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DOCUMENT RESUME
ED 396 935 SE 058 601
AUTHOR Hadwin, Allyson FionaTITLE Promoting Self-Regulation: Examining the
Relationships between Problem-Based Learning inMedicine and the Strategic Content LearningApproach.
PUB DATE Apr 96NOTE 41p.; Paper presented at the Annual Meeting of the
American Educational Research Association (New York,NY, April 8-12, 1996).
PUB fYPE Reports Research/Technical (143)Speeches/Conference Papers (150)
EDRS PRICEDESCRIPTORS
ABSTRACT
MF01/PCO2 Plus Postage.Cognitive Style; Cooperative Learning; EducationalStrategies; Higher Education; *Independent Study;*Learning Activities; *Lifelong Learning; *MedicalEducation; *Problem Solving
An important mandate of higher education is toprovide students with the skills and strategies required to becomeself-regulating lifelong learners. This paper analyzes and interpretsdata gathered from two instructional settings both of which have beenstructured to promote self-regulated or self-directed learning. Itincludes an interpretation of a series of discussions with medicalstudents regarding their impressions about what makes theproblem-based learning (PBL) environment successful and juxtaposesthis with experiences related to promoting self-regulated learningthrough the strategic content learning (SCL) approach. The practiceof PBL and SCL are examined in order to provide insight into how acollaborative learning environment can be orchestrated so as tosimultaneously promofe self-regulation, lifelong learning, andmastery of the core curriculum. The findings are interpreted using atheoretical framework based on notions of learning in a community andimplications for the way in which participants learn to orchestrateand contribute to a community of learners oriented towardself-regulated learning and practice are discussed. Findings indicatethat building a community of learners who are involved in strategicself-regulation requires careful orchestration on the part of theinstructor. Contains 27 references. (JRH)
Reproductions supplied by EDRS are the best that can be madefrom the original document.
Pape
r pr
esen
ted
as p
art o
f th
e sy
mpo
sium
, Inv
estig
atin
g th
e D
evel
opm
ent
of S
elf-
Reg
ulat
ion
by S
tude
nts
with
Lea
rnin
g D
isab
ilitie
s:A
Coo
rdin
ated
Sym
posi
um, a
t the
Am
eric
an E
duca
tiona
l Res
earc
hA
ssoc
iatio
n an
nual
con
fere
nce,
New
Yor
k, N
Y, A
pril
6 -
12, 1
996.
Pro
mot
ing
Sel
f-R
egul
atio
n:E
xam
inin
gth
e R
elat
ions
hips
Bet
wee
n P
robl
em-B
ased
Lear
ning
in M
edic
ine
and
the
Str
ateg
icC
onte
nt L
earn
ing
App
roac
h
Ally
son
Fion
a H
adw
in
(Sim
on F
rase
r U
nive
rsity
)
Tha
nks
to D
.L. B
utle
r, M
.K. M
cGin
n, D
.Dem
ers.
C.B
ell,
& D
.Sum
ara
for
feed
back
and
On
vari
ous
draf
ts o
f th
is p
aper
.T
hank
s al
so to
.R. A
.W
oodh
ouse
, D.L
But
ler,
and
Van
couv
er C
omm
unity
Col
lege
and
The
Min
istr
y of
Ski
lls. T
rain
ing
and
Lab
our
of th
c Pr
ovin
ce o
n B
C, f
orpr
ovid
ing
the
data
col
lect
ion
oppo
rtun
ities
. Cor
resp
onde
nce
shou
ld b
ead
dres
sed
to A
. F. H
adw
in, F
acul
ty o
f E
duca
tion,
Sim
on F
rase
r U
nive
rsity
,B
urna
by, B
C, V
5A I
S6. C
anad
a.
i'.I
I', '
ti,11
0.
' 'A
!I
i;1'
.11
I(
.1tA
il 11
1I
l'
,C\I
l..tii
t A
1;1
,t 11
11 tt
1.
,H,1
\ 11,
1,1
N I
itiv
t,.1
PA
R1
Mt N
T I
)I
Um
AT
IoN
,At
I. 1
,41
4-1M
A I
n1
&pi
it
An
impo
rtan
t man
date
of
high
er e
duca
tion
is to
pro
vide
stu
dent
s w
ithth
e sk
ills
and
stra
tegi
es r
equi
red
to b
ecom
e se
lf-r
egul
atin
g, li
felo
ng le
arne
rs.
Med
ical
edu
catio
n ha
s be
en f
aced
with
the
chal
leng
e of
pre
pari
ng f
utur
epr
actit
ione
rs w
ith a
bre
adth
and
dep
th o
f cu
rren
t med
ical
kno
wle
dge.
At t
hesa
me
time,
it s
triv
es to
pro
duce
str
ateg
ic p
hysi
cian
s w
ho c
an, i
n a
rapi
dly
chan
ging
and
dev
elop
ing
fiel
d, m
aint
ain
and
furt
her
deve
lop
this
com
pete
ncy
over
a li
fetim
e (M
ann
& K
aufm
an, 1
995)
. To
mee
t thi
s m
anda
te,
curr
icul
um in
nova
tions
suc
h as
pro
blem
-bas
ed le
arni
ng (
PcIL
) ha
ve b
een
inte
grat
ed a
nd im
plem
ente
d in
to m
edic
al e
duca
tion
prog
ram
s th
roug
hout
Nor
th A
mer
ica.
Thi
s pa
per
anal
yzes
and
inte
rpre
ts d
ata
gath
ered
fro
m tw
o in
stru
ctio
nal
setti
ngs
both
of
whi
ch h
ave
been
str
uctu
red
to p
rom
ote
self
-reg
ulat
ed o
r se
lf-
dire
cted
lear
ning
. It i
nclu
des
an in
terp
reta
tion
of a
ser
ies
of d
iscu
ssio
ns w
ithm
edic
al s
tude
nts
rega
rdin
g th
eir
impr
essi
ons
abou
t wha
t mak
es th
e PB
Len
viro
nmen
t suc
cess
ful,
and
juxt
apos
es th
is w
ith m
y ex
peri
ence
s le
arni
ng to
prom
ote
self
-reg
ulat
ed le
arni
ng th
roug
h th
e St
rate
gic
Con
tent
Lea
rnin
g(S
CL
) ap
proa
ch (
But
ler,
199
6). E
xam
inin
g PB
L a
nd S
CL
pra
ctic
e pr
ovid
esin
sigh
t int
o ho
w a
col
labo
rativ
e le
arni
ng e
nvir
onm
ent c
an b
e or
ches
trat
ed s
oas
to s
imul
tane
ousl
y pr
omot
e se
lf r
egul
atio
n, li
felo
ng le
arni
ng, a
nd m
aste
ryof
cor
e cu
rric
ulum
. Fur
ther
mor
e, u
sing
a th
eore
tical
fra
mew
ork
base
d on
notio
ns o
f le
arni
ng in
a c
omm
unity
to in
terp
ret t
hese
fin
ding
s, r
esul
ted
in a
num
ber
of im
plic
atio
ns f
or th
e w
ay in
whi
ch p
artic
ipan
ts (
tuto
rs a
ndst
uden
ts)
lear
n to
orc
hest
rate
and
con
trib
ute
to a
com
mun
ity o
f le
arne
rsor
ient
ed to
war
d se
lf-r
egul
ated
lear
ning
and
pra
ctic
e. T
he a
rgum
ent I
mak
e is
that
bui
ldin
g a
com
mun
ity o
f le
arne
rs w
ho a
re in
volv
ed in
str
ateg
ic s
elf-
regu
latio
n re
quir
es c
aref
ul o
rche
stra
tion
on th
e pa
rt o
f th
e in
stru
ctor
.
Rat
iona
le
Self
reg
ulat
ing
stud
ents
set
goa
ls, d
evel
op a
nd a
dapt
div
erse
met
hods
tost
rive
tow
ard
thos
e go
als,
are
mot
ivat
iona
lly e
ngag
ed in
this
pro
cess
and
have
met
acog
nitiv
e aw
aren
ess
abou
t the
ir le
arni
ng d
ecis
ions
, pro
cess
es a
ndth
e pr
oduc
ts th
ose
proc
esse
s cr
eate
(B
utle
r &
Win
ne. 1
995;
Win
ne &
Per
ry,
1994
; Zim
mer
man
, 198
9). S
tude
nts
who
eng
age
in c
ritic
al th
inki
ng,
prob
lem
sol
ving
and
str
ateg
ic le
arni
ng m
ay b
e de
scri
bed
as b
eing
BE
ST C
OPY
AV
AIL
AE
llf
PRO
MO
TIN
G S
EL
F R
EG
UL
AT
ION
: PB
L A
ND
SC
L2
prod
uctiv
ely
self
-reg
ulat
ing
beca
use
they
are
abl
e to
ana
lyze
the
task
bef
ore
them
, dec
ide
wha
t the
y ar
e re
quir
ed to
do,
mak
e pl
ans
for
appr
oach
ing
that
task
, mon
itor
thei
r pr
ogre
ss, i
ncor
pora
te f
eedb
ack
from
a v
arie
ty o
f so
urce
s,ar
id m
ake
chan
ges
in th
eir
appr
oach
whe
n th
ey a
re n
ot s
ucce
ssfu
l. T
hese
are
the
kind
s of
mar
keta
ble
skill
s th
at c
an b
e ac
quir
ed in
hig
her
educ
atio
n, a
long
with
a b
read
th o
f co
nten
t kno
wle
dge.
In a
com
pute
rize
d er
a, c
hara
cter
ized
by
rapi
d ad
vanc
emen
t of
know
ledg
ein
all
fiel
ds, h
ighe
r ed
ucat
ion
is f
aced
with
the
chal
leng
e of
cov
erin
g a
vast
amou
nt o
f co
nten
t in
a re
lativ
ely
shor
t am
ount
of
time
(Rya
n, 1
993)
.Fu
rthe
rmor
e, in
dust
ry, b
usin
ess
and
prof
essi
onal
bod
ies
are
look
ing
for
grad
uate
s w
ho p
osse
s th
e sk
ills
and
stra
tegi
es r
equi
red
for
criti
cal t
hink
ing
and
prob
lem
sol
ving
. The
impo
rtan
ce o
f st
rate
gic
appr
oach
es to
lear
ning
isfu
rthe
r w
arra
nted
by
the
fact
that
muc
h of
the
cont
ent s
tude
nts
lear
n w
ill b
ere
dund
ant b
y th
e tim
e th
ey g
radu
ate.
In
this
clim
ate,
it h
as b
een
sugg
este
dth
at h
ighe
r ed
ucat
ion
shou
ld n
ot m
erel
y te
ach
stue
ents
cur
ricu
lum
con
tent
, it
shou
ld p
rovi
de a
mea
ns f
or s
tude
nts
to d
evel
op a
dapt
able
str
ateg
ies
with
whi
ch to
pur
sue
know
ledg
e an
d so
lve
prob
lem
s; th
ereb
y pr
oduc
ing
prod
uctiv
ely
self
-reg
ulat
ing
lear
ners
(B
utle
r &
Win
ne, 1
995;
Had
win
&19
95).
Thc
type
s of
ski
lls a
nd s
trat
egie
s, n
eces
sary
for
cri
tical
thin
king
and
prob
lem
sol
ving
"on
the
job"
hav
e fr
eque
ntly
bee
n ta
ught
inde
pend
ently
from
reg
ular
deg
ree
cour
ses
in w
orks
hops
and
:lud
y sk
ills
cour
ses,
or
negl
ecte
d al
toge
ther
. Whe
n co
urse
s an
d pr
ogra
ms
atte
mpt
to te
ach
stud
ents
the
tact
ics
and
stra
tegi
es r
equi
red
for
self
-reg
ulat
ion
outs
ide
mea
ning
ful
cour
se c
onte
nt, t
he tr
ansf
erab
ility
and
str
ateg
ic u
se o
f th
ese
tact
ics
isje
opar
dize
d (H
adw
in &
Win
ne, 1
995:
Rya
n, 1
993)
. If
stud
ents
are
to le
arn
how
to e
ngag
e in
sel
f-re
gula
ted
lear
ning
, the
y m
ust b
e gi
ven
the
oppo
rtun
ity to
lear
n to
bec
ome
stra
tegi
c (s
et g
oals
and
to a
dopt
, eva
luat
e an
dad
apt l
earn
ing
tact
ics
to m
eet t
hose
goa
ls)
in r
elev
ant c
onte
xts.
It is
prec
isel
y th
e st
rate
gic
use
of le
arni
ng ta
ctic
s th
at c
ontr
ibut
es to
sel
f-re
gula
tion
(But
ler,
199
4). W
hen
stud
y sk
ills
are
taug
ht a
s pr
escr
ibed
met
hods
for
lear
ning
rat
her
than
bei
ng d
evel
oped
and
ada
pted
by
stud
ents
tom
eet t
heir
ow
n le
arni
ng g
oals
, the
y be
com
e m
ore
cont
ent f
or s
tude
nts
tole
arn
inst
ead
of f
lexi
ble
stra
tegi
c pr
oces
ses
(Rya
n. 1
993)
. Pro
blem
-bas
edle
arni
ng (
PBL
) an
d St
rate
gic
Con
tent
Lea
rnin
g (S
CL
) (B
utle
r, 1
994)
are
alte
rnat
ive
inst
ruct
iona
l app
roac
hes
that
em
brac
e th
is p
hilo
soph
ythe
yst
rive
to p
rodu
ce in
depe
nden
t, se
lf-r
egul
atin
g, li
felo
ng le
arne
rs w
ithin
the
cont
ext o
f re
leva
nt c
ours
e zo
nten
t.
Ove
rvie
w o
f th
e Pr
oble
m-b
ased
Lea
rnin
g an
d St
rate
gic
Con
tent
Lea
rnin
gA
ppro
ache
s
PBL
is a
cur
ricu
lum
inno
vatio
n ch
arac
teri
zed
by th
e us
e of
cas
e st
udie
sas
a v
ehic
le th
roug
h w
hich
sm
all g
roup
s of
stu
dent
s le
arn
prob
lem
-sol
ving
skill
s w
hile
sim
ulta
neou
sly
dire
ctin
g th
eir
own
acqu
isiti
on o
f ba
sic
cont
ent
know
ledg
e (A
lban
ese
& M
itche
ll, 1
993)
.St
uden
ts b
ecom
e ac
tivel
yin
volv
ed in
dir
ectin
g th
eir
own
lear
ning
by
colla
bora
tin,g
to w
ork
thro
ugh
chal
leng
ing
patie
nt c
ases
in th
e w
ay th
at p
hysi
cian
s pr
oble
m s
olve
to r
each
diag
nose
s an
d tr
eatm
ents
. Upo
n pr
esen
tatio
n of
a c
ase
stud
ents
dec
ide
how
to id
entif
y m
ajor
pro
blem
s, g
aps
in th
eir
know
ledg
e, a
nd s
trat
egie
s fo
rre
sol-
.g th
ose
gaps
in k
now
ledg
e. T
hus,
they
lear
n to
gui
de th
eir
own
lear
ning
whi
le d
eter
min
ing
a di
agno
sis
and
trea
tmen
t dir
ectio
n. P
BL
foc
uses
on c
hang
ing
the
inst
ruct
iona
l env
iron
men
t fro
m le
ctur
ing
to g
uide
dpr
oble
m-s
olvi
ngit
is a
n in
stru
ctio
nal a
ltern
ativ
e to
did
actic
con
tent
inst
ruct
ion.
Thu
s, f
acul
ty tu
tors
gui
de th
e pr
oble
m s
olvi
ng p
roce
ss a
ndco
nten
t acq
uisi
tion,
rat
her
than
teac
hing
thro
ugh
lect
ures
(V
asco
nez,
Don
nelly
, May
o, &
Sch
war
tz, 1
993)
.
Ove
r th
e pa
st te
n ye
ars.
PB
L h
as b
een
inte
grat
ed in
to m
edic
al c
urri
cula
in a
num
ber
of w
ays.
Ver
non
(199
5) d
escr
ibed
fou
r pr
edom
inan
t str
uctu
res
of P
BL
in A
mer
ican
med
ical
pro
gram
s. T
he f
irst
is a
uni
form
PB
Lcu
rric
ula
in w
hich
PB
L is
the
met
hod
of in
stru
ctio
n fo
r al
l of
the
cont
ent
area
s.In
this
sys
tem
, pro
blem
-bas
ed le
arni
ng is
the
prim
ary
mod
e of
inst
ruct
ion
with
ver
y lit
tle e
xpos
ure
to le
ctur
ing.
The
sec
ond
is a
PB
L tr
ack
prog
ram
whi
ch d
iffe
rs f
rom
the
unif
orm
PB
L c
urri
cula
onl
y in
that
stu
dent
sse
lf-s
elec
t to
part
icip
ate
in P
BL
rat
her
than
in tr
aditi
onal
med
ical
inst
ruct
ion.
Thi
rd is
a n
on-d
epar
tnyl
ptal
PB
L c
ours
e in
whi
ch P
BL
is u
sed
to b
ring
clin
ical
rel
evan
ce to
the
basi
c sc
ienc
e pr
inci
ples
lear
ned
in a
trad
ition
al f
orm
at. A
nd th
e fo
urth
str
uctu
re is
a d
epar
tmen
tal P
BL
cou
rse
whi
ch is
sim
ilar
to th
e no
n-de
part
men
tal P
BL
cou
rses
but
doe
s no
t hav
e an
inte
rdis
cipl
inar
y em
phas
is. T
he c
onte
nt c
over
ed is
res
tric
ted
to th
at o
f a
part
icul
ar c
ours
e cu
rric
ulum
, rat
her
than
inte
grat
ing
mat
eria
l acr
oss
the
basi
csc
ienc
es a
nd c
linic
al d
omai
ns.
The
se v
ario
us a
ltern
ativ
es to
the
impl
emen
tatio
n of
PB
L r
efle
ct d
iffe
rent
leve
ls o
f in
tegr
atin
g se
lf-r
egul
atin
gst
udy
skill
dev
elop
men
t with
in th
e re
gula
r co
urse
con
tent
. Yet
, the
y al
lst
rive
to s
truc
ture
the
lear
ning
env
iron
men
t so
as to
enc
oura
ge s
tude
nts
tota
ke r
espo
nsib
ility
for
set
ting
lear
ning
goa
ls a
nd e
xper
imen
ting
with
way
sto
mee
t tho
se g
oals
in a
gro
up s
ettin
g.
PRO
MO
TIN
G S
EL
F R
EG
UL
AT
ION
: PB
L A
ND
SC
L3
Stra
tegi
c C
onte
nt L
earn
ing
(SC
L)
is a
n in
stru
ctio
nal a
ppro
ach
whi
chsu
ppor
ts in
divi
dual
stu
dent
s ha
ve b
een
supp
orte
d to
iden
tify
thei
r go
als
and
deve
lop,
eva
luat
e an
d ad
apt s
trat
egie
s to
mee
t tho
se g
oals
with
in g
enui
nele
arni
ng ta
sks
(But
ler,
199
4). G
enui
ne le
arni
ng ta
sks
refe
r to
task
s th
at a
repa
rt o
f a
stud
ent's
reg
ular
cou
rse
sylla
bus
and
for
whi
ch s
tude
nts
have
som
eac
coun
tabi
lity
or g
rade
inve
stm
ent.
But
ler's
mod
el f
ocus
es o
n th
e le
arne
r by
supp
ortin
g st
uden
ts to
app
roac
h ta
sks
in a
pro
blem
sol
ving
man
ner
and
gene
rate
app
ropr
iate
str
ateg
ies
them
selv
es, a
s op
pose
d to
teac
hing
spe
cifi
cst
rate
gies
. SC
L in
stru
ctor
s sc
affo
ld s
uppo
rt a
s th
ey c
olla
bora
te w
ith e
ach
indi
vidu
al to
ana
lyze
task
s, id
entif
y go
als,
eva
luat
e or
gen
erat
e ap
proa
ches
,im
plem
ent a
nd a
dapt
str
ateg
ies,
and
mon
itor
prog
ress
. Thr
ough
out t
hein
stru
ctio
nal i
nter
actio
n, s
tude
nts
are
enco
urag
ed to
mon
itor
effe
ctiv
enes
s,co
nsid
er s
tren
gths
and
wea
knes
ses,
and
def
ine
area
s re
quir
ing
impr
ovem
ent.
In o
ther
wor
ds, s
tude
nts
are
supp
orte
d to
eng
age
in m
etac
ogni
tive
activ
ities
such
as
refl
ectin
g on
thei
r pr
ogre
ss a
nd d
evel
opin
g co
gniti
ve s
trat
egie
sdu
ring
thei
r in
tera
ctio
ns w
ith g
enui
ne c
ours
e m
ater
ials
. The
rol
e of
the
tuto
rin
pro
vidi
ng s
caff
olde
d su
ppor
t dri
ves
the
SCL
app
roac
h.T
he S
CL
appr
oach
foc
uses
on
chan
ging
the
role
of
the
inst
ruct
or f
rom
indi
vidu
alco
nten
t are
a tu
tori
ng to
sup
port
ing
indi
vidu
als
whi
le th
ey d
evel
op a
nd te
stth
eir
own
lear
ning
str
ateg
ies.
Bot
h SC
L a
nd P
BL
ada
pt th
e le
arni
ng e
nvir
onm
ent s
o as
to f
acili
tate
the
deve
lopm
ent o
f se
lf-r
egul
atio
n, h
owev
er th
ey h
ave
appr
oach
ed th
is ta
skdi
ffer
ently
. PB
L h
as b
een
impl
emen
ted
as a
sm
all g
roup
alte
rnat
ive
todi
dact
ical
ly d
rive
n co
nten
t ins
truc
tion,
whi
le S
CL
has
bee
n im
plem
ente
d as
an a
ltern
ativ
e ap
proa
ch to
indi
vidu
al s
trat
egy
inst
ruct
ion.
