams are customary and work well While PBL and CL are distinct approaches, it makes sense to use the beneficial tenets of CL if you are using PBL with teams While PBL and CL are distinct approaches, it makes sense to use the beneficial tenets of CL if you are using PBL with teams If you decide to focus on PBL with teams, consider how you will include the 5 tenets If you decide to focus on PBL with teams, consider how you will include the 5 tenets

7. Directions Get together in your teams Get together in your teams Discuss courses that you teach and see if you can identify a course you have in common with at least one team mate Discuss courses that you teach and see if you can identify a course you have in common with at least one team mate Form teams based on common interest (any team size from 1-4 is fine) Form teams based on common interest (any team size from 1-4 is fine) Work with your team on each of the following steps (needn’t be linear) Work with your team on each of the following steps (needn’t be linear)

8. Step 1: Identify Educational Objectives What do you want students to learn? What do you want students to learn? What are the instructional objectives for your PBL course segment? What are the instructional objectives for your PBL course segment?

9. Step 2: Choose a General Problem Area Brainstorm several possible problem topics to motivate desired learning: Where would students practically use what I want them to learn? Where would students practically use what I want them to learn? If you can’t think of any practical applications, rethink why you want students to learn material If you can’t think of any practical applications, rethink why you want students to learn material Are there some “hot” areas that would engage and motivate students? Are there some “hot” areas that would engage and motivate students? Choose one general area and proceed Choose one general area and proceed

10. Step 3: Make 1 st draft of assignment (Consider different structures) Structured Controversy Debate: Should U.S. sign the Kyoto treaty? Debate: Should U.S. sign the Kyoto treaty? Design Problem Design a cooling tower for a new power plant Design a cooling tower for a new power plant Case Study You work for a company that wants to site a chemical plant in town & people are concerned... You work for a company that wants to site a chemical plant in town & people are concerned... Open Question Open Question Can frost form if the temperature stays above 0C? Can frost form if the temperature stays above 0C?

11. Step 4: Analyze the Assignment Does the assignment address your identified instructional objectives Does the assignment address your identified instructional objectives Technical content, societal or ethical issues Technical content, societal or ethical issues Consider objectives beyond content Consider objectives beyond content Skills Skills Communication, problem-solving, team work Communication, problem-solving, team work Attitudes Attitudes Confidence, motivation, independence Confidence, motivation, independence

12. Additional Analysis and Revision Compare your draft to the “Characteristics of Good Problems” - Handout Compare your draft to the “Characteristics of Good Problems” - Handout Work in as many missing elements as possible Work in as many missing elements as possible

13. Step 5: Develop an Instructional Plan How long is assignment? How long is assignment? Is it due all at once? Are drafts required? Is it due all at once? Are drafts required? Do students have time to complete? Do students have time to complete? How will the problem be used? How will the problem be used? In class? / Out of class? / Combination? In class? / Out of class? / Combination? Will you use teams? (Cooperative teams?) Will you use teams? (Cooperative teams?) How are 5 tenets incorporated? How are 5 tenets incorporated? What resources will you provide? What resources will you provide? Lectures, web sites, references Lectures, web sites, references How will you assess student work? How will you assess student work?

14. Summary Developing problems starts with identifying what you want students to learn Developing problems starts with identifying what you want students to learn Find problem areas by thinking of practical applications Find problem areas by thinking of practical applications Draft and revise assignment until it meets all of your educational objectives Draft and revise assignment until it meets all of your educational objectives Develop a specific instructional plan to incorporate the problem into your course Develop a specific instructional plan to incorporate the problem into your course

15. What If? You want to continue to work on PBL? You want to continue to work on PBL? References are available References are available Can make this the basis for your presentation Can make this the basis for your presentation Next: What if you assign your problem to students and experience difficulties Next: What if you assign your problem to students and experience difficulties What to expect and how to cope What to expect and how to cope Will PBL really develop problem-solving skills? Will PBL really develop problem-solving skills?

16. Questions or Discussion?