experience it yourself: an introduction to problem-based learning
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Experience It Yourself: An Introduction to Problem-Based Learning. George Watson Hal White [email protected] [email protected]. Institute for Transforming Undergraduate Education. University of Delaware. Workshop for Animal Science Education Consortium December 16-17, 2002. 2002. - PowerPoint PPT PresentationTRANSCRIPT
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University of Delaware
Workshop for Animal Science Education Consortium
December 16-17, 2002
Experience It Yourself:An Introduction to
Problem-Based Learning
Institute for TransformingUndergraduate Education
George Watson Hal White [email protected] [email protected]
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The Way It Was... 1973 2002
Computation
graphing calculators,laptops,
gigabytes and gigahertz
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The Way It Was... 1973 2002
Communication
e-mail,voice-mail,chatrooms,
FAX,pagers,
cell phonesinstant messaging,
wireless connectivity
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The Way It Was... 1973 2002
Collections
Online Information:web catalogs,
networked databases,Britannica Online, online newspapers,
course websites,CMS
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Problem-Based Learningand the Cs of Technology:
Computation and Calculation
Communication and Collaboration
Collections and Connections
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Given the amazing advances in technology
and the dramatic change in the first-year experience,
Can we afford to continue teaching the way we were taught?
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…the individuals learning the most in [teacher-centered classrooms] are the professors. They have reserved for themselves the very conditions that promote learning:
What I know best I have taught…
Huba and Freed, Learner-Centered Assessment on College Campuses: Shifting the Focus from Teaching to Learning, 2000
actively seeking new information,integrating it with what is known,organizing it in a meaningful way, andhaving a chance to explain it to others.
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Comparison of Paradigms
Teacher-Centered
Learner-Centered
Knowledge is transmitted from professor to student.
Students construct knowledge through gathering and synthesizing information and integrating it with the general skills of inquiry, communication, critical thinking, and problem solving.
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Teacher-Centered
Learner-Centered
Students passively receive information.
Students are actively involved.
Comparison of Paradigms
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Teacher-Centered
Learner-Centered
Emphasis is on acquisition of knowledge outside the context in which it will be used.
Emphasis is on using and communicating knowledge effectively to address enduring and emerging issues and problems in real-life contexts.
Comparison of Paradigms
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Teacher-Centered
Learner-Centered
Instructor’s role is to be the primary information giver.
Instructor’s role is to coach and facilitate.
Comparison of Paradigms
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Teacher-Centered
Learner-Centered
Emphasis is on right answers.
Emphasis is on generating better questions and learning from errors.
Comparison of Paradigms
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Teacher-Centered
Learner-Centered
Focus is on a single discipline.
Approach is compatible with interdisciplinary investigation.
Comparison of Paradigms
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Teacher-Centered
Learner-Centered
Culture is competitive and individualistic.
Culture is cooperative, collaborative, and supportive.
Comparison of Paradigms
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Teacher-Centered
Learner-Centered
Only students are viewed as learners.
Instructors and students learn together.
Comparison of Paradigms
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Characteristics Neededin College Graduates
High level of communication skills
Ability to define problems, gather and evaluate information, develop solutions
Team skills -- ability to work with others
Ability 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.
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Recommendations from theCarnegie Foundation
Make research-based learning the standard.
Build inquiry-based learning throughout the four years.
Link communication skills and course work.
Use information technology effectively.
Cultivate a sense of community.
Boyer Commission Report
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What is Problem-Based Learning?
PBL prepares students to think critically and analytically, and to find and use appropriate learning resources.
PBL is an instructional method that challenges students to “learn to learn,” working cooperatively in groups to seek solutions to real world problems.
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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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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 initially given.
Students identify, find, and use appropriate resources.
Students work in permanent groups.
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PBL: The Process
Students are presented with a problem. They organize ideas and previous knowledge.
Students pose questions, defining what they know and do not know.
Assign responsibility for questions, discuss resources.
Reconvene, explore newly learned information, refine questions.
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The Problem-Based Learning Cycle
OverviewProblem, Project, or Assignment
Group Discussion
Research
Group Discussion
Preparation of Group “Product”
Whole Class Discussion
Mini-lecture
(Assessment)
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Outcomes?
Moving away from:
Are students getting the right answer?
Huba and Freed, Learner-Centered Assessment on College Campuses: Shifting the Focus from Teaching to Learning, 2000
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Moving to:
Can students demonstrate the qualities that we value in educated persons, the qualities we expect of college graduates?
Outcomes?
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Moving to:
Can students gather and evaluate new information, think critically, reason effectively, and solve problems?
Outcomes?
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Moving to:
Can [students] communicate clearly, drawing upon evidence to provide a basis for argumentation?
Outcomes?
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Moving to:
Do [students’] decisions and judgments reflect understanding of universal truths[/concepts] in the humanities and arts [etc.]?
Outcomes?
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Moving to:
Can [students] work respectfully and productively with others?
Outcomes?
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Moving to:
Do [students] have self-regulating qualities like persistence and time management that will help them reach long-term goals?
Outcomes?
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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.
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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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Forming GroupsHomogeneous vs. Heterogeneous
Your Class
“Homogeneous” Groups
“Heterogeneous” Groups
Student
Selected
InstructorSelected
Courtesy of Hal White
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What Aspects of Heterogeneity are Important
for You?
Age?
Gender?
Skills?
Academic Record?
Personality Type?
Learning Style?
Ethnici
ty?
Major?
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If you know you want to form heterogeneous groups, but don’t
know critical information about your students, what can you do?
Let the students help you.
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Forming Heterogeneous Groups Without Prior
Information• If you are in Animal Nutrition, add 25 25• If you are in Animal Physiology, add 50 -• If you are in Agricultural Management, add 75 -• If you are in none of the above, add 100 -
When you have calculated Your Number,line up in numerical order.
• If you are Male, add 100 100• If you are Female, add 200 -
• Sum the digits of your Social Security Number 43• Sum the seven digits of your office Phone Number 31• GRAND TOTAL (Your Number) 199
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PBL: Experience It Yourself
Chickens You Can’t Count on
Courtesy of Alberta Canada Poultry Conservation Program 'Rare Breed' Collection www.agric.gov.ab.ca/images/livestock/aprc/rarebreed_scwl.jp
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PBL: Experience It Yourself
Stage 1 - Hens rescued from the pot.
• If you were Prof. Maw, what could you conclude from the information provided?
• What questions would you have?
• How would you figure out the problem with the hens/eggs?
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PBL: Experience It Yourself
Stage 2 - What color is egg white?
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PBL: Experience It Yourself
Stage 2 - What color is egg white?
Predict what happened when Prof. Maw mated the F1 siblings and incubated their eggs without injecting FMN.
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PBL: Experience It Yourself
Stage 3 - Fluorescent “egg”citement
Fl
uo
re sc en ce
Squirts of riboflavin solution
Mutant albumen
Normal albumen
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PBL: Experience It Yourself
Stage 3 - Fluorescent “egg”citement
Fl
uo
re sc en ce
Squirts of riboflavin solution
Mutant albumen
Normal albumen
What are the implications of this experiment?
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PBL: Experience It Yourself
Stage 4 – Burning Chicken Fat
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PBL: Experience It Yourself
Stage 4 – Burning Chicken Fat
How might riboflavin deficiency lead to embryonic death?
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Compelling Features of PBLfor New Adapters
Models itself on how students learn.
With information overload, prepares students to be life-long learners.
More realistic curriculum prepares students for world outside the classroom.
Ensures more up-to-date materials, content.
Generates enthusiasm among faculty.Boud and Feletti, 1998
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Reflections and Questions