Nev
erth
eles
s,bo
th P
BL
and
SC
L le
nd th
emse
lves
nic
ely
to a
com
mon
goa
lenc
oura
ging
stud
ents
to ta
ke c
ontr
ol o
f th
eir
own
lear
ning
and
lear
ning
pro
cess
es w
ithin
the
cont
ext o
f co
nten
t lea
rnin
g. B
y co
nsid
erin
g th
ese
two
appr
oach
es, t
his
pape
r pr
ovid
es in
sigh
t int
o ho
w in
stru
ctio
n ca
n be
orc
hest
rate
d to
ass
ist
stud
ents
in g
aini
ng c
onte
nt e
xper
tise
as w
ell a
s pr
epar
ing
them
with
the
stra
tegi
es f
or c
ritic
al th
inki
ng a
nd p
robl
em s
olvi
ng th
at a
re n
eces
sary
tosu
ccee
d in
the
com
mun
ities
whe
re th
ey w
ill p
ract
ice.
Furt
herm
ore,
ath
eore
tical
fra
mew
ork
base
d on
not
ions
of
lear
ning
in a
com
mun
ity is
adop
ted
to in
terp
ret f
indi
ngs
and
prop
ose
way
s in
whi
ch s
tude
nts
and
tuto
rsca
n be
enc
oura
ged
to b
ecom
e ac
tive
part
icip
ants
in s
elf-
regu
late
d le
arni
ngan
d pr
actic
e.
Res
ta I
rlfo
co
The
dat
a an
alyz
ed a
nd in
terp
rete
d in
thi.;
pap
er w
ere
deri
ved
from
two
setti
ngs
and
acro
ss tw
o pe
riod
s of
tim
e. M
y in
volv
emen
t in
both
set
tings
cont
ribu
ted
to m
y re
sear
ch q
uest
ions
and
to th
e fo
cus
of th
is p
aper
. Dur
ing
my
disc
ussi
ons
with
med
ical
stu
dent
s re
gard
ing
thei
r st
udy
acti,
ties
in a
prob
lem
-bas
ed le
arni
ng c
ours
e (f
irst
set
ting)
, a n
umbe
r of
com
men
ts w
ere
mad
e ab
out t
he d
ispa
rity
bet
wee
n m
etho
ds o
f de
liver
ing
PBL
, the
infl
uenc
eof
tuto
rs in
dir
ectin
g th
ose
deliv
ery
met
hods
, and
the
perc
eive
d qu
ality
and
usef
ulne
ss o
f PB
L f
or in
divi
dual
stu
dent
s. T
hese
issu
es w
ere
not p
art o
' the
rese
arch
stu
dy I
was
invo
lved
with
, but
they
con
tinue
d to
intr
igue
me.
I w
asin
tere
sted
in th
ese
com
men
ts f
or tw
o re
ason
s:(a
) it
seem
ed th
at th
eex
peri
ence
s of
thes
e st
uden
ts c
ould
pro
vide
insi
ght f
or im
prov
ing
the
deliv
ery
of P
BL
; and
(b)
I w
as c
urio
us a
s to
wha
t fac
tors
con
trib
uted
to th
edi
spar
ity in
PB
L e
ngag
emen
tther
e se
emed
to b
e a
dist
inct
dif
fere
nce
betw
een
"goi
ng th
roug
h th
e m
otio
ns o
f PB
L"
and
real
ly e
ngag
ing
in P
BL
.
A y
ear
late
r, w
hile
ref
lect
ing
on m
y ow
n pr
actic
e as
a s
trat
egic
con
tent
lear
ning
tuto
r (s
econ
d se
tting
), I
beg
an to
dra
w s
ome
links
bet
wee
n th
est
rugg
les
I w
as h
avin
g ch
angi
ng m
y ow
n pr
actic
e, a
nd th
e co
mm
ents
med
ical
stu
dent
s m
ade
abou
t the
ir e
xper
ienc
es a
nd p
erce
ptio
ns a
bout
the
PBL
pro
cess
. Sin
ce P
BL
and
SC
L s
hare
a s
imila
r go
alpr
omot
ing
stra
tegi
cse
lf-r
egul
ated
lear
ning
, I d
ecid
ed to
re-
visi
t the
com
men
ts s
tude
nts
mad
eab
out t
he P
BL
pro
cess
. My
inte
nt w
as to
use
my
know
ledg
e ab
out s
elf-
regu
late
d le
arni
ng a
nd m
y re
flec
tions
as
I le
arne
d to
impl
emen
t the
SC
Lap
proa
ch to
rec
onsi
der
the
ques
tions
that
intr
igue
d m
e ab
out t
he P
BL
dat
aho
w d
o di
ffer
ent t
ypes
of
PBL
del
iver
y in
flue
nce
stud
ent e
ngag
emen
t, an
dw
hat i
s th
e ro
le o
f in
stru
ctor
s in
sha
ping
the
PBL
pro
cess
. I w
as in
tere
sted
in h
ow in
terp
reta
tions
of
thes
e tw
o da
ta s
ourc
es c
ould
be
used
to g
uide
impr
ovem
ents
in P
BL
pra
ctic
e an
d in
stru
ctio
n. A
s I
wor
ked
with
the
data
, Ire
aliz
ed th
at I
was
rea
lly a
ddre
ssin
g la
rger
que
stio
ns a
bout
pro
mot
ing
self
-re
gula
ted
lear
ning
and
pra
ctic
e in
the
cont
ext o
f a
com
mun
ity o
f le
arne
rs.
The
app
licat
ions
of
thes
e fi
ndin
gs g
o be
yond
eith
er P
BL
or
SCL
; the
y ha
veth
eore
tical
and
pra
ctic
al im
plic
atio
ns f
or r
estr
uctu
ring
inst
ruct
ion
in h
ighe
red
ucat
ion
to p
rom
ote
colla
bora
tive
know
ledg
e ac
quis
ition
and
str
ateg
ic,
lifel
ong
lear
ning
.
* r. `1 1 4
PRO
MO
TIN
G S
EL
F R
EG
UL
AT
ION
: PB
L A
ND
SC
L4
RE
SEA
RC
H D
ESI
GN
5 en
ing
and
Proc
edur
e
Firs
t set
ting.
In
1994
, I p
artic
ipat
ed in
a r
esea
rch
proj
ect i
n a
facu
lty o
fM
edci
ne, d
evel
opin
g a
ques
tionn
aire
to a
sses
s le
arni
ng ta
ctic
s us
ed b
ym
edic
al s
tude
nts
in b
oth
trad
ition
al a
nd p
robl
em-b
ased
(PB
L)
clas
ses
(Woo
dhou
se, D
e Iv
a, H
aine
s, &
Had
win
, 199
5).
The
dep
artm
ent h
adim
plem
ente
d a
non-
depa
rtm
enta
l PB
L c
ours
e cu
rric
ulum
(jo
int P
BL
and
"tra
ditio
nal"
pro
gram
). A
t the
tim
e th
e da
ta w
as c
olle
cted
it w
as in
its
thir
dye
ar o
f im
plem
enta
tion
and
still
exp
erie
ncin
g gr
owin
g pa
ins.
We
wer
ein
tere
sted
in in
vest
igat
ing
the
effe
ct o
f PB
L o
n ap
proa
ches
to le
arni
ng a
ndth
e ki
nds
of le
arni
ng a
ctiv
ities
stu
dent
s en
gage
d in
. PB
L is
inte
nded
tofo
ster
dee
per
appr
oach
es to
lear
ning
, sel
f-re
gula
tion,
life
long
lear
ning
,im
prov
ed p
robl
em-s
olvi
ng a
nd c
ritic
al th
inki
ng s
kills
, all
of w
hich
sho
uld
be r
efle
cted
in th
e ty
pes
of le
arni
ng a
ctiv
ities
stu
dent
s en
gage
. I c
ondu
cted
ase
ries
of
inte
rvie
ws
and
focu
s gr
oups
in w
hich
stu
dent
s w
ere
enco
urag
ed to
talk
abo
ut th
e "w
ays
they
wen
t abo
ut le
arni
ng"
in b
oth
thei
r tr
aditi
onal
and
prob
lem
-bas
ed c
ours
es. T
his
data
was
tran
scri
bed
and
anal
yzed
for
the
purp
oses
of
ques
tionn
aire
dev
elop
men
t.
I co
nduc
ted
the
inte
rvie
ws
and
focu
s gr
oups
with
29
med
ical
stu
dent
sre
pres
entin
g ea
ch y
ear
of th
e m
edic
al p
rogr
am.
I us
ed a
sem
i-st
ruct
ured
inte
rvie
w a
ppro
achl
oose
ly f
ollo
win
g, b
ut n
ot s
tric
tly a
dher
ing
to, a
set
of
ques
tions
. Int
ervi
ews
wer
e ta
ped
and
tran
scri
bed.
Sin
gle-
year
foc
us g
roup
sw
ere
tape
d an
d re
cord
ed in
sho
rt-h
and
by a
n ex
peri
ence
d no
teta
ker.
Stu
dent
sw
ere
info
rmed
that
the
purp
ose
of th
e st
udy
was
to in
vest
igat
e th
e ki
nds
ofac
tiviti
es m
edic
al s
tude
nts
enga
ge d
urin
g th
eir
med
ical
edu
catio
n pr
ogra
m.
Our
dis
cuss
ions
wer
e co
nfid
entia
l; no
ne o
f th
e m
edic
al e
duca
tors
kne
w w
hopa
rtic
ipat
ed in
the
stud
y, n
or c
ould
com
men
ts b
e tr
aced
bac
k to
any
indi
vidu
al. M
y im
pres
sion
was
that
stu
dent
s ta
lked
ope
nly
and
cand
idly
abou
t the
ir e
xper
ienc
es b
ecau
se: (
a) th
ey k
new
I h
ad n
othi
ng in
vest
ed in
the
prog
ram
or
thei
r ed
ucat
ion;
(b)
they
saw
this
as
an o
ppor
tuni
ty to
assi
stfu
ture
msl
ical
stu
dent
s; a
nd (
c) it
was
cle
ar b
y m
y qu
estio
ning
that
I k
new
very
littl
e ab
out t
he s
truc
ture
of
thei
r pr
ogra
m.
Seco
nd s
ettin
g.In
199
5. I
com
plet
ed a
fie
ldw
ork
plac
emen
t at a
loca
lco
mm
unity
col
lege
lear
ning
how
to im
plem
ent t
helte
gic
Con
tent
Lea
rnin
g ap
proa
ch to
ass
ist s
tude
nts
with
lear
ning
dis
abili
ties.
Initi
ally
, Iac
quir
ed a
theo
retic
al u
nder
stan
ding
of
the
SCL
app
roac
h th
roug
h re
adin
g
seve
ral o
f B
utle
r's p
aper
s (B
utle
r, 1
995;
But
ler,
199
4, 1
995)
and
dis
cuss
ing
the
appr
oach
with
her
. The
n, I
obs
erve
d 6-
8 se
ssio
ns w
ith tw
o SC
L tu
tors
.T
he f
irst
tuto
r w
as c
ontin
uing
an
inte
rven
tion
with
a m
atur
e st
uden
t who
was
stu
dyin
g to
be
a la
b te
chni
cian
ass
ista
nt. T
he s
econ
d tu
tor
was
sta
rtin
gin
terv
entio
ns (
intr
oduc
tory
ses
sion
s) w
ith tw
o m
atur
e st
uden
ts w
ho w
ante
dto
wor
k on
Eng
lish
gram
mar
and
wri
ting,
res
pect
ivel
y. A
fter
that
tim
e I
star
ted
to w
ork
with
thes
e st
uden
ts in
depe
nden
tly, a
s w
ell a
s w
ith tw
ost
uden
ts w
ho w
ere
wor
king
tow
ard
atta
inin
g hi
gh s
choo
l equ
ival
ency
inm
athe
mat
ics.
The
sou
rces
of
data
for
this
pap
er w
ere
my
refl
ectio
ns o
n m
ypr
actic
e as
I e
ngag
ed in
SC
L tu
tori
ng, s
umm
ariz
ed c
ase
note
s, a
nd th
ough
tab
out u
pcom
ing
sess
ions
with
the
stud
ents
.
Ana
lysi
s
Sinc
e I
was
ana
lyzi
ng th
e da
ta a
nd r
efle
ctin
g on
my
own
prac
tice
sim
ulta
neou
sly,
my
unde
rsta
ndin
g an
d in
terp
reta
tion
of th
e m
edic
al d
ata,
as
wel
l as
the
theo
retic
al le
ns th
roug
h w
hich
I w
as v
iew
ing
the
data
, wer
e co
-ev
olvi
ng.
I w
as le
arni
ng a
bout
the
PBL
dat
a th
roug
h m
y pr
actic
e as
an
SCL
tuto
r, a
nd a
bout
my
prac
tice
as a
n SC
L tu
tor
thro
ugh
the
PBL
dat
a.T
his
mak
es it
dif
ficu
lt to
des
crib
e th
e an
alys
is p
roce
ss in
a li
near
fas
hion
.C
onse
quen
tly, t
his
sect
ion
atte
mpt
s to
des
crib
e th
e w
ay in
whi
ch th
e in
itial
them
es c
mer
ged
and
how
I w
as d
raw
n to
a d
iscu
ssio
n of
two
them
es f
or th
ispa
per.
Thi
s se
ctio
n pr
ovid
es a
n ov
ervi
ew o
f th
e in
itial
ana
lysi
s pr
oces
s.T
he d
escr
iptio
n of
that
pro
cess
con
tinue
s to
evo
lve
in th
e di
scus
sion
of
my
resu
lts b
ecau
se th
at a
uthe
ntic
ally
cap
ture
s th
e pr
oces
s of
my
anal
ysis
.
Dur
ing
the
orig
inal
med
ical
stu
dy, s
ome
inte
rest
ing
issu
es s
urfa
ced
that
wer
e no
t par
t of
the
rese
arch
pro
ject
, and
ther
efor
e no
t pur
sued
in d
epth
. Ire
visi
ted
the
tran
scri
pts
beca
use
I w
as in
tere
sted
in th
ose
com
men
ts s
tude
nts
spon
tane
ousl
y m
ade
abou
t the
PB
L p
roce
ss; t
here
see
med
to b
e a
dist
inct
diff
eren
ce b
etw
een
"goi
ng th
roug
h th
e m
otio
ns o
f PB
L"
and
real
ly e
ngag
ing
in P
BL
. I f
elt t
hat m
y re
cent
ly a
cqui
red
know
ledg
e of
sel
f-re
gula
tion
and
ofth
e st
rate
gic
cont
ent l
earn
ing
appr
oach
in p
artic
ular
, wou
ld n
ow f
acili
tate
an
inte
rpre
tatio
n of
thos
e co
mm
ents
.
I be
gan
by r
eadi
ng th
e tr
ansc
ript
s th
orou
ghly
and
pul
ling
out s
ome
recu
rrin
g th
emes
rel
ated
to P
BL
. Eig
ht th
emes
em
erge
d: (
a) T
here
see
med
to b
e a
coup
le o
f di
ffer
ent w
ays
of d
eliv
erin
g PB
L, l
arge
ly d
eter
min
ed b
y th
etu
tors
.(b
) C
onsi
sten
t with
the
goal
s of
PB
L, s
ome
stud
ents
talk
ed a
bout
disp
ositi
ons
for
lifel
ong
lear
ning
. (c)
The
y al
so d
iscu
ssed
the
PBL
foc
us o
nth
e "w
hole
per
son"
as
oppo
sed
to th
e tr
aditi
onal
rpp
roac
h to
pat
ient
car
e.(d
) T
he is
sue
of ti
me
and
its in
flue
nce
on th
e ef
fort
they
cou
ld p
ut in
to P
BL
PRO
MO
TIN
G S
EL
F R
EG
UL
AT
ION
: PB
L A
ND
SC
L5
re-e
erge
d se
vera
l tim
es; a
s di
d (e
) th
e is
sue
of th
e re
leva
m ..
: of
the
mat
eria
lin
PB
L to
oth
er s
tudy
ing.
(f)
The
re w
as d
iscu
ssio
n ab
out f
orm
ats
whi
chen
cour
aged
col
labo
rativ
e in
quir
y ve
rsus
indi
s id
ual p
rese
ntat
iGns
. (g)
The
rese
emed
to b
e so
me
disc
omfo
rt w
ith th
e un
cert
aint
y of
PB
L. S
tude
nts
wan
ted
to b
e gi
ven
the
"rig
ht"
answ
er, a
nd p
erce
ived
that
ther
e sh
ould
bea
"rig
ht"
answ
er. A
nd f
inal
ly(h
) th
e ro
le o
f th
e PB
L tu
tor
in m
akin
g th
ePB
L e
xper
ienc
e us
eful
or
not r
e-em
erge
d in
alm
ost e
very
dis
cuss
ion.
Whi
le a
ttem
ptin
g to
org
aniz
e an
d di
sc,u
ss r
ecur
ring
them
es, I
not
iced
an
over
whe
lmin
g si
mila
rity
bet
wee
n th
e ex
peri
ence
s st
uden
ts d
escr
ibed
in P
BL
and
the
chal
leng
es I
was
fac
ing
in m
y fi
eldw
ork
as a
n SC
L tu
tor.
Con
sequ
ently
. I b
egan
to d
raw
link
s be
twee
n m
y ex
peri
ence
s an
d ch
alle
nges
atte
mpt
ing
to e
ncou
rage
stu
dent
s to
bec
ome
self
-reg
ulat
ing
and
the
info
rmat
ion
med
ical
stu
dent
s pr
ovid
ed a
bcut
thei
r ex
peri
ence
s in
an
inst
ruct
iona
l set
ting
desi
gned
to e
ncou
rag
them
to b
ecom
e se
lf-r
egul
atin
g.
I ap
proa
ched
the
task
of
inte
rpre
ting
each
indi
vidu
al's
dis
cuss
ion
byre
adin
g th
roug
h th
e tr
ansc
ript
s an
d lo
okin
g fo
r th
e un
its o
f di
alog
ue th
atcu
ed m
e to
the
eigh
t the
mes
. Thi
s w
as a
fle
xibl
e pr
oces
s in
that
them
esw
ere
adde
d an
d dr
oppe
d de
pend
ing
on th
e "f
lavo
ur"
of a
par
ticul
ar in
terv
iew
.I
mad
e a
cons
ciou
s ef
fort
to k
eep
units
of
dial
ogue
inta
ct a
nd, w
here
a p
iece
of c
onve
rsat
ion
illus
trat
ed m
ore
than
one
them
e. I
rec
orde
d th
at c
onve
rsat
ion
in it
s en
tiret
y un
der
both
them
es. F
or th
e pu
rpos
es o
f th
is p
aper
I d
ecid
ed to
focu
s O
n th
e tw
o th
emes
that
see
med
to c
onne
ct w
ith m
y ex
peri
ence
s in
SCL
:(a
) th
e w
ays
in w
hich
dif
fere
nt ty
pes
of P
BL
del
iver
y in
flue
nced
stud
ent e
ngag
emen
t; an
d (b
) th
e ra
le o
f in
stru
ctor
s in
sha
ping
PBL
proc
ess.
The
se th
emes
arc
inte
rdep
ende
nt a
nd p
aral
lel t
he s
trug
,s
I w
asha
ving
in f
igur
ing
out:
(a)
how
the
SCL
pro
cess
sho
uld
evol
ve; a
nd k
b)w
hat m
y ro
le in
that
pro
cess
sho
uld
be. A
s el
abor
ated
in th
e fi
ndin
gs,
anal
ysis
of
thes
e tw
o PB
L th
emes
and
my
refl
ectio
ns o
n m
y SC
L p
roce
ssle
d m
e to
inte
rpre
tatio
ns b
ased
on
a co
mm
unity
of
lear
ners
mod
el.
FIN
DIN
GS
AN
D D
ISC
USS
ION
Tw
o th
emes
link
ed c
omm
ents
mad
e by
the
med
ical
stu
dent
s an
d m
yre
flec
tions
as
I le
arne
d ho
w to
impl
emen
t the
SC
L a
ppro
ach.
The
se th
emes
also
add
ress
ed th
e or
igin
al q
uest
ions
that
had
intr
igue
d m
e ab
out P
BL
. The
firs
t is
that
ther
e ar
e di
ffer
ent "
shap
es"
or m
etho
ds f
or d
eliv
erin
g PB
L. T
hese
cond
is th
at tt
.tors
pla
y a
criti
cal r
ole
in s
hapi
ng P
BL
as
wel
l as
in th
esu
cces
s or
fai
lure
of
it. T
he f
ollo
win
g an
alys
is d
raw
s on
the
two
them
esem
ergi
ng f
rom
tude
nts
com
men
ts a
bout
PB
L a
nd m
y ex
peri
ence
lear
ning
0
to s
uppo
rt s
tude
nts
with
SC
L. I
pro
pose
, a th
eore
tical
fra
mew
ork
for
prom
otin
g se
lf-r
egul
ated
lear
ning
and
con
stru
ctin
g co
nten
t are
a ex
pert
ise
thro
ugh
part
icip
atio
n in
a c
omm
unity
of
lear
ners
. Inf
orm
ed b
y PB
L a
ndSC
L p
ract
ice,
this
fra
mew
ork
prov
ides
insi
ght a
s to
how
a c
omm
unity
of
lear
ners
unf
olds
thro
ugh
the
skill
ful o
rche
stra
tion
of a
n in
stru
ctor
who
brin
gs to
the
com
mun
ity: (
a) c
onte
nt a
nd p
roce
ss e
xper
tise;
and
(b)
inst
ruct
iona
l too
ls to
sha
re c
onte
nt a
nd p
roce
ss e
xper
tise
stra
tegi
cally
.
