Module 4: Classroom Management - Indiana Universityidd/active_learning/AL_PBL_8-12-02.doc · Web viewMore information on metacognition can be found at the learning Theory Module (hotlink

PROBLEM-BASED LEARNING

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Graphic from John Chaffee’s Critical Thinking

Active Learning ModuleSection 5: Problem-based Learning

NOTE: I want all links to open in a new window unless otherwise indicated. Identified words should be linked to the glossary.

formative assessmentAn ongoing type of assessment, geared to inform and suggest to learners specific opportunities for improvement in their learning; it also communicates the degree of progress towards a goal and enables learners to correct deficiencies before final grading.

metacognitionMonitoring of one’s own thinking processes, allowing a person to learn from reflecting on new experiences and how he/she acquires knowledge, and then making decisions and adjusting behaviors based on your reflections.

peer assessmentA type of formative assessment, usually taking place at the end of a PBL group session, where students identify strengths and weaknesses of the other students and recommend specific suggestions for improvement.

summative assessment Final “grading” designed to rate each student’s level of learning compared to other learners or against a criteria

triple-jump examination

A comprehensive assessment of a learner’s ability to apply a reasoning process to a unique situation. Students duplicate the PBL group process as an individual. The examiner scores each student on his/her ability to identify the problem, propose hypotheses, explain mechanisms, identify and research needed information and apply the new information to the problem.

PBL tutor

A faculty member, graduate student, peer, or near-peer who facilitates the PBL group. Without dominating the process, the tutor monitors the forward movement of the group and when the process is diverted or bogged down, through well-placed questions the tutor can help the group get back on track.

rubric A grading instrument that is also a guideline comprised of criterion-referenced rules used for assessing student performance; also referred to as a primary trait analysis,

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Page 5.1.1 PROBLEM-BASED LEARNING: ObjectivesBy the end of this section, you should be able to:

Identify the three main elements in the PBL methodology and how they contribute to the method.

Explain how PBL is a format to develop higher order thinking skills including critical thinking

Outline objectives for a PBL case/problem. Choose, adapt or develop a scenario for problem-based learning. Locate written and web-based resources related to problem-based learning.

(Click to next page, unless indicated otherwise.)

Page 5.1.2 Pre-Instructional Motivation ActivityPROBLEM-BASED LEARNING: (voice over and flash movie with text)You’ve just been charged by your department to infuse more active learning into your course. You and your colleagues have briefly explored the idea of problem-based learning and want to try it, but have no idea where to begin.

(Questions fade in, one line at a time – possibly appearing around the screen.)Where do I begin? What do I know? What do I need to know? What is PBL? Is there research to support its use?Could it work in my course? What is my role in PBL? Where do the problems come from? How will I assess my students? Will my students be willing to try PBL? What are the advantages of PBL? What are the disadvantages of PBL? How can I learn more?

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Page 5.2.1a PBL: Where do I begin?PBL begins with a problem. . .

Page 5.2.1b PBL: Where do I begin? (text on page 5.2.1a stays, the remaining text builds)A problem is presented, one that is based on “real” situations. The PBL problem is designed so that it does not have one easy answer. Sometimes PBL problems or cases are called “messy”, because they actually create more questions than answers. They are “authentic” because they are problems that connect the classroom to the world beyond. in significant and meaningful ways (Newmann & Wehlage, 1993).

Page 5.2.2 PBL: Where do I begin?Your exploration of PBL as a teaching/learning method in this module is not unlike what your students will experience in PBL. The design of this module does not begin with the dissemination of information as a traditional module would. You will not be told what you need to know; You will determine your direction. A good way to begin the process is by asking yourself the following:

(above text remains; one line enters at a time (with click, and builds)

What do you presently know about PBL? What more do you think you need to know? Can you prioritize your list of learning issues? Where can you find this information?

Before going on, take a moment now and jot down a list of questions you have about PBL.

When participant clicks on NEXT button, pop-up window appears, asking the following: (next/previous buttons should be removed)

Did you stop, reflect, and jot down your questions?

Yes. I am ready to begin the module.

No, I need to stop and reflect.

When participant clicks yes or no, pop-up window closes and participant is allowed to continue. Pevious/next button should be removed from this screen.

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PBL Problem:PBL?

Where do I begin? What is PBL?

What do I need to know?

What do I know?

Is there researchto support its use?

Where did PBLget started?

Could it work in my course?

What is my rolein PBL?

Where do theproblems come from?

Who writes the problemProblems?

How will I assessmy students?

What is Metacognition?

What do the students do in PBL?

Will my students be willing to try PBL?

What are the advantages?

What are the disadvantages?

Where can I get moreInformation about PBL?

Is it possible to do PBL online?

Will students be able to do well with PBL?

Page 5.2.3 PBL: Where do I begin? (I really like the look of the graphic organizers found on kartoo.com. Please take a look. I imagine it was done with flash. I would like this screen to resemble their organizers)Did the questions on your list resemble these? Click on each to discover some answers.

