1. Characteristics Needed in College Graduates High level of communication skills Ability to define problems, gather and evaluate information, develop solutions Team skills -- ability to work with others Ability to use all of the above to address problems in a complex real-world setting Quality Assurance in Undergraduate Education (1994) Wingspread Conference, ECS, Boulder, CO.

2. “The principal idea behind PBL is that the starting point for learning should be a problem, a query, or a puzzle that the learner wishes to solve.” Boud, D. (1985) PBL in perspective. In “PBL in Education for the Professions,” D. J. Boud (ed); p. 13. What Is PBL?

3. PBL Contrasted with Subject-Based Learning From Smith et al, 2005. Pedagogies of engagement: Classroom-based practices. J. Engineering Education, January 2005. 87-101. START Told what we need to know Learn it Given problem to illustrate how to use it

4. PBL Contrasted with Subject-Based Learning From Smith et al, 2005. Pedagogies of engagement: Classroom-based practices. J. Engineering Education, January 2005. 87-101. Problem-posed Identify what we need to know Learn it Apply it START

5. What are the Common Features of PBL? Learning is initiated by a problem. Problems are based on complex, real-world situations. All information needed to solve problem is not given initially. Students identify, find, and use appropriate resources. Students work in permanent groups. Learning is active, integrated, cumulative, and connected.

6. Deflating Grady – Part 1 Read over the e-mail exchange and discuss the ideas it raises about grade inflation As a group, compose a definition of grade inflation and be prepared to present it on the poster paper provided. Be prepared to “report out” in 10 minutes

7. Deflating Grady – Part II Read over the information presented, and be prepared to report out on your responses to questions 1 & 2: Be prepared to “report out” in 10 minutes

8. Presentation of Problem Organize ideas and prior knowledge (What do we know?) Pose questions (What do we need to know?) Assign responsibility for questions; discuss resources Research questions; summarize; analyze findings Reconvene, report on research; Integrate new Information; Refine questions Resolution of Problem; (How did we do?) PBL: The Process Next stage of the problem

9. Types of Learning Objectives Content-oriented: subject specific –Basic knowledge and understanding of specific concepts, techniques, etc. in the discipline Process-oriented: global skills –Effective communication: oral and written –Acquiring and evaluating information –Working effectively with others –Higher order, critical thinking

10. 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

11. Typical Medical School PBL Problem: High Degree of Authenticity Patient arrives at hospital, ER, physician’s office presenting with symptoms X, Y, Z What questions should you ask? What tests should you order? Physician interviews patient, receives results of tests Differential diagnosis Preferred therapy

12. A Typical Day in an Undergraduate PBL Course

13. “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

14. Overview Problem, Project, or Assignment Group Discussion Research Group Discussion Preparation of Group “Product” Whole Class Discussion Mini-lecture (as needed) Assessments The Problem-Based Learning Cycle – Hybrid Model

15. Introductory Biology – An Example for Small Enrollment Courses Course is one section of multi-section 2-semester survey course for science and allied health majors 6-7 PBL problems per semester Session time ranges from 75 - 120 min. PBL activities comprise 85-90% of total course time 4-5 student groups of up to 6 students 1 peer facilitator (junior or senior) per group (same model also used in upper division bio course)

16. General Chemistry: An Example of a Hybrid Model Problem-based group work40% Lecture/whole-class discussion50% Demonstrations 7% Other (Exam, lab review) 3% Source: Susan Groh, Ph. D., Department of Chemistry & Biochemistry, University of Delaware

17. Overview of Additional Models Biology 4 problems per semester (2 ½ periods each) 2 lecture days, 1 PBL day per week Criminal Justice 1 two-week problem on important course content Many courses PBL activities in discussion, lab

18. Question for Groups Reflect on this morning’s experience, or on prior experience with PBL: What role do instructors play in a PBL course? Be prepared to report out in 5-10 min.

19. PBL Models for Undergraduate Courses Medical School Model Small class, one instructor to 8-10 students Floating Facilitator Model Small to medium class, one instructor, up to ~75 students Peer Facilitator Model Small to large class, one instructor and several peer facilitators Large Class Models Floating facilitator and hybrid PBL/other activities

20. 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 Instructor’s role Gives orienting lectures Leads whole class discussions Works with facilitators behind the scenes

21. Strategies Typically Used to Teach A PBL Problem 1)“Mini” lecture to introduce problem 2)Instructor provided input at regular intervals 3)Mechanism for groups to compare notes 4)Instructor circulated amongst the groups 5)Instructor provided some resources 6)Problem constructed to allow for 1-5 7)Problem constructed to provide learner prompts for PBL novices

22. Set the stage early Form heterogeneous groups Use permanent groups Rotate roles of responsibility Rely on group-selected ground rules Conduct peer evaluations Common Strategies for Monitoring Groups

23. Good PBL Problems… Relate to real world, motivate students Require decision-making or judgments Are multi-page, multi-stage Are designed for group-solving Pose open-ended initial questions that encourage discussion Incorporate course content objectives, higher order thinking, other skills

24. Getting Started with Development of PBL Materials: Course Specifics StudentsMajors/nonmajors Novice/mature learners Prior experience with PBL, group work ProblemOne-time use vs. one of several Length of problem, timing within course Structure: staging, guiding questions Learning objectives to be addressed Student products, assignments, assessment Resources available (including peer tutors)

25. Problem Writing Exercise 1. Identify 1-2 major learning objectives that you want to address through a problem - consider both content concepts and process skills. 2. Identify a real-world context or application of those concepts. (Steps 1 and 2 may be reversed.) 3. Develop a scenario or story to set the stage. 4. Begin drafting the problem by outlining the first page. 5. Provide a brief synopsis of what the rest of the problem will look like: other stages, products, etc.

26. Problem Sources and Strategies News events, articles Popular or scholarly press in the discipline Authentic tasks, roles, etc. as triggers Case studies Adaptation of text problems or questions

27. Source Example: Authentic Tasks Trigger: discussion of National Film Preservation Act Problem: choose a film to nominate for inclusion in the National Film Registry Task: prepare a critical analysis of the film and submit a persuasive nomination to the Library of Congress. Concepts introduced: theories and strategies of film analysis, development of evaluative criteria PBL Clearinghouse Problem submitted by Bryan Johnson, Samford University, 2001

28. Source Example: Textbook Problems Physics concept: conservation of momentum Text examples: colliding pool balls, car collisions A 1200-kg car traveling east with a speed of 10 m/s collides at an intersection with a 1500-kg van traveling north at a speed of 12 m/s. Find the direction and magnitude of the velocity of the wreckage after the collision, assuming that the vehicles undergo a perfectly inelastic collision (ie, they stick together).

29. Source Example: Textbook Problems Problem: students, in role of police officer, must determine culpability in fatal car crash based on data (disclosed progressively) from actual police accident report. Assumptions/approximations required; different choices lead to different conclusions. PBL Clearinghouse Problem Submitted by Barbara Duch, 2001

30. UD PBL Online PBL at UD - www.udel.edu/pbl Sample PBL materials, including syllabuses; links to other sites PBL Clearinghouse - www.udel.edu/pblc Database of peer-reviewed PBL problems ITUE – www.udel.edu/inst Workshops on PBL and integration of technology, communication skills