Sha
pes
of P
BL
as
emer
ging
Com
mon
ities
of
Lea
rner
5
The
shap
esof
PB
L th
at e
mer
ged
in m
y d
iscu
ssio
ns w
ith m
edic
alst
uden
ts w
eie
mor
e th
an d
iffe
rent
met
hods
of
deliv
ery;
they
wer
e di
ffer
ent
envi
ronm
ents
alto
geth
er.
The
rol
es a
nd r
espo
nsib
ilitie
s of
all
the
part
icip
ants
dif
fere
d gr
eatly
, as
did
the
met
hod
of d
eliv
ery.
I u
se th
e te
rmsh
apes
to c
aptu
re th
e di
ffer
ence
s in
thes
e PB
L e
nvir
onm
ents
col
lect
ivel
y.S
hape
refe
rs to
dif
fere
nces
in th
e w
ay in
whi
ch: (
a) c
onte
nt le
arni
ng is
situ
ated
in th
e PB
L le
arni
ng e
nvir
onm
ent;
(b)
diag
nose
s an
d tr
eatm
ents
are
soci
ally
con
stru
cted
; (c)
exp
ertis
e is
dis
trib
uted
and
sha
red
amon
gst
part
icip
ants
; and
(d)
par
ticip
ants
eng
age
in b
ehav
iour
s ch
arac
teri
stic
of
self
-re
gula
ted
lear
ning
. Dif
fere
nces
in d
eliv
ery
met
hod
char
acte
rize
the
thre
esh
apes
of P
BL
des
crib
ed in
this
sec
tion,
but
they
are
not
suf
fici
ent t
oca
ptur
e th
e na
ture
of
diff
eren
ces
betw
een
thes
e PB
L c
omm
uniti
es. M
edic
alst
uden
ts c
andi
dly
talk
ed a
bout
thei
r ow
n co
mm
imen
t and
eng
agem
ent i
n th
ePB
L p
roce
ss a
cros
s di
ffer
ent d
eliv
ery
met
hods
and
it is
pre
cise
ly th
eco
mm
itmen
t and
eng
agem
ent a
ssoc
iate
d w
ith a
del
iver
y m
etho
d th
atco
nstit
utes
its
"sha
pe".
In a
ttem
ptin
g to
inte
rpre
t and
dis
cuss
the
shap
esof
PBL
my
read
ings
gra
vita
ted
tow
ard
Bro
wn
and
Cam
pion
e's
(199
4) n
otio
n of
a co
mm
unity
of
lear
ners
. Thi
s th
eore
tical
fra
me
capt
ured
the
colle
ctiv
edi
ffer
ence
sI
refc
rred
to a
ssh
apes
.It
als
o pr
ovid
ed d
irec
tion
for
unde
rsta
ndin
g ho
w s
tude
nts
and
inst
ruct
ors
lear
n to
bec
ome
self
-reg
ulat
ing
lear
ners
and
par
ticip
ants
in th
e co
llabo
rativ
e co
ntex
t of
a co
mm
unity
of
lear
ners
.
In o
rder
to c
ritic
ally
exa
min
e th
e va
riou
s sh
apes
of
PBL
and
thei
rim
plic
atio
ns f
or p
rom
otin
g se
lf-r
egul
ated
, lif
elon
g le
arni
ng in
the
cont
ext o
fco
llabo
rativ
e co
nten
t lea
rnin
g, it
is im
port
ant t
o in
trod
uce
a th
eore
tical
fram
ewor
k w
ithin
whi
ch th
is ty
pe o
f in
stru
ctio
nal a
ppro
ach
can
thri
vem
ore
spec
ific
ally
, lea
rnin
g as
legi
timat
e pe
riph
eral
par
ticip
atio
n in
aco
mm
unity
of
prac
tice.
Lea
rnin
g as
legi
timat
e pe
riph
eral
par
ticip
atio
nsu
gges
ts th
at le
arni
ng o
ccur
s du
ring
pra
ctic
e an
d rx
essi
tate
s ta
king
on
the
role
s an
d re
spon
sibi
litie
s of
a p
artic
ipan
t in
that
pra
ctic
e. L
ave
and
Wen
ger
(199
1) s
ugge
st th
at
11
PRO
MO
TIN
G S
EL
F R
EG
UL
AT
ION
: PB
L A
ND
SC
L6
lear
ning
is n
ot m
erel
y si
tuat
ed in
pra
ctic
eas
if it
wer
e so
me
inde
pend
ently
rei
fiab
le p
roce
ss th
at ju
st h
appe
ned
to b
e lo
cate
dso
mew
here
; lea
rnin
g is
an
inte
gral
par
t of
gene
rativ
e so
cial
pra
ctic
ein
the
lived
-in
wor
ld (
p. 3
5).
Thi
s de
scri
ptio
n in
fers
sig
nifi
cant
impl
icat
ions
for
the
desi
gn o
f le
arni
ngen
viro
nmen
ts, a
nd f
or th
e de
sign
of
prof
essi
onal
lear
ning
env
iron
men
tsm
ore
spec
ific
ally
:
(a)
Con
tent
lear
ning
is s
ituat
ed in
rel
evan
t act
iviti
es.
Lea
rnin
g,kn
owin
g, c
ogni
tion,
mea
ning
, act
ivity
, and
the
wor
ld a
re in
ter-
rela
ted
cons
truc
tsle
arni
ng is
not
the
fact
s st
uden
ts a
c4ui
re b
ut th
e w
ay in
whi
chth
ey c
onst
ruct
and
app
ly k
now
ledg
e in
the
real
wor
ld (
Lav
e &
Wen
ger,
1991
). F
or th
e m
ost p
art t
his
i, th
e ch
alle
nge
that
med
ical
edu
cato
rs h
ave
atte
mpt
ed to
bri
dge
with
the
intr
oduc
tion
of P
BL
as
a m
eans
of
deliv
erin
gan
d im
plem
entin
g m
edic
al c
urri
cula
.In
PB
L, a
n at
tem
pt is
mad
e to
orch
estr
ate
a le
arni
ng e
nvir
onm
ent t
hat r
esem
bles
a c
omm
unity
of
med
ical
prac
titio
ners
. The
goa
lis
to e
ngag
e st
uden
ts in
the
prac
tice
ofco
llabo
rativ
ely
prob
lem
sol
ving
in th
e w
ay th
at p
ract
ition
ers
atte
mpt
tore
ach
reas
onab
le d
iagn
oses
and
trea
tmen
ts f
or th
eir
patie
nts.
The
PB
Lco
mm
unity
onl
y at
tem
pts
to "
rese
mbl
e" a
com
mun
ity o
f pr
actit
ione
rsbe
caus
e it
oper
ates
with
in th
c co
nstr
aint
s of
lim
ited
base
kno
wle
dge
and
prac
tical
exp
erie
nce
by p
rovi
ding
stu
dent
s w
ith c
ase
stud
ies
inst
ead
of a
genu
ine
patie
nt c
ase
load
. Sim
ilarl
y, in
SC
L a
n at
tem
pt is
mad
e to
sup
port
stud
ents
to te
st a
nd d
evel
op th
eir
lear
ning
tact
ics
and
stra
tegi
es in
the
cont
ext o
f th
eir
own
lear
ning
task
s (s
choo
l tas
ks o
r ot
herw
ise)
.
(h)
Kno
wle
dg,e
is s
ocia
lly c
onst
ruct
ed. T
his
defi
nitio
n al
so s
tate
s th
at"l
earn
ing,
thin
king
, and
kno
win
g ar
c re
latio
ns a
mon
g pe
ople
in a
ctiv
ityw
ith, a
nd a
risi
ng f
rom
, the
soc
ially
and
cul
tura
lly s
truc
ture
d w
orld
" an
d th
at"t
hc s
ocia
lly c
onst
itute
d w
orld
is s
ocia
lly m
edia
ted
and
open
end
ed"
(Lav
e &
Wen
ger,
199
1, p
.51)
. PB
L e
nvir
onm
ents
aff
ord
stud
ents
the
oppo
rtun
ity to
expe
rien
ce le
arni
ng a
nd k
now
ing
as s
ocia
lly m
edia
ted
and
cons
truc
ted
proc
esse
s. T
his
not o
nly
mea
ns th
at th
e ca
se s
tudi
es s
tude
nts
wor
k on
cont
extu
aliz
e, o
r si
tuat
e th
e m
edic
al c
onte
nt, b
ut th
at th
e pr
oces
s of
wor
king
thro
ugh
thes
e ca
ses
toge
ther
sho
uld/
coul
d en
gage
stu
dent
s as
par
ticip
ants
ina
com
mun
ity o
f pr
epar
ing
med
ical
pra
ctiti
oner
s. T
his
is w
here
PB
L a
ndSC
L d
iffe
r. T
he S
CL
app
roac
h is
em
bedd
ed in
a c
omm
unity
of
lear
ners
that
incl
udes
the
SCL
inst
rucv
ir a
nd th
e st
uden
t onl
y. T
his
com
mun
ity is
limite
d be
caus
e it
does
not
res
embl
e th
e co
mm
unity
stu
dent
s pa
rtic
ipat
e in
afte
r SC
L in
stru
ctio
n Is
pha
sed
out.
Whi
le a
ttem
pts
arc
mad
e to
enc
oura
ge
stud
ents
to m
ake
use
of o
ther
res
ourc
es a
s pa
rt o
f th
eir
stra
tegi
c le
arni
ng,
stud
ents
may
not
lear
n ho
w to
take
on
the
role
of
the
stra
tegy
"ex
pert
" in
thei
r ow
n co
mm
uniti
es o
f le
arne
rs. W
orki
ng o
ne-o
n-on
e w
ith a
n in
stru
ctor
does
not
giv
e st
uden
ts th
e op
port
unity
to le
arn
to s
uppo
rt o
ther
stu
dent
s in
beco
min
g se
lf-r
egul
atin
g, w
hile
sim
ulta
neou
sly
beco
min
g se
lf-r
egul
atin
gth
emse
lves
.
(c)
Exp
ertis
e is
dis
trib
uted
and
sha
red
amon
gst p
artic
ivits
. Fin
ally
,co
mm
uniti
es o
f le
arne
rs e
ncou
rage
the
syne
rgy
of d
istr
ibut
ed e
xper
tise
amon
g m
embe
rs (
Bro
wn
& C
ampi
one,
199
4; L
ave
& W
enge
r, 1
991)
. Thi
sm
eans
that
par
ticip
atio
n in
that
com
mun
ity c
arri
es r
espo
nsib
ility
for
sha
ring
and
build
ing
on d
istr
ibut
ed e
xper
tise
in s
uch
a w
ay th
at th
e su
m o
f th
eex
pert
ise
serv
es a
s a
cata
lyst
fro
m w
hich
a s
ocia
lly c
onst
ruct
ed b
ody
ofkn
owle
dge
emer
ges.
Par
ticip
ants
are
res
pons
ible
for
mor
e th
an th
eac
quis
ition
of
expe
rtis
e in
a p
artic
ular
are
a, b
ut a
lso
for
shar
ing
and
lear
ning
from
the
expe
rtis
e in
the
com
mun
ity. T
hese
sol
utio
ns a
re n
ot ju
st a
nac
cum
ulat
ion
of th
e in
divi
dual
con
trib
utio
ns o
f ea
ch m
embe
r (B
row
n,C
ollin
s, &
Dug
uid,
198
9. I
n th
is w
ay th
e cu
lmin
atio
n of
kno
wle
dge
in th
eco
mm
unity
res
ults
in id
eas
and
dire
ctio
ns th
at a
re m
ore
than
the
sum
of
the
part
s an
d be
yond
the
scop
e of
any
indi
vidu
al's
gen
erat
ion.
For
inst
ance
, PB
Lat
tem
pts
to e
ngag
e st
uden
ts in
the
colla
bora
tive
prac
tice
of m
edic
al p
robl
emso
lvin
g, w
here
they
dra
w o
n ea
ch o
ther
's k
now
ledg
e an
d re
sour
ces
toge
nera
te a
dir
ectio
n fo
r di
agno
sis
and
trea
tmen
t.T
his
know
ledg
e is
dist
ribu
ted
amon
gst t
he p
artic
ipan
ts b
y th
e na
ture
of
thei
r ex
peri
ence
s,pr
evio
us s
tudi
es, a
nd in
tere
sts.
In S
CL
ther
e ar
e on
ly tw
o so
urce
s of
expe
rtis
e, th
at o
f th
e st
uden
t and
that
of
the
inst
ruct
or. T
his
in it
self
lim
itsth
e po
wer
of
syne
rgy
and
resu
lts in
the
inst
ruct
or h
avin
g, o
n oc
casi
on, t
o be
the
prim
ary
sour
ce o
f ex
pert
ise
rega
rdin
g le
arni
ng ta
ctic
s w
hen
a st
uden
tre
ache
s an
impa
sse
and
does
n't h
ave
;..ny
suc
cess
ful t
actic
s to
dra
w u
pon.
Lar
ger
com
mun
ities
aff
ord
mor
e di
stri
bute
d ex
pert
ise
beca
use,
exp
ertis
e (i
.e.
alte
rnat
ive
lear
ning
tact
ics)
mig
ht b
e pr
ovid
ed b
y ot
her
stud
ents
who
pos
sess
a ra
nge
of ta
ctic
exp
ertis
e (i
.e. w
ays
of n
otet
akin
g, o
r co
ncep
t map
ping
).
(d)
Part
icip
ants
eng
age
in b
ehav
iour
s ch
arac
teri
stic
of
self
-reg
ulat
edle
arni
ng. T
he f
inal
ele
men
t con
trib
utin
g to
shap
esof
PB
L in
volv
es s
tude
nten
gage
men
t in
self
-reg
ulat
ed le
arni
ng.
It is
the
conc
eptu
al in
tegr
atio
n of
theo
ries
of
self
-reg
ulat
ion
and
com
mun
ities
of
lear
ners
that
hig
hlig
hts
the
diff
eren
ces
insh
apes
of P
BL
acr
oss
diff
eren
t del
iver
y m
etho
ds. F
urth
erm
ore,
theo
ries
of
self
-reg
ulat
ion
prov
ided
the
theo
retic
al f
ram
ewor
k th
at d
rew
me
tow
ard
stud
ent d
iscu
ssio
ns a
bout
wha
t con
stitu
ted
real
lyen
gagi
ng in
PB
Lve
rsus
goin
g th
roug
h th
e m
otio
ns.
Self
reg
ulat
ing
stud
ent!
set
goa
ls,
deve
lop
and
adap
t div
erse
met
hods
to s
triv
e to
war
d th
ose
goal
s, a
re
PRO
MO
TIN
G S
EL
F R
EG
UL
AT
ION
: PB
L A
ND
SC
L7
mot
ivat
iona
lly e
ngag
ed in
this
pro
cess
and
hav
e m
etac
ogni
tive
awar
enes
sab
out t
heir
lear
ning
dec
isio
ns, p
roce
sses
and
the
prod
ucts
thos
epr
oces
ses
crea
te (
But
ler
& W
inne
, 199
5; W
inne
& P
erry
, 199
4; Z
imm
erm
an, 1
989)
.T
his
mod
el r
efer
s to
con
scio
us p
urpo
sefu
l act
ion
such
as th
at p
ropo
sed
byB
andu
ra's
soc
ial c
ogni
tive
theo
ry. I
t als
o de
note
s th
e ki
nd o
f be
havi
our
nece
ssar
y fo
r lif
elon
g le
arni
ngpr
actit
ione
rs w
ho a
re m
otiv
ated
,m
etac
ogni
tive,
and
pur
pose
ful a
bout
the
cont
ent t
hey
lear
n ab
out
and
proc
esse
s th
ey e
ngag
e w
hile
inde
pend
ently
con
tinui
ng le
arni
ng in
the
fiel
d.
Ana
lyzi
ng a
nd in
terp
retin
g th
e sh
apes
of
PBL
As
the
med
ical
stu
dent
s re
flec
ted
on th
eir
PEI,
exp
erie
nces
,th
eyde
scri
bed
a nu
mbe
r of
dif
fere
nt m
etho
ds o
f PB
L d
eliv
ery.
Ass
ocia
ted
with
thes
e m
etho
ds w
ere
impr
essi
ons
and
perc
eptio
ns a
bout
thei
r ow
n ro
les
and
resp
onsi
bilit
ies
as p
artic
ipan
ts in
that
PB
L e
nvir
onm
ent.
1 de
scri
be th
edi
ffer
ent m
etho
ds a
s "s
hape
s of
PB
L"
to e
mph
asiz
e th
e in
terd
epen
denc
eof
inst
ruct
iona
l met
hod
and
part
icip
ant e
ngag
emen
t. E
ach
"sha
pe"
can
beca
tego
rize
d by
a d
escr
iptio
n of
the
inst
ruct
iona
l met
hod,
but
the
way
inw
hich
exp
ertis
e, r
oles
, and
res
pons
ibili
ties
are
dist
ribu
ted
with
in a
met
hod
of d
eliv
ery
char
acte
rize
s th
esh
ape
of P
BL
. In
othe
r w
ords
shap
ede
scri
bes
the
way
in w
hich
the
com
mun
ity o
f le
arne
rs u
nfol
ds.
Stud
ents
' com
men
ts s
eem
ed to
dif
fere
ntia
te th
ree
met
hods
for
del
iver
ing
PBL
. Sin
ce P
BL
is d
rive
n by
cas
e st
udie
s, a
llgr
oups
sta
rted
the
proc
ess
byan
alyz
ing
the
case
and
dec
idin
g up
on le
arni
ng o
bjec
tives
(w
hat
they
nee
ded
to le
arn
for
the
purp
oses
of
diag
nosi
s an
d tr
eatm
ent)
, how
ever
thre
e di
stin
ctm
etho
ds e
mer
ged
from
that
poi
nt: (
a) S
ome
stud
ents
talk
ed a
bout
div
idin
gth
e ob
ject
ives
bet
wee
n in
divi
dual
s in
the
PBL
grou
p; (
b) o
ther
s re
sear
ched
all t
he o
bjec
tives
indi
vidu
ally
; and
fin
ally
(c)
som
e PB
Lgr
oups
cat
egor
ized
issu
es a
s im
port
ant o
r pe
riph
eral
, res
earc
hed
all t
he im
port
ant
issu
esin
divi
dual
ly a
nd th
en d
ivid
ed u
p th
e pe
riph
eral
issu
es. R
egar
dles
s of
the
met
hod
of in
quir
y, s
tude
nts
felt
stro
ngly
that
col
labo
rativ
e in
quir
yw
as a
criti
cal c
ompo
nent
insh
apin
ga
succ
essf
ul P
BL
env
iron
men
t. W
hen
the
met
hod
invo
lved
indi
vidu
al p
rese
ntat
ions
, stu
dent
s de
scri
bed
the
resu
lting
shap
ePB
L le
ss f
avou
rabl
y.
By
thir
d ye
ar, s
tude
nts
had
part
icip
ated
in a
t lea
st th
ree
PBL
grou
ps.
each
of
whi
ch in
clud
ed d
iffe
rent
con
figu
ratio
ns o
fpe
ers,
tuto
rs, a
nd c
ase
stud
ies.
The
se s
tude
nts
wer
e ab
le c
o co
ntra
st th
e di
ffer
ent e
xper
ienc
es.
Thi
rd y
ear
stud
ents
' com
men
ts w
ere
sim
ilar
to c
omm
ents
mad
e by
stud
ents
in e
arlie
r st
ages
of
the
prog
ram
, hut
incl
uded
des
crip
tions
of m
ore
than
one
met
hod
of P
BL
. For
exa
mpl
e, w
hen
aske
d to
des
crib
e ho
w P
BL
cour
ses
wor
k, th
ese
two
thir
d ye
ar s
tude
nts
desc
ribe
d bo
th th
e va
riat
ion
acro
ss y
ears
and
PBL
gro
ups
and
intr
oduc
ed th
e fi
rst "
shap
e" o
f PB
L"
The
y w
orke
d di
ffer
ently
in d
iffe
rent
yea
rs. D
iffe
rent
grou
ps u
sed
diff
eren
t str
ateg
ies.
Som
e gr
oups
ass
igne
d ea
chpe
rson
a to
pic
topr
esen
tthat
was
a p
opul
ar s
trat
egy.
The
y di
d th
at in
mos
t gro
ups.
Ano
ther
str
ateg
yw
as e
very
one
look
ed u
p w
hat t
hey
wan
ted
and
got t
oget
her
to d
iscu
ss is
sues
and
hope
d th
ey h
ad c
over
ed th
em. [
One
of
the
tuto
rs]1
str
ateg
ies,
[ass
igni
ng in
divi
dual
topi
cs],
got
rea
lly te
diou
s. P
icki
ng w
hat y
ouw
ante
d ob
liged
you
to le
arn
mor
e w
idel
y, b
road
ly.
It w
as m
ore
bene
fici
al b
ecau
se y
ou m
isse
d ou
t whe
n ot
her
peop
le to
okar
eas.
(3F4
2).
