1. Charlotte Hespe January 2011 PBL Phase 2 Training for Tutors

2. Objectives of session  Review the characteristics of effective learning and how they link to PBL  Discuss questions in PBL that are frequently asked by students (and tutors )  Explore the common phases of ‘group processes’ in PBL  Review the “Ground Rules” for effective PBLs

3. Role of PBL tutor  Orchestrates appropriate learning environment (ensure positive climate)  Promotes student interaction as a group  Guides the group’s learning (keeps them on track & challenges their thinking)  Motivates the students to learn  Monitors the progress of each student in the group  Monitors attendance  Provides feedback in relation to the management and planning of the group  Provides a support and first point of contact for academic or welfare problems

4. What the PBL tutor is not  A transmitter of information  A fountain of all knowledge  A teacher / lecturer  A controller & owner of the process  The ‘boss’

5. Characteristics of an effective PBL tutor  Sound group facilitation skills  Excellent listening skills  Understanding of PBL process  Knowledge of course / curriculum  Reasonable knowledge of content being studied  Effective communication skills

6. FAQs  What common pitfalls should tutors avoid in facilitating the process?  Pitfalls related to generating hypotheses  Pitfalls related to explaining mechanisms  Pitfalls related to developing, researching & discussing learning issues (LOs)  Pitfalls related to regular reflection and assessment

7. FAQs  How do I stop the scribe (or the chairperson) in my group from ‘directing’ and / or ‘lecturing’ the group?

8. FAQs  How do I know when students actually understand something? How do I know when it’s safe to move on?

9. FAQs  The students often go down the ‘wrong’ track. When should I intervene?

10. FAQs  What if the students have not identified the LOs that I hoped they would?

11. FAQs  How do I deal with:  the non-participating student?  the dominant student?  the anxious student?  the angry student?

12. FAQs  How do I respond to students’ frequent requests to know “how much of this is assessed”?

13. FAQs  How do I respond to students’ frequent requests for me to just ‘give them the answers’?

14. FAQs  What are ground rules and how are they developed?  Programmatic ground rules  Group interaction ground rules

15. FAQs  What are the expectations of students during a PBL tutorial? Come prepared Actively participate Develop learning issues (LOs) Use the board to explain and communicate Debate the evidence but avoid personal attacks Comply with ground rules Reflect and give/receive constructive criticism of self, group, tutor, and group performance

16. FAQs  What are the expectations of students between a PBL tutorial? Research key learning issues (LOs) Critically evaluate the credibility of sources and the validity of the information found during research Integrate what they have learned from lectures, clinical skills, labs etc into what is discussed in tutorial Synthesize what they have learned and be prepared to discuss it without reading directly & apply it to the case

17. FAQs  What is the role of the tutor in the PBL tutorial process? (see handout)  (2002. Faculty and student guide: PBL tutorials. Division of Educational Development & Research, Teacher & Educational Development, University of New Mexico School of Medicine)

18. FAQs  What skills are needed to be an effective PBL tutor?

19. FAQs  How do groups develop? 1.This is not necessarily a linear process. Groups may jump back and forth between stages, particularly if some event occurs (e.g., beginning Semester 2 with a new tutor). 2.Groups function most effectively (harmoniously) when members demonstrate the following: Take responsibility for self and others’ learning Task orientation Time management Balanced participation Effective interpersonal skills Conflict management Constructive feedback Adherence to ground rules (2002. Faculty and student guide: PBL tutorials. Division of Educational Development & Research, Teacher & Educational Development, University of New Mexico School of Medicine)

20. Other questions...  Review of “Ground Rules”  Other “gems”  Thank you