Institute for TransformingUndergraduate Education

University of Delaware

Problem-Based Learning:Experience It Yourself

Teaching = Learning?

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 Educationfor 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 I

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 10-15 minutes

Deflating Grady – Part II

Read over the information presented, and be prepared to report out on your answers to either question 1 or question 2.

Be prepared to “report out” in 10 minutes

“…once you have learned to ask questions – relevant and appropriate and substantialquestions – you have learned how to learnand no one can keep you from learningwhatever you want or need to know.”

Neil Postman & Charles Weingartner in Teaching as a Subversive Activity, 1969

Questions are Critical

Characteristics of GoodLearning Issues

Presented in the form of a question or series of questions.

Focused so that it seeks specific information.

Constructed so that it asks an answerable question.

Pursues information that is relevant to the problem.

Goes beyond superficial knowledge to probe conceptual issues.

Often set in a context that provides direction. Why is the question important?

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?– Make a list of questions (learning issues) you

have about these data.

Be prepared to “report out” at 12:15.

Deflating Grady – Part IV

Who Cares about grade inflation? Match the stakeholders with their comment.

Each person in your group select a different stakeholder and wait for instructions.

Deflating Grady – Part V

What is your stakeholder group’s position on grade inflation?

What evidence or considerations support your position?

You will return to your home group in 15 minutes.

Deflating Grady – Part VI

Formulate a plan to curb grade inflation.

In 20 minutes, be prepared to present a brief overview of your groups plan.

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

Question for Groups

Reflect on this morning’s experience:

What do instructors do to guide studentsworking on a PBL problem?

Be prepared to report out in 5-10 min.

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

facilitatorsLarge Class Models

Floating facilitator and hybrid PBL/other activities

A Typical Day in an Undergraduate PBL Course

“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

Strategies Used to Teach This Problem

1) “Mini” lecture to introduce problem2) Instructor provided input at regular intervals3) Mechanism for groups to compare notes4) Instructor circulated amongst the groups5) Instructor provided some resources6) Problem constructed to allow for multiple stages7) Problem constructed to provide learner prompts for

PBL novices

UD PBL Online Resources

PBL at UD - www.udel.edu/pblSample PBL materials, including syllabi; links to other sites

PBL Clearinghouse - www.udel.edu/pblcDatabase of peer-reviewed PBL problems

ITUE – www.udel.edu/instWorkshops on PBL and integration of technology, communication skills