Sha
pe I
.T
his
conv
ersa
tion
high
light
s th
e fi
rst m
etho
d of
PB
Lde
liver
yide
ntif
ying
topi
cs f
or in
quir
y as
a gr
oup,
fol
low
ed b
y di
vidi
ngob
ject
ives
am
ongs
t stu
dent
s in
the
grou
p.T
hese
thir
d ye
ar s
tude
nts
desc
ribe
d ho
w to
pics
wcr
e of
ten
divi
ded
up b
etw
een
stud
ents
(ei
ther
bych
oice
or
assi
gnm
ent b
y th
e tu
tor)
. Of
thes
e tw
o al
tern
ativ
es,
stud
ents
pref
erre
d to
cho
ose
thei
r ow
n to
pic
rath
er th
an b
eing
ass
igne
don
e. W
hen
the
PBL
tuto
r as
sign
ed th
e to
pic
to b
e re
sear
ched
, it
was
the
tuto
r w
hodi
rect
ed s
tude
nt le
arni
ng, n
ot th
e st
uden
t. St
uden
tsw
ere
"inf
luen
ced"
by
the
expe
ctat
ions
of
the
PBL
tuto
r an
d th
e st
ruct
ure
of th
eco
urse
to r
esea
rch
apr
edet
erm
ined
num
ber
of o
bjec
tives
/topi
cs, r
athe
r th
an th
eon
es th
ey n
eede
dto
lear
n. A
ltern
ativ
ely,
by
setti
ng in
divi
dual
lear
ning
goa
ls a
nd c
hoos
ing
'Squ
are
brac
kets
incl
ude
my
own
com
men
ts. T
hey
are
used
to f
ill in
info
rmat
ion
that
I u
nder
stoo
d fr
om m
y in
terv
iew
/foc
usgr
oup
but a
m n
ot s
ure
are
clea
r in
the
dire
ct q
uota
tions
. Whi
le I
acc
ept t
hat w
e ca
nne
ver
re-p
rese
nt th
e "t
rue"
disc
ussi
on, t
his
is m
y at
tem
pt to
pro
vide
a "
fair
" co
ntex
t for
inte
rpre
tatio
n.So
met
imes
thes
e co
mm
ents
ref
er to
a n
oun
the
stud
ent w
as r
efer
ring
to "
one
ofth
e tu
tors
; oth
er ti
mes
they
sum
mar
ize
the
issu
eor
que
stio
n w
e w
ere
disc
ussi
ng"a
ssig
ning
indi
vidu
al to
pics
." T
he e
asie
st w
ay to
rea
d th
em is
to ig
nore
the
brac
ket i
tsel
f an
d re
ad th
e co
nten
ts o
f th
at b
rack
etas
par
t of
the
quot
e(S
ilver
man
, 199
3, c
lip. 6
).2S
ourc
e co
des
wer
e us
ed to
indi
cate
the
orig
inof
eac
h qu
ote.
The
fir
st n
umbe
rre
fers
to th
e ye
ar in
whi
ch e
ach
stud
ent w
as e
nrol
led
(1 to
3).
The
lette
r re
fers
toth
e na
ture
of
the
mee
ting
with
the
stud
cnts
(F=
focu
sgr
oup,
I=
indi
vidu
alin
terv
iew
) an
d th
e la
st n
umbe
r re
fers
to w
hich
inte
rvie
wor
foc
us g
roup
(1-
10 f
orin
terv
iew
s, 1
-4 f
or f
ocus
gro
ups)
. In
othe
r w
ords
3F4
mea
ns th
is q
uote
com
csfr
om th
ird
year
stu
dent
s in
the
four
th f
ocus
gro
up.
10F'
:iT C
OPY
AV
1IL
A3L
E
1
PRO
MO
TIN
G S
EL
F R
EG
UL
AT
ION
: PB
L A
ND
SC
L8
topi
cs o
f in
quir
y, s
tude
nts
bega
n to
dir
ect t
heir
ow
n le
arni
ng a
nd th
ereb
yen
gage
in s
elf-
regu
late
d le
arni
ng.
Ass
igni
ng to
pics
for
res
earc
h, n
ot o
nly
disc
oura
ged
stud
ents
fro
mre
gula
ting
or d
irec
ting
thei
r ow
n le
arni
ng b
utshaped
the
lear
ning
envi
ronm
ent b
y im
plic
itly
mak
ing
a va
lue
judg
men
t abo
ut th
e di
stri
butio
nof
exp
ertis
e in
the
com
mun
ity. I
nshape 1,
the
tuto
r be
com
es th
e so
urce
of
expe
rtis
e by
dec
idin
g w
hat t
opic
s sh
ould
be
rese
arch
ed b
y w
hom
. Stu
dent
sbr
ing
a w
ide
rang
e of
con
tent
and
pro
cess
exp
ertis
e to
the
com
mun
ityth
roug
h th
eir
expe
rien
ces
in th
e pr
ofes
sion
, the
ir e
xpos
ure
to a
cade
mic
cont
ent,
and
thei
r pa
rtic
ipat
ion
in r
elat
ed c
omm
uniti
es. A
ssig
ning
pre
-de
fine
d ob
ject
ives
und
er-u
tiliz
es th
e ex
pert
ise
stud
ents
bri
ng to
the
com
mun
ity, a
nd e
ncou
rage
s th
em to
be
pass
ive
rath
er th
an a
ctiv
e ag
ents
inth
at c
omm
unity
. One
s'u
dent
art
icul
ated
this
eff
ect v
ery
clea
rly:
Whe
n to
pics
wer
e di
ctat
ed to
you
and
dry
. I w
asn'
t int
eres
ted,
did
n't
spen
d m
uch
time
on it
. Whe
n th
ey te
ll yo
u w
hat t
o lo
ok u
p, n
oge
nera
l rea
ding
at a
ll (2
17)
Igno
ring
the
role
of
dist
ribu
ted
expe
rtis
e in
com
mun
ities
of
lear
ning
and
prac
tice
also
impa
cts
upon
the
subs
eque
nt n
atur
e of
dis
cour
se in
the
com
mun
ity. L
earn
iniz
how
to c
onve
rse
in a
com
mun
ity is
a c
ritic
al to
ol f
oren
cultu
ratio
n in
that
com
mun
ity (
Bro
wn,
Col
lins,
& D
ugui
d, 1
9 89
; Lav
e &
Wen
ger,
1 9
9 1
). C
ontr
ary
to th
e go
als
of P
BL
, stu
dent
s de
mon
stra
ted,
thro
ugh
the
natu
re o
f di
scou
rse.
a s
hape
of
PBL
cha
ract
eriz
ed b
yen
cultu
ratio
n in
a c
omm
unity
of
lear
ners
res
embl
ing
trad
ition
al s
choo
ling,
rath
er th
an c
olla
bora
tive
med
ical
pra
ctic
e. T
hese
stu
dent
s re
turn
ed to
thei
rPB
L s
essi
ons
with
a p
iece
of
know
ledg
e an
d pr
esen
ted
it in
lect
ure
form
at.
[Whe
n PB
L w
asn'
t goo
d] I
n th
e fi
rst t
wo
[PB
L c
ours
es].
eve
ryon
epi
cked
a to
pic,
rea
d an
d pr
esen
ted
to th
e gr
oup.
[W
e ha
d] m
ini
lect
ures
and
you
nev
er k
new
eno
ugh
abou
t any
giv
en to
pic
toac
tual
ly w
ork
thro
ugh
the
case
(21
6).
Inte
ract
ions
com
pose
d of
a s
erie
s of
min
i-le
ctur
es a
re n
ot r
efle
ctiv
e of
the
kind
of
self
-reg
ulat
ed li
felo
ng le
arni
ng th
at m
edic
al e
duca
tors
str
ive
toen
cour
age
in th
ese
futu
re p
ract
ition
ers.
Nor
do
they
ref
lect
the
kind
s of
criti
cal t
hink
ing
and
prob
lem
sol
ving
ski
lls th
at a
re n
eces
sary
to e
ffec
tivel
ydi
agno
se a
nd ti
eat p
atie
nts
in a
tim
ely
fash
ion.
I f;
Shape 2.
The
sec
ondshape
of P
BL
eng
ages
stu
dent
s in
dir
xtih
g th
eir
own
lear
ning
by
enco
urag
ing
them
to: (
a) ta
ke tu
rns
faci
litat
ing
PBL
sess
ions
; (b)
lear
n ab
out t
he m
edic
al a
nd p
ract
ical
issu
es in
gen
eral
; and
(c)
disc
uss
thos
e is
sues
in r
elat
ion
to th
e ca
se. M
etho
ds o
f PB
L th
at o
rche
stra
tea
lear
ning
env
iron
men
t in
whi
ch th
is s
econ
dshape
emer
ges
prov
ide
the
oppo
rtun
ity f
or s
tude
nts
to w
ork
as a
gro
up to
iden
tify
criti
cal i
ssue
s of
conc
ern
for
diag
nosi
s an
d tr
eatm
ent o
f th
e ca
se, a
nd u
se th
is g
roup
brai
nsto
rmin
g to
dir
ect t
heir
indi
vidu
al r
esea
rch
and
lear
ning
dir
ectio
ns.
Con
sist
ent w
ith s
elf-
regu
latin
g be
havi
our,
stu
dent
s de
cide
upo
n an
d se
t the
irow
n le
arni
ng g
oals
, and
sub
sequ
ently
dir
ect t
heir
ow
n le
arni
ng m
etho
dsto
war
d th
ose
goal
s. B
ased
on
com
men
ts m
ade
by s
tude
nts,
this
met
hod
ofPB
L d
eliv
ery
resu
lted
in "
a re
al le
arni
ng e
xper
ienc
e" b
ecau
se e
ach
stud
ent
retu
rned
to th
e gr
oup
disc
ussi
on w
ith th
e kn
owle
dge
nece
ssar
y fo
r th
em to
cont
ribu
te to
the
diag
nosi
s an
d tr
eatm
ent o
f th
e pa
tient
.
The
yea
r w
ith th
e go
od le
ader
- W
e w
ould
all
go th
roug
h an
d fi
ndim
port
ant p
oint
s, w
ould
all
go th
roug
h an
d do
eve
ryth
ing.
We
trie
d to
use
man
y di
ffer
ent s
ourc
es a
nd th
en c
ome
toge
ther
and
talk
abou
t cas
e. W
e ha
d a
rota
ting
faci
litat
or. W
e w
ould
com
e up
with
wha
t we
thou
ght w
as g
oing
on
base
d on
wha
t we
knew
, so
it w
as a
real
lear
ning
exp
erie
nce
(216
).
In g
ener
al, s
tude
nts
desc
ribe
d th
e le
arni
ng p
roce
ss m
ore
posi
tivel
y w
hen
they
wer
e gi
ven
mor
e co
ntro
l ove
r th
e ge
nera
l lea
rnin
g ob
ject
ives
and
dire
ctio
ns, r
athe
r th
an b
eing
ass
igne
d or
ask
ed to
cho
ose
one
of a
num
ber
ofsp
ecif
ic o
bjec
tives
. Fur
ther
mor
e, th
e sh
ape
that
em
erge
d en
cour
aged
them
tous
e th
e di
stri
bute
d ex
pert
ise
in th
eir
com
mun
ities
to e
ngag
e in
the
disc
ours
eof
fut
ure
med
ical
pra
ctiti
oner
s ra
ther
than
that
of
dida
ctic
med
ical
educ
ator
sthe
y ha
d di
scus
sion
s di
rect
ed to
war
d di
agno
sis
and
trea
tmen
tra
ther
than
indi
vidu
al p
rese
ntat
ions
of
med
ical
fac
ts. E
xper
tise
was
val
ued
and
utili
zed
beca
use
stud
ents
use
d th
eir
own
expe
rtis
e, o
r la
ck o
f ex
pert
ise,
to g
uide
the
dire
ctio
n of
thei
r st
udy
epis
odes
.U
pon
retu
rnin
g to
the
"com
mun
ity"
all s
tude
nts
wer
e en
cour
aged
to p
artic
ipat
e by
usi
ng th
eir
know
ledg
e in
col
labo
ratio
n w
ith th
eir
peer
s to
dec
ide
upon
a d
iagn
osis
and
trea
tmen
t for
the
case
. The
col
labo
rativ
e ac
tivity
was
pro
blem
-bas
ed r
athe
rth
an b
eing
dri
ven
by m
ini-
teac
hing
ses
sion
s.
Wha
t dis
tingu
ishe
s th
is s
hape
of P
BL
fro
m th
e on
e th
at f
ollo
ws
invo
lves
the
com
plex
inte
rrel
atio
nshi
p be
twee
n di
stri
bute
d ex
pert
ise
and
the
soci
ally
con
stru
cted
nat
ure
of k
now
ledg
e. T
his
met
hod
of P
BL
del
iver
yen
cour
aged
stu
dent
s to
eng
age
in s
elf-
regu
late
d le
arni
ng a
ctiv
ity.
It a
lso
1'1
PRO
MO
TIN
G S
EL
F R
EG
UL
AT
ION
: PK
AN
D S
CL
9
enco
urag
ed s
tude
nts
to a
cqui
re th
e ge
nera
l kno
wle
dge
nece
ssar
y to
eng
age
inth
e ty
pe o
f co
mm
unity
dis
cour
se n
eces
sary
for
the
soci
al c
onst
ruct
ion
ofkn
owle
dge.
How
ever
, thi
s m
etho
d do
es n
ot e
nsur
e th
at s
tude
nts
retu
rn to
the
PBL
dis
cuss
ions
with
suf
fici
ently
div
erse
con
tent
exp
ertis
e fo
r sy
nerg
y of
dist
ribu
ted
expe
rtis
e to
occ
ur. W
hen
the
PBL
env
iron
men
t is
stru
ctur
ed s
oth
at s
tude
nts
are
to le
arn
gene
rally
abo
ut a
giv
en to
pic,
dis
cour
se a
bout
gene
ral i
ssue
s is
enc
oura
geds
peci
aliz
atio
n is
not
. Syn
ergy
of
dist
ribu
ted
expe
rtis
e is
dep
ende
nt u
pon
stud
ents
bri
ngin
g a
dive
rse
wea
lth o
f kn
owle
dge
to th
e le
arni
ng c
omm
unity
. For
exa
mpl
e. in
a c
omm
unity
of
futu
re m
edic
alpr
actit
ione
rs, s
yner
gy to
war
d di
agno
sis
and
trea
tmen
t may
be
the
resu
lt of
expe
rtis
e ab
out p
hysi
othe
rapy
trea
tmen
t, im
mun
olog
y, h
emat
olog
y, a
nd th
ero
le o
f th
e so
cial
wor
ker.
Giv
en th
e tim
e co
nstr
aint
s in
here
nt in
cou
rse
curr
icul
a, it
is u
nlik
ely
that
stu
dent
s as
sign
ed th
e ta
sk o
f re
sear
chin
gge
nera
lly a
bout
a c
ase
will
eve
r pu
rsue
the
addi
tiona
l sou
rces
of
expe
rtis
e in
any
dept
h. T
his
does
not
mea
n th
at s
yner
gy o
f ex
pert
ise
will
not
hap
pen,
rath
er th
at it
s oc
curr
ence
is d
epen
dent
upo
n ch
ance
(th
at s
tude
nts
will
hav
eso
me
rele
vant
con
tent
exp
ertis
e).
aktp
f_/.
The
thir
d sh
ape
of P
BL
hig
hlig
hts
the
com
plem
ent b
etw
een
build
ing
a co
mm
unity
of
lear
ners
and
the
prom
otio
n of
sel
f-re
gula
tion.
It
enco
urag
es s
tude
nts
to a
cqui
re a
bas
e m
edic
al k
now
ledg
e ne
cess
ary
for
enga
ging
in d
iscu
ssio
n ab
out t
he c
ase
and
to f
urth
er p
ursu
e ex
pert
ise
insp
ecif
ic a
reas
that
will
ass
ist t
he c
omm
unity
in r
each
ing
the
mos
t inf
orm
eddi
agno
sis
and
trea
tmen
t. T
his
shap
e of
PB
L is
cha
ract
eriz
ed b
y m
etho
ds o
fde
liver
y th
at c
ombi
ne a
spec
ts o
f as
sign
ing/
choo
sing
lear
ning
obj
ectiv
esw
ith a
mor
e ge
nera
l app
roac
h of
sel
f-di
rect
ing
one'
s re
sear
ch a
nd le
arni
ngdi
rect
ions
tow
ard
appr
opri
ate
and
rele
vant
issu
es.
We
took
a c
ase,
rea
d it.
dec
ided
upo
n m
ain
issu
es. T
hc w
hole
grou
p w
ent h
ome
and
read
abo
ut m
ain
issu
es, c
ame
back
and
disc
usse
d th
em -
ever
yone
was
on
com
mon
gro
undg
ood!
Wc
assi
gned
mor
e pe
riph
eral
sub
ject
s th
at r
elat
ed to
the
mai
n th
eme,
peop
le lo
oked
them
up
[ind
ivid
ually
]. th
en c
ame
back
and
ass
igne
ddr
ugs.
etc
. We
had
two
goes
at i
t, fi
rst f
or g
ener
al r
eadi
ng, s
econ
dfo
r sm
alle
r de
tails
. Som
etim
es it
was
all
assi
gned
at O
nce
and
then
we
had
a fe
w w
eeks
to d
o th
ose.
Eve
ryon
e kn
ew a
bout
the
topi
csso
you
cou
ld h
ave
an in
form
ed d
iscu
ssio
n, w
here
as u
sual
ly(r
efer
ring
to o
ther
yea
rs]
just
sit
and
liste
n to
som
eone
talk
and
you
zone
out
. (21
7)
Inco
rpor
atin
g at
trib
utes
of
each
of
the
othe
r sh
apes
, stu
dent
s de
cide
dup
on th
e is
sues
that
wer
e im
port
ant t
o kn
ow f
or th
e pu
rpos
e of
eng
agin
g in
is
a di
scus
sion
abo
ut th
e ca
se. I
ssue
s th
at w
ere
peri
pher
al, b
ut w
orth
look
ing
up, w
ere
divi
ded
amon
gst s
tude
nts
in th
e gr
oup.
Per
haps
this
was
a m
ore
prac
tical
app
roac
h gi
ven
the
wea
lth o
f ne
w c
onte
nt to
be
addr
esse
d in
a g
iven
case
. Thi
s ap
proa
ch a
llow
ed s
tude
nts
to d
irec
t the
ir o
wn
lear
ning
tow
ard
acqu
irin
g a
suff
icie
nt b
ase
of m
edic
al k
now
ledg
e to
eng
age
in d
isco
urse
abou
t the
cor
e is
sues
, and
then
to p
ursu
e ex
pet.'
se r
egar
ding
per
iphe
ral
issu
es w
ith th
e pu
rpos
e of
con
trib
utin
g sp
ecia
lized
exp
ertis
e. T
his
appr
oach
also
res
pect
ed th
e ex
pert
ise
mem
bers
of
the
com
mun
ity b
roug
ht to
the
proc
ess
of b
uild
ing
a co
mm
unity
of
prac
tice.
Stud
ents
wor
l ed
colla
bora
tivel
y fr
om th
e fi
rst i
ntro
duct
ion
of th
e ca
se in
an
atte
mpt
toid
entif
y th
e kn
owle
uge
that
was
req
uire
d to
eng
age
in a
ny r
elev
ant d
isco
urse
,pr
ior
to in
trod
ucin
g in
divi
dual
con
tent
exp
ertis
e. T
his
shap
e ex
empl
ifie
s a
bala
nce
betw
een
self
-reg
ulat
ing
one'
s le
arni
ng, a
cqui
ring
suf
fici
ent e
xper
tise
to e
ngag
e in
com
mun
ity d
isco
urse
, and
acq
uiri
ng s
uffi
cien
t dis
trib
uted
.ex
pert
ise
for
disc
ours
e to
res
ult i
n a
syne
rgy
of s
ocia
lly c
onst
ruct
edkn
owle
dge
dire
cted
tow
ard
diag
nosi
s an
d tr
eatm
ent.
Bey
ond
Shap
es o
f PB
L
Freq
uent
ly, s
elf-
regu
latio
n is
dis
cuss
ed a
nd r
esea
rche
d in
the
cont
ext o
fin
divi
dual
stu
dent
s. T
he P
BL
env
iron
men
t is
uniq
ue b
ecau
se it
attc
mpt
s to
faci
litat
e se
lf-r
egul
ated
lear
ning
of
chal
leng
ing
cour
se c
onte
nt in
the
cont
ext
of a
gro
up. S
ince
we
expe
ct m
edic
al p
ract
ition
ers
to d
iagn
ose
and
trea
tpa
tient
s an
d up
date
thei
r kn
owle
dge
and
skill
s w
ith th
eir
colle
ague
s,si
tuat
ing
thei
r le
arni
ng in
a c
olla
bora
tive
setti
ng is
cri
tical
we
not o
nly
wan
t the
se s
tude
nts
to b
ecom
e se
lf-r
egul
atin
g le
arne
rs, b
ut a
lso
to b
ecom
ese
lf-r
egul
atin
g pr
actit
ione
rs w
ho b
ring
exp
ertis
e to
a c
omm
unity
of
prac
titio
ners
. Situ
atin
g co
:item
lear
ning
in c
omm
uniti
es o
f le
arne
rs th
atre
sem
ble
the
appl
icat
ions
for
whi
ch th
at k
now
ledg
e is
inte
nded
is a
nim
port
ant p
edag
ogic
al s
tep
beca
use
"act
ivity
, con
cept
and
cul
ture
are
inte
rdep
ende
nt a
nd o
ne c
anno
t be
tota
lly u
nder
stoo
d w
ithou
t the
oth
er tw
o"(B
row
n, C
ollin
s &
Dug
uid,
198
9, p
.33)
. PB
L a
llow
s st
uden
ts to
exp
lore
,ex
peri
ence
, and
eng
age
in th
e co
nten
t of
thei
r fi
eld
as a
team
of
prac
titio
ners
conf
ront
ed w
itha
"rea
l" p
robl
em.
