Problem Based Learning

What is PBL? Content introduced in context of complex real- world problems –Emphasizes CT skills Understanding Learning how to learn Working cooperatively with others –Addresses 3 common employer complaints Poor written and verbal skills Inability to problem-solve Difficulty working collaboratively with other professionals

Who Does PBL? Models – –McMaster (Medical School, started > 30 yrs. ago) –University of Delaware (for examples in biology, biochemistry, physics, chemistry, and nutrition see –University of California, Irvine (PBL Faculty Institute) –Samford University (Center for PBL) –Southern Illinois University (School of Medicine)

Why Do PBL? Increased reasoning and problem solving skills (atypical medical cases: Albanese, 1993; problem solving: Gallagher, Stepien,& Rosenthal, 1992) Team work Improved attitudes (increased enrollment, enhanced interest in major, positive feedback: Pincus, 1995; reduced drop out rate: Bridges and Hallinger, 1991, Pincus, 1995; “friendlier climate:” Schmidt, Henny, and de Vries, 1992) Basic knowledge (mixed results)

Examples Hot-headed Moles When Twins Marry Twins A Day in the Life of John Henry

Essential Factors Engage students’ interest Require decisions or judgements based on facts, information, logic and/or rationalization Cooperation should be necessary Promote higher order cognitive skills (Bloom) Initial questions should be –Open ended –Connected to previously learned knowledge –Controversial issues that will elicit diverse opinions Content objectives should be incorporated

Instructor’s Role Model different kinds of problem-solving strategies Serve as facilitator or guide Question students about their learning (“How do you know that?” “What assumptions are you making?”)

Assessing PBL Written examinations – designed to transfer skills to similar problems Practical examinations – apply skills learned Concept maps – depict knowledge by creating nodes and links Peer assessment – provide evaluation rubric, reflects cooperative nature of PBL Self assessment – identify gaps in knowledge Facilitator assessment – how successful individuals interacted and cognitive growth Oral presentation – practice communication skills Reports – practice writing skills

Designing Scenarios Can come from anywhere – Literature, TV, news, newspapers Consider –A loosely structured case or prompt embedded with links to desired outcomes –Small group collaborative learning –A one sentence case can drive the curriculum for weeks –Use of hands-on materials for hypothesis testing –Learning is open