problem(based(learning( ·...
TRANSCRIPT
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Problem Based Learning
Educa4on 750
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Overview
• What is PBL?
• How do you do it?
• Should you use it?
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(Some) Teaching Methods
Ac4ve Learning
Self-‐Directed Learning
Experien4al
PBL Inquiry
Lecture
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Instruc4onal method characterized by the use of problems as a context for students to learn process skills
and subject knowledge
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How does it (oOen) work? First Class • Read Case • Iden4fy ques4ons/issues: Know and Need to Know
Individually • Research to find answers
Second Class • Discuss and share findings • Evaluate
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Has anyone experienced a different format for PBL?
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PBL: Facilitator Structures
Medical School Model
Floa4ng Facilitator
Peer Tutor
Large Class Model
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What might be the quali4es of a PBL facilitator?
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Student Role in PBL
Ask ques4ons
Find answers
Communicate
Collaborate
Self and Peer Evaluate
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Facilitator Role in PBL
Course Objec4ves
Develop Problem
Prepare Students
Facilitate Dynamics
Balance Guidance
Feedback/Evaluate
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Take a minute to write down...
How might you explain PBL and the PBL process to a colleague who has never heard of PBL before?
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Sample Case: Instruc>ons
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Sample Case: Know and Need to Know In groups of four: 1. Read the case
2. Individually, iden4fy issues/ques4ons (5 minutes)
3. Share your issues/ques4ons in group, and add to the list (you will have 4me to look for answers). (10 minutes)
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Sample Case: Research Choose one ques4on that interests you and find some answers. • You may do this individually or as a group; • Possible Resources: ar4cles, people, online resources;
• You will have 4me to share your answers in your group.
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Sample Case: Discussion Teach each other what you have discovered; Record some key findings to report back.
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Sample Case: Reflec>on • What was difficult in the process? • What did skills did you use? • How did you feel? • What strategies worked that might help others? • How would you change the process? • What should each group member con4nue doing? Change to improve for next 4me? • What were the key content points you learned? • What surprised you?
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Take a minute to write down...
How might you explain PBL and the PBL process to a colleague who has never heard of PBL before?
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How do you... Evaluate?
DISCUSSION CONTRIBUTORS:
Self-‐Evalua4on
Peer-‐Evalua4on
Facilitator Evalua4on
WRITTEN SUMMARIES FOR EACH CASE
ESSAY
TRIPLE JUMP: Individual PBL, in class wri4ng (large classes)
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Objec4ves Real World Context
Develop a Story
How do you... Write a Problem?
Staging and Format Objec4ves Teacher’s
Guide Resources
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Think of a concept that you might develop as a PBL case in your proposed course.
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What concerns do you have about using PBL in your course?
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Should you use PBL? Student Experience • >standardized content exams, <recall and prac4cal;
• Mo4va4on and ajendance increases;
• Study 4me higher for PBL and more during the day and greater library use;
• Evidence of reliance on group decision making;
• ~20% less content coverage;
• Higher sa4sfac4on and enjoyment (lower stress).
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Facilitator Experience
• Similar 4me commitment, but differently weighted;
• Expert in content vs. expert in facilita4on;
• More 4me required for courses <100 students;
• Same cost for faculty and tutors;
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What do we know about “Good Teaching”? 1. Encourages contact between students
and faculty; 2. Uses ac4ve learning techniques; 3. Gives prompt feedback; 4. Emphasizes 4me on task; 5. Communicates high expecta4ons; 6. Respects diverse talents and ways of
teaching.
Chickering & Gamson (1987)
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Reflec4on Why might you use, or not use, Problem Based Learning in your course?