Whe
n a
com
mun
ity o
fle
arne
rs/p
ract
ition
ers
is o
rche
stra
ted
succ
essf
ully
, it a
ffor
ds s
tude
nts
the
oppo
rtun
ity to
eng
age
in th
e co
gniti
ve, m
etac
ogni
tive,
and
mot
ivat
iona
lly-
driv
en a
ctiv
ities
that
cha
ract
eriz
e pr
oduc
tive
self
-reg
ulat
ed le
arni
ng. T
hese
stud
ents
not
onl
y ac
quir
e th
e to
ols
for
med
ical
pra
ctic
e bu
t als
o a
cultu
re a
ndco
ntex
t in
whi
ch to
pra
ctic
e th
cm.
Aut
hent
ic a
ctiv
ity is
impo
rtan
t bec
ause
it is
the
only
way
stu
dent
sga
in a
cces
s to
the
stan
dpoi
nt th
at e
nabl
es p
ract
ition
ers
to a
ct
19
PRO
MO
TIN
G S
EL
F R
EG
UL
AT
ION
: PB
L A
ND
SC
L10
mea
ning
fully
and
pur
pose
fully
.It
is th
e ac
tivity
that
sha
pes
and
hone
s th
eir
tool
s (B
row
n, C
ollin
s &
Dug
uid,
p.3
6).
Whe
n a
com
mun
ity o
f le
arne
rs/p
ract
ition
ers
was
not
orc
hest
rate
dsu
cces
sful
ly, t
he s
hape
that
em
erge
d w
as v
ery
diff
eren
t and
stu
dent
s at
tend
edto
thei
r in
divi
dual
lear
ning
nee
ds a
t the
exp
ense
of
the
kind
of
colla
bora
tive
dial
ogue
res
embl
ing
a co
mm
unity
of
prac
titio
ners
. For
inst
ance
in s
hape
I ,
afte
r th
e gr
oup
gene
rate
d is
sues
and
topi
cs f
or f
urth
er r
esea
rch,
eac
h st
uden
tto
ok o
ne o
r tw
o pi
eces
. As
a re
sult,
stu
dent
s co
nsis
tent
ly d
escr
ibed
the
stru
ggle
s th
ey h
ad tr
ying
to in
tegr
ate
the
mat
eria
l the
y ha
d ea
ch r
esea
rche
d in
a di
scus
sion
for
mat
. Fre
quen
tly, t
hey
repo
rted
hav
ing
"min
i-le
ctur
es"
inw
hich
no
one
was
abl
e to
list
en to
any
one
else
bec
ause
they
wer
e to
ow
orri
ed a
bout
thei
r ow
n ta
lk.
My
grou
ps h
ave
all t
aken
one
topi
c, r
esea
rche
d it
and
pres
ente
d it
to th
e gr
oup.
I ca
n't l
iste
n to
oth
er p
eopl
e's
pres
enta
tions
bec
ause
I am
too
stre
ssed
out
abo
ut m
y ow
n. I
t all
goes
by
too
fast
(21
4).
Red
ucin
g th
e nu
mbe
r of
poi
nts
stud
ents
cou
ld p
rese
nt d
id n
ot im
prov
e th
esi
tuat
ion
beca
use
stud
ents
sai
d th
at "
unle
ss e
very
one
knew
abo
ut th
e to
pics
,yo
u co
uldn
't ha
ve a
n in
form
ed d
iscu
ssio
n"(2
17).
Thi
s ty
pe o
f "b
reak
dow
n"of
com
mun
ity w
as d
etri
men
tal t
o th
e le
arni
ng p
roce
ss b
ecau
se it
dir
ecte
dst
uden
ts' a
ttent
ion
away
fro
m th
e pu
rpos
e of
thei
r pr
actic
e (d
iagn
osin
g an
dtr
eatin
g ca
ses)
and
tow
ard
deco
ntex
tual
ized
task
s. F
urth
erm
ore,
it r
esul
ted
inst
uden
ts a
cqui
ring
exp
ertis
e th
at w
as n
ot n
eces
sari
ly r
elev
ant t
o th
e ca
se,
with
out h
avin
g th
e op
port
unity
to u
se th
at e
xper
tise
as a
pra
ctiti
oner
.R
athe
r th
an th
e di
stri
bute
d ex
pert
ise
syne
rgiz
ing
to p
rodu
ce a
col
labo
rativ
edi
agno
sis
and
trea
tmen
t, P1
31. d
iscu
ssio
ns p
rese
nted
a s
pect
rum
of
puzz
lepi
eces
with
abs
trac
t, un
defi
ned
rela
tions
to th
e ca
se a
nd to
eac
h ot
her.
Inhe
rent
in m
y de
fini
tion
of s
hape
s of
PB
L, i
s th
e no
tion
that
met
hods
of d
eliv
ery
arc
clos
ely
linke
d w
ith s
tude
nt e
ngag
emen
t in
the
lear
ning
proc
ess
and
that
toge
ther
met
hod
and
enga
gem
ent
char
acte
rize
the
shap
es o
fPB
L. W
ith th
at in
min
d, w
hen
each
stu
dent
res
earc
hed
all t
he is
sues
,st
uden
ts h
ad th
e fl
exib
ility
to a
ddre
ss th
eir
own
lear
ning
nee
ds. A
t the
sam
etim
e th
e ta
sk w
as o
verw
helm
ing
beca
use
stud
ents
had
to "
look
up
a w
ide
vari
ety
of to
pics
and
it w
as m
ore
time
cons
umin
g" (
3110
). O
n th
e ot
her
hand
, whe
n th
e m
etho
d of
inst
ruct
ion
invo
lved
res
earc
hing
the
maj
or is
sues
and
divi
ding
up
peri
pher
al is
sues
, sel
f-re
gula
tion
took
on
a co
llect
ive
shap
e.St
uden
ts w
ere
able
to d
irec
t the
ir r
esea
rch
to f
ill in
thei
r ow
n ga
ps in
know
ledg
e re
gard
ing
the
maj
or is
sues
. Thi
s en
cour
aged
stu
dent
s to
acq
uire
are
leva
nt k
now
ledg
e ba
se w
ith w
hich
to e
ngag
e in
col
labo
rativ
e pr
oble
m
solv
ing,
whi
le p
ursu
ing
expe
rtis
e in
spe
cifi
c ar
eas.
In
this
PB
L s
hape
,in
divi
dual
res
pons
ibili
ty f
or a
cqui
ring
and
sha
ring
exp
ertis
e w
as c
oupl
edw
ith c
olla
bora
tive
disc
ours
e ae
ross
a s
hare
d kn
owle
dge
base
.
Giv
en th
at s
tude
nt e
ngag
emen
t and
sel
f-re
gula
ting
beha
viou
r is
rel
ated
to th
e m
etho
d of
PB
L d
eliv
ery
and
the
rela
tions
hips
bet
wee
n m
etho
d of
deliv
ery
and
stud
ent e
ngag
emen
t cha
ract
eriz
e th
e sh
apes
of
PBL
, it b
ecom
esim
port
ant t
o ex
amin
e th
e w
ays
in w
hich
dif
fere
nt s
hape
s of
PB
L a
reor
ches
trat
ed. T
he a
naly
sis
of v
ario
us s
hape
s of
PB
L h
as id
entif
ied
two
criti
cal c
ompo
nent
s of
this
orc
hest
ratio
n: (
a) th
e na
ture
of
disc
ours
e as
am
eans
of
soci
ally
con
stru
ctin
g kn
owle
dge;
and
(b)
the
emer
genc
ean
dco
ntri
butio
n of
dis
trib
uted
exp
ertis
e. F
irst
, the
nat
ure
of d
isco
urse
is c
ritic
alto
the
com
mun
ity o
f pr
actic
e. T
hrou
gh e
ncul
tura
tion
in th
e co
mm
unity
stud
ents
lear
n ho
w to
eng
age
in th
e di
scou
rse
of th
at c
omm
unity
. If
we
wan
t stu
dent
s to
eng
age
in th
e di
scou
rse
of a
com
mun
ity o
f m
edic
alpr
actit
ione
rs, w
e m
ust s
truc
ture
a le
arni
ng e
nvir
onm
ent t
hat e
ncou
rage
sst
uden
ts to
lear
n ab
out a
nd e
ngag
e in
that
dis
cour
seth
e re
sulti
ng s
hape
is a
com
mun
ity o
f le
arne
rs th
at r
esem
bles
a c
omm
unity
of
med
ical
pra
ctiti
oner
s.In
ord
er to
fun
ctio
n as
a c
omm
unity
of
lear
ners
, stu
dent
s ne
ed to
lear
n to
nego
tiate
and
com
mun
icat
e a
com
mon
dis
cour
se.
or th
e m
edic
al s
tude
nts
Iin
terv
iew
ed, t
his
mea
nt h
avin
g so
me
com
mon
pou
nd u
pon
whi
ch to
disc
uss
each
cas
e.It
did
not
mea
n ha
ving
com
mon
exp
ertis
e, b
ut r
athe
r,ha
ving
the
oppo
rtun
ity to
rea
d br
oadl
y ab
out t
he is
sues
so
that
they
had
som
e sh
ared
kno
wle
dge
abou
t whi
ch to
eng
age
in d
isco
urse
and
ther
eby
cont
ribu
te to
the
syne
rgy
of d
istr
ibut
ed e
xper
tise
tow
ard
diag
nosi
s an
dtr
eatm
ent.
Seco
nd, c
omm
uniti
es o
f pr
actic
e de
pend
on
the
emer
genc
e an
dco
ntri
butio
n of
dis
trib
uted
exp
ertis
e.E
xper
tise
is d
istr
ibut
ed a
cros
s al
lpa
rtic
ipan
ts in
the
com
mun
ity a
nd th
e in
stru
ctor
bri
ngs
a sp
ectr
um to
this
dist
ribu
tion.
Lav
e an
d W
enge
r (1
991)
sug
gest
that
a d
e-ce
nter
ed v
iew
of
"the
mas
ter
as p
edag
ogue
mov
es th
e fo
cus
of a
naly
sis
away
fro
m te
achi
ngan
d on
to th
e in
tric
ate
stru
ctur
ing
of a
com
mun
ity's
lear
ning
res
ourc
es"
(p.
94).
In
this
way
, the
inst
ruct
or b
ecom
es p
art o
f th
e le
arni
ng c
omm
unity
,no
t the
cen
tre
of it
. The
tuto
r br
ings
exp
ertis
e w
hich
hel
ps s
hape
and
gui
deth
e co
mm
unity
so
that
all
part
icip
ants
can
par
ticip
ate
and
cont
ribu
te to
the
lear
ning
. Lav
e an
d W
enge
r (1
991)
sug
gest
that
it is
thro
ugh
legi
timat
epa
rtic
ipat
ion
in a
com
mun
ity w
ith "
old
timer
s" th
at n
ewco
mer
s be
com
e pa
rtof
that
com
mun
ity. E
ncul
tura
ting
stud
ents
and
tuto
rs in
to a
com
mun
ity o
fle
arne
rs (
e.g.
PB
L e
nvir
onm
ent)
req
uire
s th
at s
tude
nts
lear
n th
e in
divi
dual
role
s an
d re
spon
sibi
litie
s of
eac
h m
embe
r of
the
com
mun
ity. M
ovin
gin
stru
ctio
n fr
om a
teac
her
cent
red
appr
oach
to a
com
mun
ity o
f le
arne
rs
PRO
MO
TIN
G S
EL
F R
EG
UL
AT
ION
: PB
L A
ND
SC
LI
I
mea
ns th
at th
e co
ntri
butio
ns o
f ea
ch in
divi
dual
are
res
pect
ed a
nd v
alue
d as
sour
ces
of e
xper
tise.
The
se s
ourc
es o
f ex
pert
ise
may
be
cont
ent o
r pr
oces
sex
pert
ise,
eac
h of
whi
ch s
hape
the
evol
utio
n of
the
com
mun
ity in
sign
ific
ant w
ays.
Fur
ther
mor
e, it
req
uire
s th
at s
tude
nts
be g
iven
the
oppo
rtun
ity to
see
k an
d ac
quir
e a
dive
rse
rang
e of
rel
evan
t exp
ertis
e.
Tut
ors
as o
rche
stra
tors
in c
omm
uniti
es o
f pr
actic
e
It is
not
unu
sual
for
stu
dent
s to
fee
l unc
omfo
rtab
le w
ith m
odes
of
inst
ruct
ion
that
ask
them
to th
ink,
to g
ener
ate
thei
r ow
n an
swer
s, a
nd to
figu
re o
ut h
ow to
mon
itor
the
accu
racy
of
thos
e an
swer
s. T
hese
ski
lls h
ave
seld
om b
een
emph
asiz
ed in
pri
or e
duca
tiona
l exp
erie
nces
;fr
eque
ntly
curr
icul
a pr
ovid
e st
uden
ts w
ith th
e m
ater
ial t
o le
arn,
the
way
to le
arn
it, a
ndev
alua
tions
of
the
acqu
isiti
on o
f th
at m
ater
ial.
Lea
rnin
g to
be
self
-re
gula
ting
is a
s no
vel a
pro
cess
for
thc
tuto
r as
it is
for
the
stud
ent.
Rya
n(1
993)
des
crib
ed th
e di
scom
fort
ass
ocia
ted
with
inst
ruct
iona
l tra
nsiti
on in
the
follo
win
g w
ay:
The
pro
cess
of
tran
sitio
n fr
om d
epen
denc
e to
inde
pend
ence
as
lear
ners
can
be
diff
icul
t for
bot
h th
e te
ache
r an
d th
e st
uden
ts. T
hete
ache
r m
ay b
e un
will
ing
and/
or u
nabl
e to
shi
ft th
e re
spon
sibi
litie
sfo
r le
arni
ng to
the
stud
ents
:an
d th
e st
uden
ts, t
oo, m
ay h
ave
diff
icul
ty in
cha
ngin
g de
pend
ent l
earn
ing
prac
tices
(R
yan,
199
3. p
.55
)
Orc
hest
ratin
g a
com
mun
ity o
f le
arne
rs p
rese
nts
a nu
mbe
r of
cha
lleng
esfo
r th
e in
stru
ctor
. Rog
off
(199
4) s
ugge
sts
that
the
shif
t fro
m tr
aditi
onal
inst
ruct
iona
l app
roac
hes
tow
ard
a co
mm
unity
of
lear
ners
"re
quir
es a
para
digm
shi
ft li
ke th
at o
f le
arni
ng h
ow to
fun
ctio
n in
ano
ther
cul
ture
"(p
.215
). T
his
is b
ecau
se m
ost i
nstr
ucto
rs a
nd s
tude
nts
have
bee
n br
ough
t up
or e
ncul
tura
ted
into
mor
e tr
aditi
onal
for
ms
of in
stru
ctio
n.W
hen
the
inst
ruct
ion
chan
ges.
so
do th
e ru
les
and
stan
dard
s th
at in
stru
ctor
s an
dst
uden
ts u
se to
mon
itor
thei
r en
gage
men
t in
lear
ning
. The
tran
sitio
n fr
omtr
aditi
onal
inst
ruct
ion
tow
ard
a co
mm
unity
of
lear
ners
app
roac
h de
pend
sup
on b
oth
the
teac
her
and
stud
ents
bei
ng a
ctiv
epa
rtic
ipan
ts in
the
inst
ruct
ion:
"T
he te
ache
r gu
ides
the
proc
ess
and
the
stud
ents
lear
n to
part
icip
ate
in th
e m
anag
emen
t of
thei
r ow
n le
arni
ng"
(Rog
off,
199
4, p
.21
3). R
ogof
f (1
994)
als
o su
gges
ts th
at th
e ro
les
of p
artic
ipan
ts c
hang
eac
ross
situ
atio
ns a
nd c
omm
uniti
es ,e
caus
e th
e de
gree
and
dir
ectio
nof
supp
ort i
s ne
ver
cons
tant
.I
used
this
theo
retic
al le
ns to
inte
rpre
t the
com
men
ts s
tude
nts
mad
e ab
out t
he tu
tor
as a
n "o
rche
stra
tor"
in P
BL
. The
stru
ggle
of
PBL
inst
ruct
ors
to a
dapt
to th
is m
etho
d of
inst
ruct
ion
was
2 2
refl
ecte
d in
the
diff
eren
t met
hods
of
PBL
del
iver
y. A
s th
e m
etho
d of
del
iver
ych
ange
d, s
o di
d th
e ro
les
and
resp
onsi
bilit
ies
of s
tude
nt e
ngag
emen
t.U
ltim
atel
y th
is r
esul
ted
in d
iffe
rent
sha
pes
of P
BL
.
I fa
ced
man
y si
mila
r ch
alle
nges
lear
ning
to im
plem
ent t
he S
trat
egic
Con
tent
Lea
rnin
g ap
proa
ch. W
hile
this
met
hod
of in
stru
ctio
n in
volv
es o
nly
two
acto
rs (
the
stud
ent a
nd m
ysel
f), t
he th
eore
tical
fra
mew
ork
para
llels
that
of th
e co
mm
unity
of
lear
ners
mod
elth
e in
stru
ctor
and
stu
dent
are
act
ive
part
icip
ants
in th
e le
arni
ng p
roce
ss w
ith th
e in
stru
ctor
gui
ding
the
proc
ess
and
the
stud
ent g
radu
ally
taki
ng m
ore
resp
onsi
bilit
y fo
r th
eir
own
lear
ning
.In
tegr
atin
g co
mm
ents
mad
e by
PB
L s
tude
nts
and
my
own
expe
rien
ces
as a
nSC
L tu
tor
reve
aled
two
criti
cal i
ssue
s co
ncer
ning
the
role
s an
dre
spon
sibi
litie
s of
the
inst
ruct
or a
s an
orc
hest
rato
r of
an
envi
ronm
ent t
hat
supp
orts
stu
dent
s to
bec
ome
self
-reg
ulat
ing
part
icip
ants
in a
com
mun
ity o
fle
arne
rs: (
a) T
he tu
tor
stra
tegi
cally
em
ploy
s co
nten
t and
pro
cess
exp
ertis
e in
the
lear
ning
pra
ctic
e of
the
com
mun
ity; a
nd (
b) th
e tu
tor
empl
oys
cont
ent
and
proc
ess
expe
rtis
e th
roug
h th
e st
rate
gic
use
of q
uest
ioni
ng, f
eedb
ack
and
scaf
fold
ing.
The
inte
rpla
y of
con
tent
exp
ertis
e an
d pr
oces
s ex
pert
ise
Succ
essf
ul o
rche
stra
tion
relie
s on
the
stra
tegi
c in
terp
lay
of c
onte
nt a
ndpr
oces
s ex
pert
ise
on th
e pa
rt o
f th
e tu
tor.
Con
tent
exp
ertis
e re
fers
to th
em
edic
al k
now
ledg
e th
e tu
tor
brin
gs to
the
com
mun
ity. F
or s
ome
tuto
rs th
iskn
owle
dge
is g
roun
ded
in th
e ba
sic
scie
nces
, for
oth
ers
it is
clin
ical
know
ledg
e gr
ound
ed in
thei
r ow
n m
edic
al p
ract
ice.
Pro
cess
exp
ertis
e re
fers
to k
now
ledg
e ab
out t
he w
ay in
whi
ch a
com
mun
ity o
f pr
actit
ione
rs e
volv
esan
d th
e w
ay in
whi
ch a
com
mun
ity o
f le
arne
rs e
volv
es. T
his
know
ledg
est
ems
from
exp
erie
nces
in th
e fi
eld
and
as p
art o
f th
ese
kind
s of
com
mun
ities
. It i
nvol
ves
reco
gniz
ing
the
role
s an
d re
spon
sibi
litie
s of
mem
bers
of
a co
mm
unity
and
the
met
hods
by
whi
ch w
e le
arn
abou
t the
m.
Intr
oduc
ing
both
con
tent
and
pro
cess
exp
ertis
e su
ppor
ts th
e in
:dal
evo
lutio
nof
a c
omm
unity
of
lear
ners
ori
ente
d to
war
d se
lf-r
egul
ated
lear
ning
. Exp
ertis
eis
gra
dual
ly a
ppro
pria
ted
by o
ther
mem
bers
of
the
com
mun
ity w
hoin
crea
sing
ly s
hare
the
resp
onsi
bilit
y of
lead
ersh
ip. S
CL
and
PB
L tu
tors
shap
e th
e le
arni
ng p
roce
ss b
y st
rate
gica
lly s
hari
ng c
onte
nt e
xper
tise.
How
and
whe
n tu
tors
sha
re e
xper
tise
dete
rmin
es w
heth
er th
at e
xper
tise
cont
ribu
tcs
or d
etra
cts
from
the
evol
utio
n of
a c
omm
unity
of
lear
ners
eng
aged
in s
elf-
regu
late
d le
arni
ng..
For
the
tuto
r, le
arni
ng to
sha
re o
ne's
exp
ertis
e in
a w
ay th
at is
cons
iste
nt w
ith a
com
mun
ity o
f le
arne
rs m
odel
of
inst
ruct
ion
is a
cha
lleng
e.
r' 31
. t..i
YkJ
A1L
LL
2
PRO
MO
TIN
G S
EL
F R
EG
UL
AT
ION
: PB
L A
ND
SC
L1
2
Mov
ing
away
fro
m tr
aditi
onal
inst
ruct
ion,
the
kind
we
have
mos
t fre
quen
tlyex
peri
ence
d in
our
sch
oolin
g, m
eans
str
uggl
ing
to f
ind
a ba
lanc
e be
twee
nsh
arin
g co
nten
t and
pro
cess
exp
ertis
e.It
als
o in
volv
es d
ecid
ing
whe
n to
cont
ribu
te e
iper
tise
and
whe
n ho
ld b
ack.
