1. 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

2. 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

3. 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

4. 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

5. 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

6. 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

7. 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.

8. 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

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

10. 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.

11. 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

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