university of delaware models for problem-based learning institute for transforming undergraduate...
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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