The
pal
of
SCL
is to
sup
port
stud
ents
to b
ecom
e se
lf-r
egul
atin
g by
gui
ding
them
to c
onsi
der
the
feed
back
sour
ces
that
ass
ist t
hem
to m
onito
r th
eir
proc
esse
s, a
nd a
ppro
ach
lear
ning
stra
tegi
cally
. The
inst
ruct
or's
rol
e is
to g
uide
stu
dent
s th
roug
h th
is p
roce
ssby
usi
ng e
ffec
tive
ques
tioni
ng a
nd d
raw
ing
stud
ents
' atte
ntio
n to
thei
rpr
oces
s as
they
eng
age
with
act
ual c
ours
e m
ater
ials
and
ass
ignm
ents
. Rat
her
than
teac
hing
stu
dent
s co
nten
ts o
r ta
ctic
s, th
e SC
L tu
tor
atte
mpt
s to
dir
ect
stud
ents
to e
ngag
e in
the
kind
s of
met
acog
nitiv
e ac
tiviti
es th
at w
ill le
adth
em to
(an
d th
roug
h) r
elev
ant c
onte
nt a
nd ta
ctic
s. A
s an
SC
L tu
tor,
Ist
rugg
led
to s
uppo
rt s
tude
nts
by s
trat
egic
ally
usi
ng m
y co
nten
t and
pro
cess
expe
rtis
e to
gui
de s
tude
nts
to th
ose
met
acog
nitiv
e ac
tiviti
es th
at w
ould
lead
them
to th
at c
onte
nt a
nd p
roce
ss e
xper
tise.
It w
as th
is s
trug
gle
that
dir
ecte
dm
y at
tent
ion
tow
ard
the
role
of
a tu
tor
in -
orch
estr
atin
g" in
stru
ctio
nal
envi
ronm
ents
ori
ente
d to
war
d se
lf-r
egul
ated
lear
ning
. In
esse
nce.
I w
asst
rugg
ling
to f
igur
e ou
t my
role
in th
is m
ini-
com
mun
ity.
The
re w
ere
times
whe
n m
y co
nten
tex
pert
ise
inte
rfer
ed w
ith th
e w
ayth
e SC
L p
roce
ss e
volv
ed, r
athe
r th
an e
nhan
cing
it. T
he f
ollo
win
g co
ntra
st.
illus
trat
es th
e w
ay in
whi
ch c
onte
nt e
xper
tise
can
inte
rfer
e w
ith th
eev
olut
ion
of a
sel
f-re
gula
ting
lear
ning
pro
cess
. I w
orke
d w
ith o
ne s
tude
nt in
a L
ab T
echn
icia
n pr
ogra
m, s
tudy
ing
phle
boto
my
and
card
iolo
gy,
and
anot
her
stud
ent s
tudy
ing
grad
e 1
1 m
athe
mat
ics.
I ha
ve v
ery
little
bac
kgro
und
inbi
olog
y an
d ev
en le
ss k
now
ledg
e ab
out a
pply
ing
elec
tro-
card
iogr
aph
lead
s,ho
wev
er. I
do
have
a f
airl
y st
rong
bac
kgro
und
in m
athe
mat
ics.
My
wea
kbi
olog
y ba
ckgr
ound
fac
ilita
tes
thc
ques
tioni
ng p
roce
ss b
ecau
se th
e qu
estio
nsre
sem
ble
the
ques
tions
I a
sk m
ysel
f as
I w
ork
thro
ugh
new
mat
eria
l. In
this
situ
atio
n, m
y ex
pert
ise
abou
t the
sel
f-re
gula
ted
lear
ning
pro
cess
def
ines
my
role
in th
e le
arni
ng e
nvir
onm
ent.
In m
athe
mat
ics,
how
ever
, I f
ace
aco
nsis
tent
str
uggl
e be
twee
n sh
owin
g th
e st
uden
t the
ste
ps I
wou
ld u
se, a
ndgu
idin
g th
at s
tude
nt to
the
ques
tions
he
mig
ht a
sk to
fig
ure
out h
ow to
solv
e th
e pr
oble
m.
Sinc
e th
ese
mat
hem
atic
al o
pera
tions
hav
e be
com
eau
tom
ated
for
me,
it is
dif
ficu
lt to
rem
embe
r th
e pr
oces
s I
orig
inal
ly w
ent
thro
ugh
to m
ake
sens
e of
them
.T
hese
are
the
inst
ance
s w
hcn
Iin
adve
rten
tly d
iver
ge f
rom
usi
ng m
ypr
oces
sex
pert
ise
to o
ver-
rely
ing
on m
yco
nten
t exp
ertis
e iu
gui
de th
e le
arni
ng p
roce
ss. R
athe
r th
an u
sing
the
SCL
appr
oach
, I e
nd u
p te
achi
ng th
e st
uden
t my
step
s, !
here
by d
irec
ting
the
stud
ents
' lea
rnin
g ra
ther
than
fac
ilita
ting
stud
ent-
dire
cted
lear
ning
.Fo
rtun
atel
y, m
y kn
owle
dge
abou
t thc
goa
ls o
f th
e in
stru
ctio
nal p
roce
ss a
nd
2 1
of h
ow s
tude
nts
beco
me
self
-reg
ulat
ing
allo
ws
me
to r
efle
ct u
pon
and
redi
rect
my
inst
ruct
iona
l nra
ctic
e.
Con
tent
exp
ertis
e an
d pr
oces
s ex
pert
ise
prov
ide
the
know
ledg
e w
ithw
hich
the
tuto
r gu
ides
and
mon
itors
the
unfo
ldin
g of
a c
omm
unity
of
lear
ners
. It i
s th
e st
rate
gic
inte
rpla
y of
thes
e ty
pes
of k
now
ledg
e th
at g
uide
stu
tors
as
part
icip
ants
in th
e co
mm
unity
and
res
ults
in th
e em
erge
nce
of a
vari
ety
ofsh
apes
of P
BL
. The
inte
rpla
y of
con
tent
and
pro
cess
kno
wle
dge
isco
mpl
ex, a
s is
its
impa
ct o
n th
e w
ay in
whi
ch th
e co
mm
unity
of
lear
ners
evol
ves.
In
PBL
(as
in S
CL
), th
e tu
tor
orch
estr
ates
a c
omm
unity
of
self
-re
gula
ting
lear
ners
by
usin
g hi
s or
her
con
tent
and
pro
cess
exp
ertis
est
rate
gica
lly. O
ne m
edic
al s
tude
nt d
escr
ibed
it in
the
follo
win
g w
ay:
Eac
h in
stm
ctor
had
a d
iffe
rent
app
roac
h. I
t was
arb
itrar
y ba
sed
onth
e st
yle
of th
e su
perv
isor
. The
app
roac
h w
as u
sual
ly d
efin
ed b
yth
e in
stru
ctor
. Las
t PB
L w
e di
scus
sed
with
the
inst
ruct
or h
ow w
ew
ante
d to
go
abou
t itit
wor
ked.
If
the
inst
ruct
or th
inks
we
are
mis
sing
the
boat
, he
mak
es s
ure
som
eone
cov
ers
it.T
he le
ader
said
ver
y lit
tle, h
e sh
aped
the
disc
ussi
on a
nd g
uide
d it
with
out
teac
hing
(21
8).
Thi
s co
mm
ent s
ugge
sts
that
sub
ject
mat
ter
expe
rtis
e pl
ays
a cr
itica
l rol
e in
prev
entin
g st
uden
ts f
rom
"m
issi
ng th
e bo
at."
Whi
le s
elf-
regu
latin
g st
uden
tsle
arn
to e
valu
ate
and
mon
itor
thei
r pr
ogre
ss, s
omet
imes
the
stru
ctur
e of
aco
urse
, and
of
a sc
hool
yea
r, li
mit
the
amou
nt o
f tim
e st
uden
ts c
an a
ffor
d to
spen
d "g
oing
dow
n th
e w
rong
trac
k."
It th
eref
ore
beco
mes
app
ropr
iate
and
nece
ssar
y to
use
con
tent
exp
ertis
e to
gui
de s
tude
nts
in th
e ri
ght d
irec
tion.
Eac
h m
embe
r of
the
com
mun
ity, i
nclu
ding
the
tuto
r, h
as a
res
pons
ibili
ty to
shar
e ex
pert
ise
in a
n at
tem
pt to
wor
k to
war
d th
e co
mm
on g
oal o
f fi
ndin
g a
subs
tant
iate
d di
agno
sis
and
trea
tmen
t. A
t tim
es, t
he tu
tor
part
icip
ates
in th
eco
mm
unity
of
lear
ners
by
inte
rjec
ting
rele
vant
con
tent
kno
wle
dge
or u
sing
that
kno
wle
dge
to g
uide
the
proc
ess.
Oft
en, t
he d
istr
ibut
ed e
xper
tise
ofot
her
part
icip
ants
gui
des
thc
proc
ess
inst
ead.
Med
ical
stu
dent
s co
mm
ente
din
var
ious
way
s in
whi
ch th
e tu
tor's
con
tent
exp
ertis
e st
reng
then
ed th
epr
oble
m s
olvi
ng p
roce
ss:
It is
mor
e du
e to
the
inpu
t of
the
faci
litat
orth
e ex
peri
ence
of
the
phys
icia
n ra
ther
than
pee
rs (
112)
Vrr
.-!
T`'
PRO
MO
TIN
G S
EL
F R
EG
UL
AT
ION
: PB
L A
ND
SC
L13
I di
dn't
lear
n m
uch
from
gro
up m
embe
rs, j
ust f
rom
mys
elf.
..the
rew
as o
ne s
essi
on w
here
I d
id b
ecau
se th
e do
ctor
run
ning
it r
eally
mad
e us
thin
k ab
out i
t. w
hat w
e w
ould
do
with
the
patie
nt...
apa
rtic
ular
doc
tor
gave
us
clin
ical
pea
rls
that
we
wou
ldn'
t get
anyw
here
els
e (3
F4).
The
key
is le
arni
ng f
rom
eac
h ot
her,
not
the
prof
esso
r (1
13).
The
juxt
apos
ition
of
thes
e qu
otes
illu
stra
tes
the
rang
e of
out
com
es (
orsh
apes
of P
BL
) as
soci
ated
with
the
intr
oduc
tion
and
timin
g of
tuto
rex
pert
ise.
The
PB
L li
tera
ture
als
o su
ppor
ts th
e no
tion
that
con
tent
expe
rtis
e in
flue
nces
the
role
a tu
tor
play
s in
the
lear
ning
com
mun
ity. F
orex
ampl
e,Si
lver
and
Wilk
erso
n (1
991)
fou
nd th
at e
xper
t tut
ors
in P
BL
sess
ions
tend
ed to
take
a d
irec
tive
role
by
sugg
estin
g to
pics
for
dis
cuss
ion,
aski
ng m
ore
ques
tions
. and
pro
vidi
ng m
ore
answ
ers,
an
appr
oach
that
can
unde
rmin
e st
uden
ts' s
elf-
regu
late
d le
arni
ng. T
his
para
llels
the
dire
ctiv
e ro
le I
tend
ing
to ta
ke tu
tori
ng th
e m
ath
stud
ent.
On
the
othe
r ha
nd, S
chm
idt,
Van
Der
Are
nd. M
oust
. Kok
x, a
nd B
oon
(199
3) f
ound
that
tuto
rs' s
ubje
ct m
atte
rex
pert
ise
resu
lts in
bet
ter
achi
evem
ent a
nd m
ore
stud
ent e
ffor
t, bu
t als
oac
know
ledg
ed th
at p
roce
ss-f
acili
tatio
n be
havi
ours
on
the
part
of
tuto
rs w
ere
also
cau
sally
rel
ated
to a
chie
vem
ent.
In o
ther
wor
ds, e
ffec
tive
tuto
ring
may
emer
ge w
hen
tuto
rs u
se th
eir
subj
ect m
atte
r ex
pert
ise
to a
sk s
timul
atin
gqu
estio
ns. I
n an
ana
lysi
s of
"w
hat d
rive
s th
e st
uden
t in
Prob
lem
-bas
edle
arni
ng",
Dol
man
s an
d Sc
hmid
t (19
94)
addr
esse
d th
e im
port
ance
of
the
tuto
r in
sha
ping
the
PBL
exp
erie
nce.
Res
ults
fro
m a
que
stio
nnai
resu
gges
ted
that
the
tuto
r in
flue
nces
wha
t stu
dent
s w
ill s
tudy
by
guid
ing
the
tuto
rial
gro
up p
roce
ss a
nd u
sing
exp
ert k
now
ledg
e. P
erha
ps th
e de
uce
tow
hich
sub
ject
mat
ter
and
proc
ess
expe
rtis
e co
nstr
ain
or d
rive
s th
e PB
Lpr
oces
s de
pend
s up
on h
ow th
ey a
re e
mpl
oyed
. In
othe
r w
ords
, exp
ertis
epr
ovid
ed b
y an
y m
embe
r of
the
com
mun
ity, m
ay in
form
the
lear
ning
proc
ess,
pro
vide
d th
at in
divi
dual
s in
that
com
mun
ity s
till d
irec
t the
sea
rch
fiw
, acq
uisi
tion,
del
iver
y an
d us
e of
that
exp
ertis
e.
Oue
stio
nin2
, Fee
dbac
k an
d Sc
affo
ldin
eThe
Too
ls o
f O
rche
stra
tion
It is
the
way
in w
hich
tuto
rs e
mpl
oy c
onte
nt a
nd p
roce
ss e
xper
tise
that
dete
rmin
es th
e im
pact
they
hav
e on
the
evol
utio
n of
a c
omm
unity
of
leai
ners
ori
ente
d to
war
d se
lf-r
egul
ated
lear
ning
. Thr
ee c
ritic
al to
ols
that
tuto
rs u
se in
orc
hest
ratin
g a
com
mun
ity o
f le
arne
rs a
re q
uest
ioni
ng,
feed
back
, and
sca
ffol
ding
whi
ch a
re a
ll gu
ided
by
cont
ent a
nd p
roce
ss
expe
rtis
e.K
now
ing
wha
t to
ask,
whe
n to
ask
it, a
nd w
hen
to s
hare
expe
rtis
e is
the
foun
datio
n of
eff
ectiv
e in
stru
ctio
n fo
r se
lf-r
egul
atio
n.
Que
stio
ning
. One
of
the
tool
s, e
ffec
tive
tuto
rs u
se in
the
PBL
and
SC
Len
viro
nmen
ts is
eff
ectiv
e qu
estio
ning
. Que
stio
ning
is e
ffec
tive
whe
n it
isgu
ided
by
cont
ent a
nd p
roce
ss e
xper
tise
and
used
tosh
ape
the
way
in w
hich
the
com
mun
ity o
f le
arne
rs e
volv
es. S
trat
egic
ally
mon
itori
ng th
e in
terp
lay
betw
een
cont
ent a
nd p
roce
ss e
xper
tise,
allo
ws
the
tuto
r as
k qu
estio
ns th
aten
gage
stu
dent
s in
see
king
and
dis
cuss
ing
rele
vant
con
tent
kno
wle
dge.
It
also
enc
oura
ges
stud
ents
to ta
ke r
espo
nsib
ility
for
shap
ing
the
com
mun
ityof
lear
ners
and
the
way
in w
hich
it e
volv
es. I
n th
e w
ords
of
one
PBL
stud
ent:
Thi
s ye
z.r
I re
ally
had
a g
ood
lead
er. T
he f
acili
tato
r w
as la
id b
ack
he'd
say
"w
hat w
ould
hap
pen
if...
" an
d I
wou
ld th
ink
"oh.
I n
ever
thou
ght o
f th
at."
The
fac
ilita
tor
play
s a
big
role
in it
s su
cces
s. H
edo
esn'
t hav
e to
pla
y an
act
ive
role
but
set
s th
e to
ne. (
216)
.
Com
men
ts m
ade
by th
is s
econ
d ye
ar s
tude
nt r
efle
ct th
e ac
tions
of
aPB
L tu
tor
who
suc
cess
fully
fac
ilita
tes
the
lear
ning
pro
cess
with
out d
irec
ting
the
lear
ning
. Set
ting
the
tone
with
out p
layi
ng a
n ac
tive
role
, req
uire
s th
etu
tor
to a
sk le
adin
g qu
estio
ns th
at r
esul
t in
refl
ectio
n an
d an
alys
is a
bout
the
proc
ess.
dir
ectio
n, a
nd p
rodu
cts
of in
qu'..
ry b
y pa
rtic
ipan
ts in
the
com
mun
ity.
Thi
s ty
pe o
f qu
estio
ning
is g
uide
d by
con
tent
and
pro
cess
exp
ertis
e an
d th
epr
oduc
t of
refl
ectiv
e pr
actic
e on
the
pare
, of
the
tuto
r.
Sim
ilarl
y, a
s an
SC
L tu
tor,
I h
ave
foun
d th
at m
y qu
estio
ning
is g
uide
dby
the
inte
rpla
y be
twee
n m
y co
nten
t and
pro
cess
exp
ertis
e. M
y ex
pert
ise
inth
e co
nten
t are
a (s
uch
as m
athe
mat
ics)
gui
des
the
timin
g of
my
ques
tioni
ngbe
caus
e I
reco
gniz
e th
e po
ints
at w
hich
stu
dent
s sh
ould
be
mon
itori
ng th
eir
prog
ress
, dir
ectio
n or
acc
urac
y. M
y pr
oces
s ex
pert
ise
guid
es th
e ki
nds
ofqu
estio
ns I
ask
bec
ause
I m
flec
t on
wha
t I w
ould
ask
mys
elf
to s
elf-
mon
itor.
By
aski
ng s
tude
nts
the
righ
t que
stio
ns, I
can
gui
de th
em to
be
met
acog
nitiv
eab
out t
heir
act
ions
a si
gnif
ican
t com
pone
nt o
f se
lf-r
egul
atio
n an
d cr
itica
lth
inki
ng (
But
ler
& W
inne
, 199
5). Q
uest
ions
suc
h as
"w
hat i
s yo
ur g
oal
here
", "
wha
t are
you
tryi
ng to
do"
, "ho
w c
an y
ou/w
e fi
gure
out
if th
is is
wor
king
", "
how
do
you/
we
know
if th
is is
cor
rect
", e
tcet
eras
ser
ve tw
opu
rpos
es. F
irst
, the
y as
sist
the
stud
ent t
o di
rect
(or
re-
dirc
ct)
thei
r le
arni
ng a
tth
at in
stru
ctio
nal m
omen
t. Se
cond
, and
mor
e im
port
antly
, the
y m
odel
the
proc
ess
of s
elf
regu
latin
g th
roug
h se
lf-q
uest
ioni
ng. G
radu
ally
, stu
dent
sin
corp
orat
e th
ese
kind
s of
sel
f-m
onito
ring
que
stio
ns in
to th
eir
own
repe
rtoi
re o
f ac
tiviti
es, t
here
by b
ecom
ing
mor
e m
etac
ogni
tive.
PRO
MO
TIN
G S
EL
F R
EG
UL
AT
ION
: PB
L A
ND
SC
L14
Feed
back
. Con
tent
and
pro
cess
exp
ertis
e al
so m
ake
feed
back
oppo
rtun
ities
app
aren
t to
tuto
rs. F
eedb
ack
base
d on
an
unde
rsta
ndin
g of
the
mas
tery
and
app
licat
ion
of c
onte
nt k
now
ledg
e, th
e ac
cura
cy o
f th
atkn
owle
dge,
and
the
proc
ess
by w
hich
a c
omm
unity
of
self
-reg
ulat
ing
lear
ners
evo
lves
pla
ys a
cri
tical
rol
e in
pro
mot
ing
self
-reg
ulat
ed le
arni
ng in
aco
mm
unity
of
lear
ners
. Mon
itori
ng p
rogr
ess
and
plan
ning
one
's d
irec
tion
isco
ntin
gent
upo
n in
terp
retin
g an
d us
ing
the
data
pro
vide
d th
roug
h fe
edba
ck.
Feed
back
abo
ut c
onte
nt a
nd p
roce
ss p
rovi
des
the
data
fro
m w
hich
sel
f-re
gula
ting
stud
ents
sel
f-m
onito
r (B
utle
r &
Win
ne, 1
995)
. Fee
dbac
k al
sopr
ovid
es th
e in
form
atio
n fr
om w
hich
a c
omm
unity
of
lear
ners
eva
luat
es it
spr
actic
e an
d ad
apts
or
pers
ists
. The
refo
re, f
eedb
ack
is a
lso
a to
ol w
ith w
hich
tuto
rs o
rche
stra
te a
com
mun
ity o
f se
lf-r
egul
atin
g le
arne
rs.
