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University of Delaware
Models for Problem-Based Learning
Modelos para El AprendizajeBasado en Problemas.
Institute for TransformingUndergraduate Education
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A. PBL challenges students to learn to learn.B. Learning is initiated by a problem.C. Student-centered work in permanent
groups.
The principal idea behind PBL is?
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“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 (1985)
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The principal idea behind PBL is?
A. PBL challenges students to learn to learn.
B. Learning is initiated by a problem.
C. Student-centered work in permanent groups.
Think/ pair/ share
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Barriers to Using PBL?Barreras para el uso de ABP.
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Factors in Choosing a Model
Class size
Intellectual maturity of students
Student motivation
Course learning objectives
Instructor’s preferences
Availability of peer facilitators
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Factores en la eleccion del modelo.
Tamaño de la clase.
Madurez intelectual de los estudiantes.
Motivación de los estudiantes.
Objetivos de aprendizaje del curso.
Preferencias del instructor.
Disponibilidad de facilitadores.
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Common Classroom Models
• Medical school
• Floating Facilitator
• Peer Facilitator
• “Hybrid”
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Modelos más comunes de clase.
• El modelo del colegio médico.
• Facilitator flotante.
• Co-Facilitator
• “Híbrido”
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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
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Modelo de la Escuela Médica.
Una buena elección para:
• Aprendices experimentados altamente motivados.• Clases tipo seminario de último año, pequeñas.
• Docente tutor con dedicación exclusiva.• Grupos de 8-10.• Atmósfera muy centrada en el estudiante.• La discusión grupal es la actividad primordial de la
clase.
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Floating Facilitator Model
• Instructor moves from group to group– Asks questions, directs discussions, checks
understanding
• Group size: 4
• More structured format: greater degree of instructor input into learning issues and resources
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Modelo del facilitador flotante.
• El instructor se moviliza de grupo en grupo.– Hace preguntas, dirige la discusión, verifica la
comprensión.
• Tamaño del grupo: 4
• Formato mas estructurado:mayor nivel de participación de parte del instructor en los temas de aprendizaje y las desiciones sobre recursos.
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Floating Facilitator Model
A good choice for• Less experienced learners• Classes of all sizes
Other class activities:– Groups report out– Whole class discussions– (Mini-)lectures
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Modelo del facilitador flotante.
Una buena elección para:• Aprendices menos experimentados.• Clases de todos los tamaños.
Otras actividades de clase:– Los grupos presentan.– Discusiones con toda la clase.– (Mini-) conferencias.
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Peer Facilitator Model
Advanced undergraduates serve as facilitators
– Help monitor group progress and dynamics
– Serve as role models for novice learners
– Capstone experience for student facilitators
A good choice for• Classes of all sizes
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Modelo de co-facilitadores.
Alumnos de pregrado avanzados fungen como facilitadores.
– Ayudan a monitorear el progreso del grupo y las dinámicas.
– Sirven como modelos de rol para aprendices novatos.
– Es una experiencia de aprendizaje reflexiva para los estudiantes que fungen como facilitadores con respecto de los contenidos del curso.
Una buena elección para:• Clases de todos los tamaños.
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Dealing with 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
Reduce grading burden through group (vs. individual) papers, projects
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Lideando con clases grandes.
El modelo del facilitador flotante o el de los co-facilitadores son apropiados.
Require de un formato estructurado a partir de una aproximación más centrada en el instructor quien dirige las actividades de los grupos.
Tamaño del grupo: 4
Se reduce la carga de calificación a través de los grupos (vs. individual) trabajos escritos, proyectos.
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“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
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ABP “Híbrido.”
• En una clase no se hace uso exclusivo de solución de problemas.
• Puede incluir algunos segmentos de dictado de clase con otros componentes de aprendizaje activo.
• Se usa tanto el modelo de facilitador flotante como el del co- facilitador.
Generalmente usada como punto de partida para iniciarse en el ABP, dentro del proceso de transformacion del curso.