University of Delaware

Models for Problem-Based Learning

Institute for TransformingUndergraduate Education

Factors in Choosing a Model

Class size

Intellectual maturity of students

Student motivation

Course learning objectives

Instructor’s preferences

Availability of peer facilitators

Common Classroom Models

• Medical school

• Floating Facilitator

• Peer Facilitator

• “Hybrid”

Medical School Model

A good choice for

• Highly motivated, experienced learners• Small, upper-level seminar classes

• Dedicated faculty tutor• Groups of 8-10• Very student-centered environment• Group discussion is primary class activity

Floating Facilitator Model

• Instructor moves from group to group– Asks questions, directs discussions, checks

understanding

• Group size: 4

• More structured format: greater degree of instructor input into learning issues and resources

Floating Facilitator Model

A good choice for• Less experienced learners• Classes of all sizes

Other class activities:– Groups report out– Whole class discussions– (Mini-)lectures

Peer Facilitator Model

Advanced undergraduates serve as facilitators

– Help monitor group progress and dynamics

– Serve as role models for novice learners

– Capstone experience for student facilitators

A good choice for• Classes of all sizes

Dealing with Large Classes

Floating facilitator or peer facilitator models are the most appropriate.

Requires a more teacher-centered, structured format: instructor directs group activities

Group size: 4

Reduce grading burden through group (vs. individual) papers, projects

“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

A Sampler: ITUE Leaders’ PBL Courses

Small Classes (< 30 students)– General Chemistry– Introductory Biology, General Physiology– Introduction to Biochemistry– Biochemical Evolution, Intermediary

Metabolism

A Sampler: ITUE Leaders’ PBL Courses

• Medium-Large Classes (40-120 students)– Problems of the Criminal Judiciary– Psychology and the Law– Physical Science– “Science Semester” for elem. education majors

Small Course Characteristics

Case study problems100

3, (3-5)

SR, GRAD

Majors

Floating facilitator

Biochemical Evolution

Progressive disclosure (staged) problems

100

3, (3-6)

SR, GRAD

Majors

Floating facilitator

Intermediary Metabolism

Uses scientific articles as problems

100

5-8, (4)

SO

BIOC majors

Peer facilitators

Intro to Biochemistry

6-7 PBL problems per semester

85-90

4-5, (4-6)

SO/JR

Biology

Peer facilitators

General Physiology(H)

6-7 PBL problems per semester

85-90

4-5, (4-6)

FR/SO

Science, allied health

Peer facilitators

Intro Biology

(H)

Mixed with lecture, demos, other activities

40-50

4-5, (4)

FR

Science (not chem)

Floating facilitator

General Chem (H)

Comments% PBL

Grp #,(size)

Student type

(year/major)

Model

Typical PBL Sequence: Gen. Chem.

Problems are used to introduce concepts: no prior discussion of concepts in class.

Guiding questions are used to focus learning.

Groups work in class (texts); meet to finish outside before next class meeting.

Groups report out ,typically via overheads.

Summaries are prepared from or based on reports.

Problem is followed by fuller discussion of related issues, connections to earlier work

How Class Time is Used: Gen Chem.

0%10%20%30%40%50%60%70%80%90%

100%

1 4 7 10 13 16 19 22 25 28 31 34 37 40

class number

Percent of PBL Class Time CHEM 104H 03S

Medium-Large Course Features

Model Student type

(year/major)

% PBL

Grp.#, (size)

Comments

Prob. Crim. Judiciary

Floating facilitators

FR/SO

Majors and nonmajors

25-33%

25, (4-6)

TA’s assist as facilitators

Mix w/ lecture, other activities

Psych and the Law

Floating facilitators

JR/SR

PSYC, CRJU

50%

10, (4)

TA’s assist as facilitators

Mix w/ lecture, other activities

Physical Science

Floating facilitators

All levels

Gen. Ed. course

60%

34, (4)

TA’s assist as facilitators

Large auditorium/fixed seats

“Science Semester”

Floating facilitators

SO

Elem. Ed.

60%

12, (5)

Multiple instructors

Meets in Gore 208

120 min sessions, 5 days/week

Large Physical Science vs Small Physics for Gen. Ed. for Pre-meds

• 120 students• auditorium/fixed seats• permanent groups, 3-5• problems initiated in large class• group discussion, lecture

• learning issues addressed in large class and discussion

• multiple choice/show work exams

• 3 projects related to problems

• fewer than 30 students• round tables/chairs• permanent groups of 4• problems initiated in class

• more group oriented discussion than whole class activity or lecture

• learning issues addressed mainly in groups

• individual and group “show your work”

• one large project

“Science Semester”

An integrated science and teaching methods course for future teachers: combines biology, physical science, geology and science methods

•PBL is central focus of 4 curricular units: integrated with active learning and lecture•Session times: 120 min, 5 days/week. •Large class (60) and 3 smaller (20) discussion sections•Multiple instructors as facilitators and discussion leaders

Activities in “Science Semester”

• Research vessel experience• Assessment strategies:

– Group, individual testing– Web pages– PowerPoint presentations to

community experts– Letter to editor– Poster presentations– Concept maps– Micro-teaching