Dec
idin
g up
on th
e ap
prop
riat
e fe
edba
ck to
pro
vide
is a
cha
lleng
e fo
rtu
tors
and
the
deci
sion
s tu
tors
mak
e ab
out f
eedb
ack
have
a s
igni
fica
ntim
pact
on
the
lear
ning
pro
cess
in P
BL
ses
sion
s. T
he f
ollo
win
g di
scus
sion
betw
een
firs
t yea
r m
edic
al s
tude
nts
illus
trat
es th
eir
perc
eptio
ns a
bout
feed
back
and
the
role
it p
lays
:
Stud
ent 1
: The
re is
no
eval
uatio
n of
how
wel
l we
are
doin
g w
ithth
e sk
ills
and
obje
ctiv
esno
spe
cifi
c de
tails
abo
ut w
hat w
c sh
ould
be d
oing
Stud
ent 2
: Thi
s va
ries
bet
wee
n gr
oups
, our
lead
er a
lway
s sa
ys th
egr
oup
did
a go
od jo
b
Stud
ent 1
: our
lead
er d
oes
also
. but
not
hitu
l spe
cifi
c
Stud
ent 2
: The
lead
er lo
oks
at th
e ob
ject
ives
(re
ferr
ing
to th
e ca
seob
ject
ives
] (
1 F
1 )
A f
unda
men
tal g
oal o
f se
lf-r
egul
ated
lear
ning
invo
lves
the
inte
rnal
gene
ratio
n of
fee
dbac
k. F
urth
erm
ore.
a c
omm
unity
of
lear
ners
sho
uld
bene
fit
from
the
dist
ribu
ted
gene
ratio
n an
d pr
ovis
ion
feed
back
as
a so
urce
of
expe
rtis
e.A
s st
uden
ts ta
ke o
n m
ore
activ
e ro
les
in th
e co
mm
unity
of
lear
ners
, one
wou
ld e
xpec
t the
m to
sha
re th
is e
xper
tise
by p
rovi
ding
feed
back
for
one
ano
ther
. Whi
le o
ne o
f th
e go
als
asso
ciat
ed w
ith s
elf-
regu
latio
n is
that
stu
dent
s le
arn
to m
onito
r th
e ef
fect
iven
ess
of th
eir
own
lear
ning
, the
reby
pro
duci
ng f
eedb
ack
for
them
selv
es (
and
othe
rs),
this
doe
sno
t im
ply
that
the
inst
ruct
or's
rol
e is
to p
rovi
de n
o fe
edba
ck o
r. a
s so
mc
28
stud
ents
des
crib
ed, o
nly
ambi
guou
s fe
edba
ck. R
athe
r, th
e in
stru
ctor
colla
bora
tes
with
a c
omm
unity
of
lear
ners
by
draw
ing
on e
xper
tise
to c
raft
effe
ctiv
e qu
estio
ns a
nd e
ncou
rage
s st
uden
ts to
do
the
sam
e. T
he d
istr
ibut
edex
pert
ise
of p
artic
ipan
ts p
rovi
des
feed
back
to th
e co
mm
unity
and
con
trib
utes
to le
arni
ng, b
oth
indi
vidu
ally
and
col
lect
ivel
ythi
s is
the
natu
re o
fm
etac
ogni
tion
tran
sfer
red.
As
an S
CL
tuto
r, I
hav
e le
arne
d ho
w to
sup
port
stud
ents
in e
valu
atin
g an
d m
onito
ring
thei
r pe
rfor
man
ce, t
hrou
gh th
e us
e of
info
rmed
que
stio
ning
. As
stud
ents
bec
ome
mor
e au
tono
mou
s th
ey b
egin
tose
ek o
ut a
nd p
rovi
de th
eir
own
feed
back
thro
ugh
the
use
of a
sim
ilar
kind
of
ques
tioni
ng; s
tude
nts
beco
me
activ
e pa
rtic
ipan
ts in
thei
r le
arni
ng p
roce
ssan
d ac
tive
lead
ers
in th
eir
lear
ning
com
mun
ities
, the
reby
mov
ing
from
cont
ent a
nd p
roce
ss n
ovic
es to
exp
erts
.
Som
e of
the
med
ical
stu
dent
s w
ere
unco
mfo
rtab
le w
ith th
e ty
pe o
ffe
edba
ck th
ey r
ecei
ved
in P
BL
. The
y w
ere
look
ing
for
mor
e th
an "
the
grou
pdi
d a
good
job"
. The
fol
low
ing
juxt
apos
ition
of
quot
es f
rom
fir
st y
ear
stud
ents
hig
hlig
hts
the
disp
arity
bet
wee
n st
uden
ts in
term
s of
the
kind
of
feed
back
they
sho
uld
have
in P
BL
:
My
prob
lem
was
the
lack
of
reso
lutio
n of
cas
es w
e st
udie
d. W
ego
t rea
lly k
een,
we
lear
ned
a lo
t, bu
t did
n't k
now
if w
e w
ere
righ
t(1
F1).
It w
ould
be
extr
a re
war
d if
we
wer
e ri
ght o
n th
e di
agno
ses
(IFI
)
Our
gro
up le
ader
talk
s a
lot,
lect
ures
, sto
ries
corr
ects
us
if w
e ar
cw
rong
a li
ttle.
I w
ould
n't w
ant N
O f
eedb
ack,
but
he
give
s to
om
uch
(111
)
The
se tw
o co
mm
ents
sho
w a
spe
ctru
m o
f re
spon
ses.
The
fir
st s
tude
ntex
pect
s th
at th
ere
is a
"ri
ght"
ans
wer
and
that
the
tuto
r sh
ould
be
able
topr
ovid
e th
at.
The
com
men
t mad
e by
the
seco
nd s
tude
nt il
lust
rate
s th
eda
nger
of
prov
idin
g to
o m
uch
feed
back
. The
se c
omm
ents
sug
gest
that
stud
ent d
isco
mfo
rt w
ith P
BL
fee
dbac
k ne
eds
to b
e ad
dres
sed
beyo
ndpr
epar
ing
and
trai
ning
tuto
rs. S
hope
(19
89)
sugg
ests
that
som
e st
uden
tdi
scom
fort
is a
lso
the
resu
lt of
thei
r ow
n in
adeq
uate
und
erst
andi
ng o
f th
ePB
L p
roce
ss a
s w
ell a
s la
ck o
f ap
prop
riat
e fe
edba
ck.
If s
tude
nts
don'
tun
ders
tand
the
proc
ess
and
the
purp
ose
of P
BL
, the
y w
ill h
ave
diff
icul
tyac
L:p
ting
feed
back
that
is n
ot c
oncr
ete.
Sim
ilarl
y, if
tuto
rs d
o no
tun
ders
tand
the
theo
ry b
ehin
d PB
L, t
hey
will
hav
e di
ffic
ulty
pro
vidi
ngfe
edba
ck th
at g
uide
s st
uden
ts to
war
d se
ekin
g, g
ener
atin
g, a
nd s
hari
ng th
eir
own
feed
back
. Cur
ricu
lum
inno
vatio
ns s
uch
as P
BL
req
uire
sup
port
for
PR
OM
OT
ING
SE
LF R
EG
ULA
TIO
N: P
BL
AN
D S
CL
1 5
both
stu
dent
s (W
oodh
ouse
et a
l., 1
995)
and
facu
lty in
volv
ed in
the
tran
sitio
n.
Stu
dent
s en
gage
d in
SC
L al
so e
xper
ienc
e di
scom
fort
with
the
kind
of
feed
back
they
rec
eive
. The
ir fr
ustr
atio
n w
ith n
ot b
eing
giv
en th
e an
swer
isof
ten
expr
esse
d th
roug
h co
mm
ents
( "
just
tell
me
if it
is r
ight
?")
and
beha
viou
rs (
canc
ellin
g ap
poin
tmen
ts fo
llow
ing
sess
ions
in w
hich
you
pus
hth
em to
gen
erat
e th
eir
own
feed
back
). In
one
of m
y re
cent
exp
erie
nces
Ifo
und
the
mos
t effe
ctiv
e w
ay to
add
ress
thes
e co
ncer
ns w
as to
dis
cuss
the
proc
ess
of S
CL
with
the
stud
ent (
how
it e
volv
es a
nd w
hy it
evo
lves
in th
atw
ay). S
caffo
ldin
g. P
revi
ous
rese
arch
sug
gest
s th
at s
tude
nts
tend
to b
edi
ssat
isfie
d ab
out t
he la
ck o
f str
uctu
re in
PB
L (B
lum
embe
rg &
Eck
enfe
ls,
1988
) an
d th
at th
is is
par
ticul
arly
per
vasi
ve in
the
earli
er s
tage
s of
thei
rpr
ogra
m (
de V
ries,
Sch
mid
t, &
de
Gra
aff,
1989
).F
urth
erm
ore,
stu
dent
sra
ted
thei
r en
joym
ent o
f PB
L hi
gher
, whe
n th
e tu
tor
was
mor
e di
rect
ive
(Dav
is, N
airn
, Pai
ne, A
nder
son,
& O
h, 1
992)
. In
a re
view
of t
he li
tera
ture
on o
utco
mes
and
impl
emen
tatio
n is
sues
for
PB
L. A
lban
ese
and
Mitc
hell
(199
3) s
ugge
sted
an
appr
oach
to r
educ
e th
e di
scom
fort
stu
dent
s fe
el w
ith th
eun
cert
aint
y of
PB
L, p
artic
ular
ly in
thei
r ea
rly e
xpos
ure.
The
y su
gges
ted
that
stu
dent
s re
quire
a g
radu
al p
rogr
essi
on to
war
d to
tal i
ndep
ende
nce
ofle
arni
ng. T
his
high
light
s th
e dy
nam
ic n
atur
e of
tuto
ring
whi
ch a
ims
atpr
omot
ing
self-
regu
late
d le
arni
ng.
As
stud
ents
' com
pete
nce
and
know
ledg
e in
crea
ses,
the
tuto
r'sle
ader
ship
sty
le s
houl
d ch
ange
. For
nov
ices
, the
sty
le s
houl
d be
mor
e di
rect
ive
or "
telli
ng",
mea
ning
the
tuto
r pr
ovid
es m
ore
guid
ance
, dire
ctio
n, a
nd e
mot
iona
l sup
port
(hi
gh le
vels
of t
ask
and
rela
tions
hip
beha
vior
s). A
s st
uden
ts m
atur
e, th
e tu
tor
shou
ld b
em
ore
"par
ticip
ator
y" o
r "d
eleg
ativ
e": p
rovi
ding
littl
e di
rect
ion
orsu
ppor
t and
allo
win
g st
uden
ts to
dec
ide
wha
t and
how
they
will
lear
n (A
lban
ese
& M
itche
ll, 1
993,
p. 7
4).
Unl
ike
the
proc
ess
that
dire
cted
my
atte
ntio
n to
the
othe
r tw
o to
ols
ofor
ches
trat
ion,
scaf
fold
ing
emer
ged
from
my
own
prac
tice
rath
er th
an th
eco
mm
ents
mad
e by
PB
L st
uden
ts. I
t was
the
abse
nce
of d
iscu
ssio
n ab
out
!ear
ning
to le
arn
abou
tP
BL
in th
e m
edic
al d
ata,
that
ale
rted
me
tosc
affo
ldin
g as
a to
ol o
f orc
hest
ratio
n. G
iven
my
expe
rienc
es a
nd s
trug
gles
lear
ning
to s
caffo
ld S
CL
inst
ruct
ion.
I w
as s
urpr
ised
that
stu
dent
s di
d no
tta
lk a
bout
the
PB
L pr
oces
s as
evo
lvin
g ov
er ti
me
and
with
exp
erie
nce,
as
they
lear
ned
to p
artic
ipat
e in
the
com
mun
ity o
f lea
rner
s.
30
My
expe
rienc
es s
ugge
st th
at p
rovi
ding
sca
ffold
ed s
uppo
rt fo
r st
uden
ts is
not s
trai
ghtfo
rwar
d, a
nd d
oes
not g
o un
notic
ed b
y st
uden
ts.
I dis
cove
red
that
pro
vidi
ng s
caffo
lded
sup
port
, req
uire
s le
arni
ng h
ow to
dec
ide
on th
ede
gree
of s
truc
ture
or
dire
ctio
n to
pro
vide
, and
whe
n to
beg
in p
hasi
ng o
utth
at s
uppo
rt. S
CL
atte
mpt
s to
enc
oura
ge s
tude
nts
to a
dopt
, ada
pt a
ndev
alua
te th
eir
own
stra
tegi
es; a
s su
ch, m
y fir
st s
trug
gle
as a
n S
CL
tuto
rin
volv
ed d
ecid
ing
whe
ther
to te
ll st
uden
ts to
writ
e th
eir
stra
tegi
es d
own.
Idi
scov
ered
, thr
ough
con
vers
atio
ns w
ith o
ther
SC
L tu
tors
and
exp
erie
nces
with
stu
dent
s, th
at a
skin
g st
uden
ts "
how
will
you
rem
embe
r th
at s
trat
egy
the
next
tim
e yo
u ge
t stu
ck"
was
mor
e ef
fect
ive
beca
use
it ga
ve s
tude
nts
owne
rshi
p of
thei
r m
emor
y to
ol. I
exp
ect P
BL
tuto
rs fa
ce a
sim
ilar
stru
ggle
in g
uidi
ng th
e st
ruct
ure
of a
PB
L se
ssio
n, a
nd th
is m
ay e
xpla
in w
hydi
ffere
ntsh
apes
of P
BL
emer
ge.
Fac
ilita
ting
self-
regu
late
d le
arni
ng is
not
the
sam
e as
letti
ng s
tude
nts
stum
ble
upon
the
cont
ent,
stra
tegi
es, a
nd s
olut
ions
.It
invo
lves
car
eful
lyor
ches
trat
ing
a le
arni
ng e
nviro
nmen
t so
as to
gui
de s
tude
nts
tow
ard
succ
essf
ully
dire
ctin
g th
eir
own
lear
ning
. It i
s un
likel
y th
at a
tuto
r ca
n ga
inth
e th
eore
tical
kno
wle
dge
to g
uide
this
act
ion
thro
ugh
a ba
sic
intr
oduc
tion
to P
BL
only
. My
expe
rienc
e as
an
SC
L tu
tor
has
show
n m
e th
at it
is m
uch
easi
er to
fall
back
into
the
patte
rn o
f giv
ing
stud
ents
ste
ps a
nd p
roce
dure
sth
an it
is to
hel
p th
em d
isco
ver,
eva
luat
e an
d ad
apt t
hose
ste
ps th
emse
lves
.S
ucce
ssfu
lly p
rom
otin
g se
lf-re
gula
tion
requ
ires
that
the
faci
litat
or a
ttend
toan
d cr
itiqu
e hi
s/he
r ow
n pr
actic
e ba
sed
on a
n un
ders
tand
ing
on p
edag
ogic
alth
eory
ass
ocia
ted
with
sel
f-re
gula
tion
and
legi
timat
e pe
riphe
ral p
artic
ipat
ion.
CO
NC
LUS
ION
S A
ND
FU
TU
RE
DIR
EC
TIO
NS
The
them
es I
have
dis
cuss
ed im
ply
that
bot
h P
BL
and
SC
L ar
e m
uch
mor
e th
an in
stru
ctio
nal m
anip
ulat
ions
;th
ey a
re le
arni
ng e
nviro
nmen
tsw
ithin
whi
ch th
e tu
tor
and
stud
ents
pla
y cr
itica
l rol
es. A
naly
zing
bot
h th
esh
apes
of P
BL
as e
mer
ging
com
mun
ities
of l
earn
ers
and
the
role
of t
utor
s in
orch
estr
atin
g th
osc
com
mun
ities
, illu
stra
tes
the
impo
rtan
ce o
f pre
parin
gtu
tors
and
stu
dent
s to
eng
age
with
, and
in, a
com
mun
ity d
esig
ned
topr
omot
e se
lf-re
gula
tion.
Man
y fa
ctor
s in
fluen
ce th
e ev
olut
ion
of a
com
mun
ity o
flear
ners
incl
udin
g th
e na
ture
of d
isco
urse
and
the
inte
rpla
y of
cont
ent a
nd p
roce
ss e
xper
tise
betw
een
part
icip
ants
. Thi
s pa
per
has
prov
ided
insi
ght a
s to
how
a c
omm
unity
of l
earn
ers
unfo
lds
thro
ugh
the
skill
ful
orch
estr
atio
n of
an
inst
ruct
or w
ho b
rings
to th
e co
mm
unity
: (a)
con
tent
and
proc
ess
expe
rtis
e; a
nd (
b) in
stru
ctio
nal t
ools
to s
hare
con
tent
and
pro
cess
expe
rtis
e st
rate
gica
lly. I
hav
e no
t yet
pro
pose
d, h
ow tu
tors
and
stu
dent
s
RE
3T C
OPY
AV
AIL
ASL
E31
PRO
MO
TIN
G S
EL
F R
EG
UL
AT
ION
: PB
L A
ND
SC
L1
6
mig
ht b
est b
e pr
epar
ed to
mak
e a
tran
sitio
n fr
om tr
aditi
onal
inst
ruct
ion
to a
com
mun
ity o
f se
lf-r
egul
atin
g le
arne
rs m
odel
. Per
haps
that
ans
wer
lies
in th
eno
tion
of le
gitim
ate
peri
pher
al p
artic
ipat
ion
as a
mod
el f
or e
ncul
tura
ting
part
icip
ants
in a
com
mun
ity o
f se
lf-r
egul
atin
g le
arne
rs m
odel
.
The
pro
cess
of
PBL
can
not b
e se
para
ted
from
its
play
ers
(bot
h st
uden
tsan
d tu
tors
). B
oth
PBL
and
SC
L a
re d
ynam
ic p
roce
sses
whi
ch e
volv
es o
ver
time.
In o
rder
for
a tu
tor
to s
ucce
ssfu
lly f
acili
tate
this
pro
cess
, the
tuto
rm
ust h
ave
a th
eore
tical
and
pra
ctic
al u
nder
stan
ding
of
the
prom
otio
n of
sel
f-re
gula
tion
from
whi
ch to
suc
cess
fully
ada
pt a
nd e
volv
e w
ith th
e ev
er-
unfo
ldin
g pr
oces
s in
a c
omm
unity
of
lear
ners
.A
lban
ese
and
Mitc
hell
(199
3) s
ugge
st th
at a
ll PB
L tu
tors
sho
uld
be r
ecru
ited
base
d on
thei
rre
spon
sive
ness
to th
e pr
ogra
m (
attit
ude)
and
sho
uld
then
und
ergo
car
eful
and
in-d
epth
trai
ning
. At p
rese
nt, t
his
is a
str
engt
h of
SC
L tu
tor
recr
uitm
ent.
Lav
e an
d W
enge
r (1
991)
sug
gest
that
legi
timat
e pe
riph
eral
par
ticip
atio
nis
a w
ay o
f un
ders
tand
ing
lear
ning
as
som
ethi
ng th
at o
ccur
s re
gard
less
of
inte
nt o
r in
stru
ctio
nal f
orm
.B
y ex
istin
g an
d en
gagi
ng in
the
man
yen
viro
nmen
ts a
nd c
omm
uniti
es w
ithin
whi
ch w
e liv
e an
d w
ork,
we
are
lear
ning
con
tinua
lly (
Lav
e &
Wen
ger,
199
1). L
egiti
mat
e pe
riph
eral
part
icip
atio
n in
a c
omm
unity
of
lear
ners
des
crib
es th
e pr
oces
s of
lear
ning
that
occ
urs
as o
ne g
radu
ally
bec
omes
enc
utur
ated
in th
at c
omm
unity
mov
ing
from
the
role
of
new
com
er to
old
-tim
er.
Rog
off
(199
4) s
ugge
sts
that
legi
timat
e pe
riph
eral
par
ticip
atio
n al
so p
rovi
des
a m
odel
for
intr
oduc
ing
"ane
w g
ener
atio
n of
par
ticip
ants
- to
the
proc
ess
of le
arni
ng to
lead
in a
com
mun
ity o
f le
arne
rs. J
ust a
s th
e ro
le o
f st
uden
ts c
ham
2es
as th
ey m
ake
the
tran
sitio
n fr
om b
eing
new
com
ers
to o
ld-t
imes
in a
com
mun
ity o
fle
arne
rs, i
nstr
ucto
rs n
eed
to le
arn
to p
artic
ipat
e, s
hare
exp
ertis
e an
d sh
ape
the
lear
ning
pro
cess
thro
ugh
self
-dir
ecte
d m
ovem
ent f
rom
obs
ervi
ng to
part
icip
atin
g in
pro
blem
-bas
ed le
arni
ng.
The
PB
L tu
tor
play
s a
sign
ific
ant r
ole
in c
reat
ing
a PB
L e
nvir
onm
ent
that
enc
oura
ges
self
-reg
ulat
ion
and
prob
lem
sol
ving
and
sho
uld
ther
efor
eha
ve th
e op
port
unity
to m
ake
the
tran
sitio
n fr
om n
ewco
mer
to o
ld-t
imer
.T
he r
ole
they
pla
y de
pend
s on
lear
ning
the
theo
ry a
nd p
ract
ice
of s
elf-
regu
late
d le
arni
ng a
nd a
com
mun
ity o
f le
arne
rs m
odel
. Thi
s kn
oxle
dge
isac
quir
ed th
roug
h pa
rtic
ipat
ion
in a
com
mun
ity o
f le
arne
rs th
at p
rom
otes
self
-reg
ulat
ed le
arni
ng.
It in
volv
es a
ctiv
e le
gitim
ate
part
icip
atio
n th
atin
corp
orat
es a
ctiv
ities
suc
h as
ref
lect
ing
on th
eir
prac
tice,
dis
cuss
ing
prog
ress
with
pee
rs, h
avin
g op
port
uniti
es to
wat
ch a
nd c
ritiq
ue th
c pr
actic
eof
oth
ers
etc.
In
esse
nce,
this
mea
ns m
akin
g th
e tr
ansi
tion
from
nov
ice
toex
pert
. new
corn
er to
old
-tim
er, o
r pe
riph
eral
par
ticip
ant t
o pr
actic
ing
32
part
icip
ant.
The
se a
re th
e op
port
uniti
es th
at a
llow
ed m
e to
bec
ome
encu
ltura
ted
in th
e SC
L a
ppro
ach:
obs
ervi
ng th
e co
llabo
rativ
e ac
tiviti
es o
ftu
tors
and
stu
dent
s, d
iscu
ssin
g th
e pr
oces
s, a
skin
g qu
estio
ns, a
nd g
radu
ally
fadi
ng in
to th
e pr
oces
s in
a s
elf-
pace
man
ner,
gui
ded
by f
eedb
ack
from
an
expe
rt. I
bro
ught
a lo
t of
theo
retic
al e
xper
tise
to th
is le
arni
ng e
nvir
onm
ent,
but m
y sk
illed
app
licat
ion
of th
at k
now
ledg
e di
d no
t evo
lve
until
I b
ecam
eem
ultu
rate
d in
the
SCL
env
iron
men
t.
