University of Delaware Asia-Pacific Conference on Education National Institute of Education, Nanyang Technogical University Singapore, June 4, The Power of PBL: Bringing Problem-Based Learning into Your Classroom (Part II) Institute for Transforming Undergraduate Education George Watson

Models of PBL

Discussion Think about a course in which you would like to use or are using PBL. What barriers do you anticipate or have you encountered in structuring that course?

Factors in Choosing a Model Class size Intellectual maturity of students Student motivation Course learning objectives Instructor’s preferences Availability of peer facilitators

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 Group discussion is primary class activity

Floating Facilitator Model Instructor moves from group to group –Asks questions –Directs discussions –Checks understanding Group size: 5-6 More structured format: greater degree of instructor input into learning issues and resources

Floating Facilitator Model A good choice for Less experienced learners Small- to large-sized classes Class activities besides group discussions: –Groups report out –Whole class discussions –Mini-lectures

“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

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

PBL Classroom

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 Numbers advantage in dealing with group vs. individual papers, projects

Electronic Dissemination of PBL Materials

Characteristics of Good PBL Problems Relate to real-world, motivate students. Require decision-making or judgments. Multi-page, multi-stage. Designed for group-solving. Initial questions are open-ended to encourage discussion. Incorporate course content objectives. Provide challenges for higher-order thinking.

But…where are the problems? Typical end-of-chapter problems can be solved by rote memorization, pattern- match, and plug-and-chug techniques Good problems should require students to make assumptions and estimates, develop models, and work through the model. A source of problems outside the commercial texts needs to be developed.

PBL Clearinghouse An online database of PBL articles and problems. All material is peer-reviewed by PBL practitioners for content and pedagogy. All problems are supported by learning objectives and resources, teaching and assessment notes. Holdings are searchable by author, discipline, keywords, or full text. Fully electronic submission, review, and publication cycle. Controlled access by free user subscription, students excluded.

PBL Clearinghouse Currently there are more than 4500 registered users and 60 PBL problems. Of the problems available, more than half are in physics, chemistry, and biology, but the number in other disciplines is growing steadily. We are very interested in publishing adaptations of problems to other cultural/geographical contexts.

Problem-Based Learning and Physics: Developing problem solving skills in all students The project is developing a database of problems, instructional models, evaluation tools, and web- based resources that effectively incorporate PBL across the content framework of introductory undergraduate physics courses. Materials are being collected and reviewed for a wide variety of introductory physics courses, for both science majors and non-science majors, across all levels of instruction and class enrollment.