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LeAP Summer WorkshopExperiencing PBL

Derek Raine & Cheryl HurkettUniversity of Leicester

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Day 11.Introduction to PBL2.A PBL Problem3.Writing Workshop

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Session 1: Introduction

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Problem-Based Learning

PBL (problem-based learning) is a student-centred method of teaching in which students learn by investigating real-world problems and, working in groups, seek out the tools necessary to solve them.

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Generalised PBL strategyPlanning Phase

• Agree a brief problem statement• List relevant existing knowledge• Identify learning outcomes• Write a plan

Investigation Phase• Enquiry and experiment

Analysis Phase• Share and discuss information• Apply new information to the problem• Evaluate progress• Submit work or revisit plan • Reflect

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Generalised PBL strategy - Overview Planning Phase Investigation Phase Analysis Phase Assessment

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Session 2: A PBL ProblemYou will be given a PBL problem in the form of a video hookAs a group, identify the problem and propose a solutionYou have access to the internet to provide supportYou will be asked to present your solution

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The Tower

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Sperm Whales and human impact

The spider’s web gets the bat

Spider colony

Desert towerLydia Fairchild

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Solution to spiders web:

A colony for high food density. http://www.dailygalaxy.com/my_weblog/2007/09/giant-spider-we.html 

But – is this unique?  Solution to whales:  

Endangered species in Galapagos: see for example http://www.youtube.com/watch?v=UbUOK3k21os 

How endangered? Is it just hunting (what about local economy or tourism?) Solution to Spiders’ web: 

Trapping the bat requires strong fibres: investigate polymer cross-bridges and/or web structure  Solution to tower:  

Hot air rises and drives turbines.  

Why in the desert? Is this efficient compared to solar electricity?  Solution to Fairchild  Chimera – non-uniform tissue types 

How can this be? What determines tissue type?

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How did we do? Planning Phase – What is the problem? What do we know?

Investigation Phase - What do we need to find out Who and what?

Analysis Phase – Have we solved the problem fully? (Repeat as necessary)

Assessment – Report

Evaluation – Group roles

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Is PBL better? Evidence of persistence of knowledgeEvidence of engagementEvidence of examination performance (in

some cases) But:SuperficialEffort on presentation not content

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IssuesGroup formationProblem writingFacilitationAssessment

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Session 3

Problem Writing

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What makes a good PBL problem?

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Subject Area

Topic

Year/Level

Class Size

Group Size

Time to Run

Planning a PBL Problem

Problem Summary

Problem Description

Learning Outcomes

Assessment

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Day 21. Problem Writing (continued)2. Delegate Papers3. Experience PBL

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Session 1Problem Writing continued

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What makes a good assessment?

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Session 3 Experience PBL

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What makes a good facilitator?

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END

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PLANNING A PBL PROBLEM PROBLEM SUMMARY Subject AreaTopicYear/LevelClass SizeGroup SizeTime to Run PROBLEM DESCRIPTION    LEARNING OUTCOMES   ASSESSMENT