Lea
rnin
g to
pro
mot
e se
lf-r
egul
ated
lear
ning
als
o re
quir
es a
ctiv
ere
flec
tion
on o
ne's
pro
cess
it is
the
prac
tice
of s
elf-
regu
latin
g in
stru
ctor
s.Fo
r ex
ampl
e, a
s an
SC
L tu
tor
I w
as r
equi
red
to w
rite
cas
e no
tes
on e
ach
sess
ion.
Thi
s in
volv
ed li
sten
ing
to ta
pes
of th
e se
ssio
ns a
nd r
efle
ctin
g up
onm
y pr
actic
e an
d its
rel
atio
nshi
p w
ith s
tude
nt p
rogr
ess.
SC
L is
mak
ing
stri
des
rega
rdin
g th
e tr
aini
ng p
roce
ss f
or tu
tors
and
fac
ilita
tors
. Per
haps
,re
cent
stu
dies
of
deve
lopi
ng S
CL
tuto
ring
exp
ertis
e co
uld
info
rm P
BL
tuto
rsab
out t
he p
roce
ss o
f sc
affo
ldin
g in
this
type
of
inst
ruct
ion.
Sup
port
ing
the
deve
lopm
ent o
f PB
L tu
tors
is a
n im
port
ant a
spec
t of
the
inst
ruct
iona
lpr
oces
s. I
n or
der
for
that
to h
appe
n, tu
tors
mus
t be
supp
orte
d to
ref
lect
on
thei
r ow
n pr
actic
e an
d co
nsid
er im
prov
emen
ts. K
aman
n an
d B
utle
r (1
996)
prov
ide
an a
naly
sis
of th
e in
stru
ctio
nal f
eatu
res
of S
CL
.It
eva
luat
es a
ndin
terp
rets
the
inte
ract
ions
bet
wee
n a
tuto
r an
d hi
s th
ree
stud
ents
. In
stri
ving
to p
rom
ote
self
-reg
ulat
ed le
arni
ng, s
tudi
es li
ke th
ese
may
ser
ve to
info
rmth
e pr
actic
e of
PB
L tu
tors
and
oth
er in
stru
ctor
s w
ho a
re le
arni
ng to
eng
age
in s
caff
oldi
ng, o
r at
the
very
leas
t pro
vide
dir
ectio
n fo
r re
flec
ting
on th
eir
own
prac
tice.
Eng
agin
g in
sel
f-re
gula
ting
inst
ruct
ion
requ
ires
a th
eore
tical
vis
ion
tow
ard
whi
ch y
ou s
triv
e.It
is th
at k
now
ledg
e up
on w
hich
you
mon
itor
your
pra
ctic
e. A
s an
SC
L tu
tor,
it w
as m
y un
ders
tand
ing
of th
e th
eory
behi
nd s
elf-
regu
latio
n, a
nd o
f th
e SC
L a
ppro
ach
in p
artic
ular
, tha
tm
aint
aine
d m
y en
thus
iasm
and
fue
led
my
pers
ever
ance
for
impr
ovem
ent.
Itw
as a
str
uggl
e to
cha
nge
my
appr
oach
. Pre
viou
sly,
I h
ad a
lot o
f ex
peri
ence
tuto
ring
stu
dent
s by
teac
hing
them
lear
ning
str
ateg
ies
(dir
ectin
g w
hat t
hey
lear
ned
and
how
they
lear
ned
it).
I ha
d to
con
scio
usly
ret
hink
the
tuto
ring
prac
tices
with
whi
ch I
had
bec
ome
accu
stom
ed.
It w
as th
e th
eore
tical
know
ledg
e of
sel
f-re
gula
tion
and
the
proc
ess
of S
CL
that
ass
iste
d m
e to
be
self
-reg
ulat
ing
in a
dopt
ing,
eva
luat
ing,
and
ada
ptin
g th
e SC
L a
ppro
ach
I w
asus
ing.
Sim
ilarl
y, P
BL
inst
ruct
ors
may
ben
efit
from
an
unde
rsta
ndin
g of
the
theo
retic
al u
nder
pinn
ings
of
self
-reg
ulat
ion
and
prob
lem
-bas
ed le
arni
ng.
Furt
herm
ore,
this
type
of
know
ledg
e co
uld
empo
wer
them
to b
ecom
e se
lf-
regu
latin
g, r
efle
ctiv
e pr
actit
ione
rs.
PRO
MO
TIN
G S
EL
F R
EG
UL
AT
ION
: PB
L A
ND
SC
L1
7
Und
erst
andi
ng th
e th
eory
beh
ind
the
inst
ruct
iona
l and
lear
ning
pro
cess
esin
volv
ed in
orc
hest
ratin
g a
com
mun
ity o
f se
lf-r
egul
atin
g le
arne
rs is
a c
ritic
alst
ep in
bec
omin
g a
succ
essf
ul o
rche
stra
tor.
How
ever
, it i
s no
t unt
ilin
stru
ctor
s be
com
e co
mfo
rtab
le w
ith th
e pr
oces
s an
d m
etac
ogni
tive
in th
eir
prac
tice,
that
they
rad
iate
a c
omm
itmen
t to
the
prcc
ess
that
impa
cts
that
proc
ess
in s
igni
fica
nt w
ays.
How
can
we
expe
ct s
tude
nts
to d
o m
ore
than
"go
thro
ugh
the
mot
ions
of
PBL
" if
thei
r in
stru
ctor
's a
ctio
ns d
on't
refl
ect
an u
nder
stan
ding
and
com
mitm
ent t
o th
e PB
L p
roce
ss?
McC
rori
e, C
lark
,C
olvi
n, &
Dri
ncev
ic (
1994
) su
gges
t "it
is s
till p
ossi
ble
to f
acili
tate
stud
ents
' lea
rnin
g w
ithou
t bei
ng a
n ex
pert
but
man
y st
aff
not u
sed
topr
oble
m-b
ased
lear
ning
are
unc
omfo
rtab
le w
ith ig
nora
nce"
(p.
606
).A
ttitu
de h
as a
n in
cred
ible
impa
ct o
n th
e le
arni
ng e
nvir
onm
ent.
If tu
tors
do
not u
nder
stan
d or
bel
ieve
in th
e ev
olut
ion
of a
com
mun
ity o
f se
lf-r
egul
atin
gle
arne
rs (
in P
BL
or
SCL
), it
doe
s no
t tak
e lo
ng f
or s
tude
nts
to b
ecom
een
cultu
rate
d in
that
atti
tude
. In
larg
er c
omm
uniti
es o
f le
arne
rs, t
he im
pact
of
attit
ude
is m
ore
pron
ounc
ed b
ecau
se a
ll pa
rtic
ipan
ts b
ecom
e en
cultu
rate
d in
the
attit
ude
and
actio
ns o
f th
e tu
tor.
For
exa
mpl
e. m
edic
al s
tude
nts
also
men
tione
d th
e at
titud
e of
thei
r pe
ers
as p
layi
ng a
rol
e in
the
PBL
envi
ronm
ent.
As
one
stud
ent s
ugge
sted
"is
all
depe
nds
on th
e dy
nam
ics"
(215
). It d
epen
ds o
n th
e gr
oup
and
thc
enth
usia
sm. S
ome
peop
le ju
stch
eat i
n PB
L. T
hey
get s
tuff
fro
m a
gro
up w
ho c
over
ed th
e to
pic
last
wee
k.M
y en
thus
iasm
rea
lly d
ecre
ased
bec
ause
no
real
cont
ribu
tion
had
to b
e m
ade
(311
0).
The
se c
omm
ents
als
o re
flec
t on
thc
attit
udes
and
kno
wle
dge
of P
BL
tuto
rs.
Dol
man
s an
d Sc
hmid
t (19
94)
sugg
este
d th
at P
BL
tuto
rs s
timul
ate
lear
ning
activ
ities
, stim
ulat
e st
uden
ts to
mak
e us
e of
dif
fere
nt s
ourc
es o
fin
form
atio
n. a
nd h
ave
an im
port
ant i
nflu
ence
on
the
sele
ctio
n of
lear
ning
issu
es. T
his
wou
ld s
ugge
st th
at th
e ac
tions
and
beh
avio
urs
of s
tude
nts
aris
efr
om th
e "t
one"
the
tuto
r se
ts.
Bec
omin
g a
self
-reg
ulat
ing,
life
long
pra
ctiti
oner
or
prob
lem
-sol
ver
does
not h
appe
n ou
tsid
e pr
actic
e in
a r
elev
ant c
onte
xt f
or s
tude
nts
or tu
tors
.In
SCL
, stu
dent
s le
arn
and
deve
lop
effe
ctiv
e le
arni
ng s
trat
egie
s in
the
cont
ext
of "
real
" ta
sksa
ssig
nmen
ts in
cou
rses
they
arc
taki
ng o
utsi
de th
e SC
Lsu
ppor
t env
iron
men
t, or
task
s th
ey e
ncou
nter
in th
eir
posi
tions
of
empl
oym
ent.
In P
BL
, stu
dent
s le
arn
rele
vant
med
ical
con
tent
and
the
com
mun
ity p
roce
ss/p
ract
ice
of d
ecid
ing
upon
dia
gnos
is a
nd tr
eatm
ent,
in th
eco
ntex
t of
"rea
l" c
ases
con
veye
d on
pap
er. I
n bo
th a
ppro
ache
s th
e co
nten
t
34
and
proc
ess
lear
ning
are
em
bedd
ed in
rel
evan
t and
"ty
pica
l" ta
sks
with
the
goal
of
stud
ents
bei
ng a
ble
to c
ontin
ue th
at le
arni
ng a
fter
inst
ruct
or s
uppo
rtis
with
draw
n.
Fina
lly, i
nter
pret
ing
and
anal
yzin
g th
e da
ta in
this
pap
er h
ighl
ight
s th
eno
tion
that
pro
mot
ing
self
-reg
ulat
ed, l
ifel
ong
lear
ning
can
not b
e un
ders
tood
or d
evel
oped
with
i- s
elf-
regu
late
d le
arni
ng th
eory
alo
ne. T
he c
once
pt o
flif
elon
g le
arni
ni, i
mpl
ies
that
kno
wle
dge
and
stra
tegi
es f
or le
arni
ng b
etr
ansf
erre
d in
to e
nvir
onm
ents
with
in w
hich
we
prac
tice
over
a li
fetim
e.T
hese
env
iron
men
ts a
re o
ften
soc
ially
con
stitu
ted.
It i
s di
ffic
ult t
oun
ders
tand
or
anal
yze
lear
ning
in a
com
mun
ity w
ith a
sel
f-re
gula
ted
lear
ning
lens
bec
ause
it te
nds
to o
verl
ook
the
notio
n th
at le
arni
ng is
a s
ocia
llyco
nstr
ucte
d ph
enom
enon
. Whe
n w
e at
tem
pt to
pro
mot
e se
lf-r
egul
ated
,lif
elon
g le
arni
ng in
the
cont
ext o
f a
com
mun
ity o
f le
arne
rs, w
e go
bey
ond
the
para
met
ers
of s
elf-
regu
late
d le
arni
ng th
eory
. Bec
omin
g lif
elon
g le
arne
rsno
t onl
y m
eans
eng
agin
g co
gniti
vely
, met
acog
nitiv
ely
and
mot
ivat
iona
lly,
but l
earn
ing
to c
ontr
ibut
e th
at k
now
ledg
e ef
fect
ivel
y in
the
com
mun
ities
with
in w
hich
we
cont
inue
to le
arn
acro
ss a
life
time.
If
we
wan
t stu
dent
s to
lear
n to
par
ticip
ate
in th
ese
com
mun
ities
in th
eir
prof
essi
onal
live
s, w
em
ust g
ive
them
the
oppo
rtun
ity to
lear
n ho
w to
do
that
by
situ
atin
g th
eir
lear
ning
in th
ose
rele
vant
con
text
s.
Thr
ough
an
exam
inat
ion
of th
e th
eory
and
pra
ctic
e of
SC
L a
nd P
BL
, Iha
ve g
ener
ated
a p
ropo
sal f
or e
mbe
ddin
g th
e th
eory
and
pra
ctic
e of
sel
f-re
gula
tion
in a
com
mun
ity o
f le
arne
rs m
odel
. Thi
s an
alys
is o
f PB
L p
ract
ice
prov
ides
gui
danc
e re
2ard
ing
the
skill
ful a
nd s
trat
egic
pro
mot
ion
of s
elf-
regu
late
d le
arni
ng in
a c
omm
unity
.In
tegr
atin
g, m
y ow
n re
flec
tions
on
beco
min
g an
SC
L tu
tor
with
thes
e fi
ndin
gs, b
ring
s to
the
fore
grou
ndav
enue
s th
roug
h w
hich
tuto
rs c
an le
arn
to b
ecom
e pa
rtic
ipan
ts in
the
lear
ning
pro
cess
, as
wel
l as
refl
ectiv
e pr
actit
ione
is w
ho g
uide
, rat
her
than
lead
, the
inst
ruct
iona
l pro
cess
orch
estr
atin
g se
lf-r
egul
atio
n in
a c
omm
unity
of le
arne
rs
35
PRO
MO
TIN
G S
EL
F R
EG
UL
AT
ION
: PB
L A
ND
SC
L17
Und
erst
andi
ng th
e th
eory
beh
ind
the
inst
ruct
iona
l and
lear
ning
pro
cess
esin
volv
ed in
orc
hest
ratin
g a
com
mun
ity o
f se
lf-r
egul
atin
g le
arne
rs is
a c
ritic
alst
ep in
bec
omin
g a
succ
essf
ul o
rche
stra
tor.
How
ever
, it i
s no
t unt
ilin
stru
ctor
s be
com
e co
mfo
rtab
le w
ith th
e pr
oces
s an
d m
etac
ogni
tive
in th
eir
prac
tice,
that
they
rad
iate
a c
omm
itmen
t to
the
proc
ess
that
impa
cts
that
proc
ess
in s
igni
fica
nt w
ays.
How
can
we
expe
ct s
tude
nts
to d
o m
ore
than
"go
thro
ugh
the
mot
ions
of
PBL
" if
thei
r in
stru
ctor
's a
ctio
ns d
on't
refl
ect
an u
nder
stan
ding
and
com
mitm
ent t
o th
e PB
L p
roce
ss?
McC
rori
e, C
lark
,C
olvi
n, &
Dri
ncev
ic (
1994
) su
gges
t "it
is s
till p
ossi
ble
to f
acili
tate
stud
ents
lear
ning
with
out b
eing
an
expe
rt b
ut m
any
staf
f no
t use
d to
prob
lem
-bas
ed le
arni
ng a
re u
ncom
fort
able
with
igno
ranc
e" (
p. 6
06).
Atti
tude
has
an
incr
edib
le im
pact
on
the
lear
ning
env
iron
men
t. If
tuto
rs d
ono
t und
erst
and
or b
elie
ve in
the
evol
utio
n of
a c
omm
unity
of
self
-reg
ulat
ing
lear
ners
(in
PB
L o
r SC
L).
it d
oes
not t
ake
long
for
stu
dent
s to
bec
ome
encu
ltura
ted
in th
at a
ttitu
de. I
n la
rger
com
mun
ities
of
lear
ners
, the
impa
ct o
fat
titud
e is
mor
e pr
onou
nced
bec
ause
all
part
icip
ants
bec
ome
encu
ltura
ted
inth
e at
titud
e an
d ac
tions
of
the
tuto
r. F
or e
xam
ple,
med
ical
stu
dent
s al
som
entio
ned
the
attit
ude
of th
eir
peer
s as
pla
ying
a r
ole
in th
e PB
Len
viro
nmen
t. A
s O
ne s
tude
nt s
uftg
este
d "i
s al
l dep
ends
on
the
dyna
mic
s"(2
15). It
dep
ends
on
the
grou
p an
d th
e en
thus
iasm
. Som
e pe
ople
just
chea
t in
PBL
. The
y ge
t stu
ff f
rom
a g
roup
who
cov
ered
the
topi
cla
st w
eek.
My
enth
usia
sm r
eally
dec
reas
ed b
ecau
se n
o re
alco
ntri
butio
n ha
d to
be
mad
e (3
110)
.
The
se c
omm
ents
als
o re
flec
t on
the
attit
udes
and
kno
wle
dge
of P
BL
tuto
rs.
Dol
man
s an
d Sc
hmid
t (19
94)
sugg
este
d th
at P
BL
tuto
rs s
timul
ate
lear
ning
activ
ities
, stim
ulat
e st
uden
ts to
mak
e us
e of
dif
fere
nt s
ourc
es o
fin
form
atio
n, a
nd h
ave
an im
port
ant i
nflu
ence
on
the
sele
ctio
n of
lear
ning
issu
es. T
his
wou
ld s
ugge
st th
at th
e ac
tions
and
beh
avio
urs
of s
tude
nts
aris
efr
om th
e "t
ot ic
" th
e tu
tor
sets
.
Bec
omin
g a
self
-reg
ulat
ing,
life
long
pra
ctiti
oner
or
prob
lem
-sol
ver
does
not h
appe
n ou
tsid
e pr
actic
e in
a r
elev
ant c
onte
xt f
or s
tude
nts
or tu
tors
. In
SCL
, stu
dent
s le
arn
and
deve
lop
effe
ctiv
e le
arni
ng s
trat
egie
s in
thc
cont
ext
of "
real
" ta
sksa
ssig
nmen
ts in
cou
rses
they
are
taki
ng o
utsi
de th
e SC
Lsu
ppor
t env
iron
men
t, or
task
s th
ey e
ncou
nter
in th
eir
posi
tions
of
empl
oym
ent.
In P
BL
. stu
dent
s le
arn
rele
vant
med
ical
con
tent
and
the
com
mun
ity p
roce
ss/p
ract
ice
of d
ecid
ing
upon
dia
gnos
is a
nd tr
eatm
ent,
in th
eco
ntex
t of
"rea
l" c
ases
con
veye
d on
pap
er. I
n bo
th a
ppro
ache
s th
e co
nten
t
and
proc
ess
lear
ning
are
em
bedd
ed in
rel
evan
t and
"ty
pica
l" ta
sks
with
the
goal
of
stud
ents
bei
ng a
ble
to c
ontin
ue th
at le
arni
ng a
fter
inst
ruct
or s
uppo
rtis
with
draw
n.
Fina
lly, i
nter
pret
ing
and
anal
yzin
g th
e da
ta in
this
pap
er h
ighl
ight
s th
eno
tion
that
pro
mot
ing
self
-reg
ulat
ed, l
ifel
ong
lear
ning
can
not b
e un
ders
tood
or d
evel
oped
with
in s
elf-
regu
late
d le
arni
ng th
eory
alo
ne. T
he c
once
pt o
flif
elon
g le
arni
ng im
plie
s th
at k
now
ledg
e an
d st
rate
gies
for
lear
ning
be
tran
sfer
red
into
env
iron
men
ts w
ithin
whi
ch w
e pr
actic
e ov
er a
life
time.
The
se e
nvir
onm
ents
are
oft
en s
ocia
lly c
onst
itute
d. I
t is
diff
icul
t to
unde
rsta
nd o
r an
alyz
e le
arni
ng in
a c
omm
unity
with
a s
elf-
regu
late
d le
arni
ngle
ns b
ecau
se it
tend
s to
ove
rloo
k th
e no
tion
that
lear
ning
is a
soc
ially
cons
truc
ted
phen
omen
on. W
hen
we
atte
mpt
to p
rom
ote
self
-reg
ulat
ed,
lifel
ong
lear
ning
in th
e co
ntex
t of
a co
mm
unity
of
lear
ners
, we
go b
eyon
dth
e pa
ram
eter
s of
sel
f-re
gula
ted
lear
ning
theo
ry. B
ecom
ing
lifel
ong
lear
ners
not o
nly
mea
ns e
ngag
ing
cogn
itive
ly, m
etac
ogni
tivel
y an
d m
otiv
atio
nally
,bu
t lea
rnin
g to
con
trib
ute
that
kno
wle
dge
effe
ctiv
ely
in th
e co
mm
uniti
esw
ithin
whi
ch w
e co
ntin
ue to
lear
n ac
ross
a li
fetim
e. I
f w
e w
ant s
tude
nts
tole
arn
to p
artic
ipat
e in
thes
e co
mm
uniti
es in
thei
r pr
ofes
sion
al li
ves,
we
mus
t giv
e th
em th
e op
port
unity
to le
arn
how
to d
o th
at b
y si
tuat
ing
thei
rle
arni
ng in
thos
e re
leva
nt c
onte
xts.
Thr
ough
an
exam
inat
ion
of th
e th
eory
and
pra
ctic
e of
.,C
L a
nd P
BL
, Iha
ve g
ener
ated
a p
ropo
sal f
or e
mbe
ddin
g th
e th
eory
and
pra
ctic
e of
sel
f-re
gula
tion
in a
com
mun
ity o
f le
arne
rs m
odel
. Thi
s an
alys
is o
f PB
L p
ract
ice
prov
ides
gui
danc
e re
gard
ing
the
skill
ful a
nd s
trat
egic
pro
mot
ion
of s
elf-
reiz
ulat
ed le
arni
ng in
a c
omm
unity
. Int
egra
ting,
my
own
refl
ectio
ns o
nbe
com
ing
an S
CL
tuto
r w
ith th
ese
find
ings
, bri
ngs
to th
e fo
regr
ound
aven
ues
thro
ugh
whi
ch tu
tors
can
lear
n to
bec
ome
part
icip
ants
in th
ele
arni
ng p
roce
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athe
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orch
estr
atin
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lf-r
egul
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omm
unity
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arne
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BE
ST C
OPY
MA
ILA
BL
E37
PRO
MO
TIN
G S
EL
F R
EG
UL
AT
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