problem based learning. what is pbl? content introduced in context of complex real- world problems...
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![Page 1: Problem Based Learning. What is PBL? Content introduced in context of complex real- world problems –Emphasizes CT skills Understanding Learning how to](https://reader036.vdocument.in/reader036/viewer/2022072011/56649e295503460f94b16e15/html5/thumbnails/1.jpg)
Problem Based Learning
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What is PBL?
Content introduced in context of complex real-world problems– Emphasizes
• CT skills• Understanding• Learning how to learn• Working cooperatively with others
– Addresses 3 common employer complaints• Poor written and verbal skills• Inability to problem-solve• Difficulty working collaboratively with other
professionals
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Who Does PBL?
• Models – – McMaster (Medical School, started > 30 yrs. ago)
– University of Delaware (for examples in biology, biochemistry, physics, chemistry, and nutrition see www.udel.edu/pbl/)
– University of California, Irvine (PBL Faculty Institute)
– Samford University (Center for PBL)
– Southern Illinois University (School of Medicine)
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Why Do PBL?
• Increased reasoning and problem solving skills (atypical medical cases: Albanese, 1993; problem solving: Gallagher, Stepien,& Rosenthal, 1992)
• Team work • Improved attitudes (increased enrollment,
enhanced interest in major, positive feedback: Pincus, 1995; reduced drop out rate: Bridges and Hallinger, 1991, Pincus, 1995; “friendlier climate:” Schmidt, Henny, and de Vries, 1992)
• Basic knowledge (mixed results)
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Examples
• Hot-headed Moles
• When Twins Marry Twins
• A Day in the Life of John Henry
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Essential Factors
• Engage students’ interest• Require decisions or judgements based on
facts, information, logic and/or rationalization• Cooperation should be necessary• Promote higher order cognitive skills (Bloom)• Initial questions should be
– Open ended– Connected to previously learned knowledge– Controversial issues that will elicit diverse
opinions
• Content objectives should be incorporated
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Instructor’s Role
• Model different kinds of problem-solving strategies
• Serve as facilitator or guide• Question students about their
learning (“How do you know that?” “What assumptions are you making?”)
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Assessing PBL
• Written examinations – designed to transfer skills to similar problems
• Practical examinations – apply skills learned
• Concept maps – depict knowledge by creating nodes and links
• Peer assessment – provide evaluation rubric, reflects cooperative nature of PBL
• Self assessment – identify gaps in knowledge
• Facilitator assessment – how successful individuals interacted and cognitive growth
• Oral presentation – practice communication skills
• Reports – practice writing skills
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Designing Scenarios
• Can come from anywhere – Literature, TV, news, newspapers
• Consider– A loosely structured case or prompt
embedded with links to desired outcomes– Small group collaborative learning– A one sentence case can drive the
curriculum for weeks– Use of hands-on materials for hypothesis
testing– Learning is open