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Deborah E. Allen, Associate Professor of Biological Sciences
George H. Watson, Sr. Associate Dean of Arts and Sciences
Hal White,Professor of Chemistry and Biochemistry
University of Delaware
Problem-Based Learning:A Student-Centered Approach
for Engagement
Learning So Everyone TeachesLilly East Conference on College and University Teaching
April 6-8, 2006 Newark, DE
Characteristics Neededin College Graduates
High level of communication skillsAbility to define problems, gather and
evaluate information, develop solutionsTeam skills -- ability to work with othersAbility 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.
“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?
What are the CommonFeatures 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.
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.
Be prepared to “report out” in 10 minutes
Deflating Grady – Part II
Read over the information presented, and be prepared to report out on your answers to the questions.
Be prepared to “report out” in 15 minutes
Deflating Grady – Part III
Take a look at the graph from gradeinflation.com:
– According to your group’s definition, is this evidence for grade inflation?
Good PBL Problems…
Relate to real world, motivate studentsRequire decision-making or judgmentsAre multi-page, multi-stageAre designed for group-solvingPose open-ended initial questions that
encourage discussionIncorporate course content objectives, higher
order thinking, other skills
Presentation of Problem
Organize ideas and prior knowledge(What do we know?)
Pose questions (What dowe 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
Medical School Model
A good choice for:
Highly motivated, experienced learnersSmall, upper-level seminar classes
Dedicated faculty tutorGroups of 8-10Very student-centered environmentGroup discussion is primary class activity
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 diagnosisPreferred therapy
Question for Groups
Reflect on this afternoon’s experience:
What do instructors do to guide studentsworking on a PBL problem?
Be prepared to report out in 5-10 min.
What Might Be Different in an Undergraduate Context
Class sizeIntellectual maturity of studentsStudent motivationCourse learning objectivesOther instructors’ or departmental preferencesOther courses to teachVaried student career objectivesBasic (versus applied) context
PBL Models for Undergraduate Courses
Medical School ModelSmall class, one instructor to 8-10 students
Floating Facilitator ModelSmall to medium class, one instructor, up to ~75 students
Peer Facilitator ModelSmall to large class, one instructor and several peer
facilitators
Large Class ModelsFloating facilitator and hybrid PBL/other activities
“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
Overview
Problem, Project, or Assignment
Group Discussion
Research
Group Discussion
Preparation of Group “Product”
Whole Class Discussion
Mini-lecture(as needed)
Assessment(when desired)
The Problem-Based Learning Cycle
Strategies Used to Teach This 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