problem-based learning terry goodin middle tennessee state university

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Problem-Based Learning Terry Goodin Middle Tennessee State University

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Page 1: Problem-Based Learning Terry Goodin Middle Tennessee State University

Problem-Based LearningProblem-Based Learning

Terry Goodin

Middle Tennessee State University

Terry Goodin

Middle Tennessee State University

Page 2: Problem-Based Learning Terry Goodin Middle Tennessee State University

Problem-Based Learning (PBL)Problem-Based Learning (PBL)

What is NOT PBL? Just another teaching method On the job training Vocation education Case-based teaching Ill-structured

What is PBL? Situated Cognition Cognitive Apprentices A Way to Learn Knowing and Doing Andragogy and Pedagogy

What is NOT PBL? Just another teaching method On the job training Vocation education Case-based teaching Ill-structured

What is PBL? Situated Cognition Cognitive Apprentices A Way to Learn Knowing and Doing Andragogy and Pedagogy

Page 3: Problem-Based Learning Terry Goodin Middle Tennessee State University

Problem-Based Learning (PBL)Problem-Based Learning (PBL)

What are the features of PBL?

Situated cognition - learning is positioned, or “situated,” in the context of actual practice.

“Knowing and doing” (Bridges & Hallinger, 1995, p. 5). Begins with a problem and organizes content knowledge

acquisition around the solution. Makes use of students’ prior knowledge, gives them control

over their learning, and allows them to practice their newfound understandings in the context of the workplace.

Offers us the special ability to target problems that are actually occurring in practice and to write learning scenarios based on those problems.

What are the features of PBL?

Situated cognition - learning is positioned, or “situated,” in the context of actual practice.

“Knowing and doing” (Bridges & Hallinger, 1995, p. 5). Begins with a problem and organizes content knowledge

acquisition around the solution. Makes use of students’ prior knowledge, gives them control

over their learning, and allows them to practice their newfound understandings in the context of the workplace.

Offers us the special ability to target problems that are actually occurring in practice and to write learning scenarios based on those problems.

Page 4: Problem-Based Learning Terry Goodin Middle Tennessee State University

PBL ContinuumPBL Continuum

Instructor Led Student Led

Assessme

nt

Assessme

nt

Assessme

nt

Assessme

nt

Teaching Methods

Jigsa

w

Proje

ct B

ased

Socratic

Sem

inar

Inqu

iry

Role Play

Debat

e

Page 5: Problem-Based Learning Terry Goodin Middle Tennessee State University

The Importance of ContextThe Importance of Context

Content

Content

Content

Content

Context Context

Whole – Part – Whole Model

Whole WholePart

Page 6: Problem-Based Learning Terry Goodin Middle Tennessee State University

Cognitive RiskCognitive Risk

How are these the same? How are they different?

Page 7: Problem-Based Learning Terry Goodin Middle Tennessee State University

Problem-Based Learning ModulesProblem-Based Learning Modules

Introduction Learning Objectives Problem Scenario (Scenes) Guiding Questions Product Resources Time Schedule Assessment

Introduction Learning Objectives Problem Scenario (Scenes) Guiding Questions Product Resources Time Schedule Assessment

Page 8: Problem-Based Learning Terry Goodin Middle Tennessee State University

Problem-Based Learning Faculty Facilitator’s Role

Problem-Based Learning Faculty Facilitator’s Role

Faculty Facilitator oversees the group dynamics and guides

the problem solving process by posing strategic questions.

is not a source of information, but rather plays a unique role as the metacognitive coach.

does not engage in traditional teaching roles.

Faculty Facilitator oversees the group dynamics and guides

the problem solving process by posing strategic questions.

is not a source of information, but rather plays a unique role as the metacognitive coach.

does not engage in traditional teaching roles.

Page 9: Problem-Based Learning Terry Goodin Middle Tennessee State University

Problem-Based LearningParticipant Roles

Problem-Based LearningParticipant Roles

Quarterback manages the discussion and ensures that

all group members are able to contribute manages the pace of the progress

through the case is also a participant

Scribe serves as the recorder keeping track of

key points of information, hypotheses, additional information needs and learning objectives

The Group works together to analyze and discusses

the problem

Quarterback manages the discussion and ensures that

all group members are able to contribute manages the pace of the progress

through the case is also a participant

Scribe serves as the recorder keeping track of

key points of information, hypotheses, additional information needs and learning objectives

The Group works together to analyze and discusses

the problem

Page 10: Problem-Based Learning Terry Goodin Middle Tennessee State University

Problem-Based LearningLearning Grid

Problem-Based LearningLearning Grid

Key Points / Problems

Hypotheses

Information Needed / Next Steps

LearningTasks

Clearly define the problems that you see, along with any sub-problems that must first be

addressed.

Analyze the problem and provide your initial thoughts. List possible solutions as you progress. These will change as you gain more understanding about the problem(s).

List the knowledge, relevant information or skills that you need and don’t have.

Clarify how you will get the information and understanding needed to reach possible solutions. Don’t think of this category as typical learning objectives. This is more of a “jigsaw” process or “task list” you will use to delegate research assignments to your fellow group members.

Page 11: Problem-Based Learning Terry Goodin Middle Tennessee State University

For More Information Contact

Terry Goodin

Middle Tennessee State University

[email protected]

Problem-Based Learning