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Problem-Based Learning (PBL)
January 28, 2014
Dave Diehl [Business]
Libby Escobedo [Art History]
Sharon Miller [Physical Sciences]
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Q: How does a basic circuit function?
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Characteristics of PBL
1. Students develop and practice problem solving skills
2. Students actively seek knowledge which fosters student independence,
intrinsic motivation and critical thinking
3. Students work with real-world problems
4. Problems/projects can range from simple to complex
5. Learning is student-centered (because students take responsibility for
their own learning) and experiential
6. Content is introduced through problem solving
7. Problems/projects build on and challenge prior learning
8. Problems/projects provide a forum for scaffolding complex concepts
9. Students collaborate with other students and with instructor
10. Students reflect on the learning experience
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What does PBL look like in my
classroom?
NSM 2500: Integrated Math and Science for Elementary Educators
Problem: Elementary aged children often do not see how science,
technology, engineering and math are integrated.
Question: Can you design and build an arcade game out of cardboard?
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The Cardboard Arcade
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What does PBL look like in my
classroom? MTH 6030: Mathematical Applications in Science and Engineering
Problem: Middle/High school aged children are often not challenged
with current real world problems.
Question: How does shape affect strength?
Question: How can we design more efficient landfills?
Question: How
can we
understand and
improve medical
device design?
[angioplasty
devices] Image from
teachengineering.org
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What does PBL look like in my
classroom? IDS 2030: Science and Society
Problem: Many of us do not stop to think about the global impact of
an immediate convenience.
Questions: How conscious should a consumer be about “stuff” that is
consumed? What science drives some of these conveniences?
Environmental Impact – Financial Implications – Global Contributions -
Scientific Concepts – Life Cycles – Consumer Ethics
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What does PBL look like in my
classroom?
ART2500: Art History: Prehistoric to Medieval
Problem: You have been hired by a city to promote one of the historical
monuments located there. City officials are interested in attracting more
tourists by providing them with a detailed guide to the site, one that will
make them excited to visit and teach about the site and its historical and
architectural importance.
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What does PBL look like in my
classroom?
Problem: You work for a non-profit organization
that aims to foster understanding among the
different religious traditions in the community.
The monks at the local Buddhist temple have
asked you to develop a program that would
introduce people to traditional Buddhist
mandalas. They would like you to organize an
event in which people work together to create a
large-scale outdoor mandala out of impermanent
materials and they would like to ground the
learning experience with a ten-minute lecture
and an informational brochure.
ART/REL3450: Icons and Idols: Critical Approaches to World
Religions and Art
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What does PBL look like in my
classroom?
Problem: Did England have a Renaissance?
ART/HIS3360: Renaissance, Renovatio, and Revival
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Continuous PBL
• PBL lessons can be articulated to provide integration
between complex concepts
Financial Analysis
Investment Recommendations
Portfolio Analysis
You are trustee of a special needs trust. Analyze, recommend, and
assess an appropriate portfolio.
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What does PBL look like in my
classroom?
Financial Analysis
• Vertical Analysis
• Horizontal Analysis
• Ratio Analysis
Investment Recommen-
dations
• Investor Goals
• Risk Orientation
• Time Horizons
• Tax Implications
Portfolio Analysis
• Performance Computation
• Personal Communication
• Feedback Loop
You are trustee of a special needs trust. Analyze, recommend, and
assess an appropriate portfolio.
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What does PBL look like in my
classroom? • Service Learning (VITA) can be an ultimate application for
PBL
• Faculty can provide the “big question” for context
• Students often must discern the specific question
• Students must then use their skills to solve the specific problem
• Students learn to call on one another as colleagues and faculty as
consultants
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Problem: You teach at a student-centered
university that wants to promote the use of
problem-based learning across the
curriculum. How can you incorporate PBL
into a course you teach?
What could PBL look like in my classroom?