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Page 5.2.3 – cont. (Questions in graphic organizer are links to the different sections in the module. They do NOT appear in a list like this in the module. This is only a reference for the programmer.)

Where do I begin? (goes to page 5.2.4)What do I know? (goes to page 5.3.1)What do I need to know? (goes to page 5.4.1)What is PBL? (goes to page 5.5.1)Where did it get started? (goes to page 5.6.1)Is there research to support its use? (goes to page 5.7.1)Could it work in my course? (goes to page 5.8.1)What is my role in PBL? (goes to page 5.9.1)Where do the problems come from? (goes to page 5.10a.1)Who writes the problems? (goes to page 5.10b.1)How will I assess my students? (goes to page 5.11.1)Will my students be willing to try PBL? (goes to page 5.12.1)What are the advantages of PBL? (goes to page 5.13.1)What are the disadvantages of PBL? (goes to page 5.14.1)What is metacognition? (goes to page 5.15.1)What do the students do in PBL? (goes to page 5.16.1)Will students be able to do well with PBL? (goes to page 5.17.1)Will my students be willing to try PBL? (goes to page 5.18.1)Is it possible to do PBL online? (goes to page 5.19.1)How can I learn more? (goes to page 5.20.1)

Page 5.2.4 PBL: Where do I begin?To get a sense of what PBL is like, start by reading an article written by Harold B. White, III, an innovative professor and proponent of PBL, in the Department of Chemistry and Biochemistry at the University of Delaware. Dan Tries Problem-Based Learning: A Case Study is an excellent overview of the integration process. (HOT LINK to: http://www.udel.edu/pbl/dancase3.html)

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http://www.udel.edu/dancase3.html

Page 5.2.5 PBL: Where do I begin?Now, look at a course you are presently teaching. Is there an opportunity within this course to try PBL on a small scale? Perhaps it is a single topic or element which you are currently teaching with a case study. Normally, a case study, game or simulation occurs after a topic has been covered by lecture or reading. PBL would encourage you to switch that order and present the problem first. This would allow students to decide what information they need to learn. In PBL, the students have a context within which to place and apply new information.

Reflection: Stop now and identify a topic or course which may work well in a PBL format. Jot down your idea.

Page 5.2.6 PBL: Where do I begin?Another good place to begin is with some preliminary research on PBL. Click to locate good resources to get started?

(Click takes learner to page 5.20.1)

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Page 5.3.1a What do I know about PBL?You may know more about the PBL process than you think. Robin Fogarty (1998) recommends first listing what you know. Click here to print a one page document to get you started (hotlink to KND word document).

Page 5.3.1b What do I know about PBL?Reflect on what you know about learning.

What do I know about learning theory? What you know about small group contexts? What types of small group experiences have you tried in the past? What do you know about collaborative learning? How might this apply to PBL?

Write that information in the “K” column of your document. (Shade that section of the matrix to indicate where they should write the list of their current knowledge on the topic.)

What we Know What we Need to Know What We Need to Do

Reference: Fogarty, R.(1998) Problem-based Learning and Other Curriculum Models for the Multiple Intelligences Classroom. Arlington Heights, IL: Skylight Training and Publishing, Inc.

(Next click takes participants back to list of questions on Page 5.2.3 PBL: Where do I begin?)

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Page 5.4.1 What do I need to know about PBL? Higher education is experiencing tremendous changes shaped by political and economic forces, societal pressures and expectations, technology, and student demographics (ISU, 2001; Moses, 2001). Often the result of changing demographics in institutions of higher education, major trends influence how universities carry out their missions. Three trends – accountability, assessment, and a focus on student-centered learning – suggest we need to reevaluate our approach to teaching.

Page 5.4.2 What do I need to know about PBL? PBL can provide not only a strong grasp of a student’s knowledge base, but also can provide opportunities for the development of critical appraisal and self-directed learning skills that provide a foundation for professional behaviors. In other words, PBL “simultaneously develops the knowledge base and problem-solving abilities of our students” (Stepien, Senn, & Stepien, 2000, p. 180).

Page 5.4.3 What do I need to know about PBL? (graphic and text)As faculty in the 1980s searched for vocabulary to describe significant kinds of learning, they turned to Benjamin Bloom (Fink, 2001). Bloom’s (1956) taxonomy has provided the basis for many critical thinking and intellectual development theories. Definitions of critical thinking generally contain verbs located within the upper three levels of this taxonomy (Facione, 2000).

KnowledgeKnowledge

ComprehensionComprehension

ApplicationApplication

AnalysisAnalysis

SynthesisSynthesis

EvaluationEvaluationBloom’s Hierarchy

(1956)

Page 5.4.4 What do I need to know about PBL? (graphic stays)Although faculty value students’ abilities at those upper levels, it is easier to teach and assess lower levels of learning – knowledge and understanding – than to teach and assess higher order thinking, and critical thinking in particular. If classroom activities lie at the bottom of Bloom’s Taxonomy, requiring students only to listen passively and recall information, then critical thinking is not consciously being developed (Browne & Keeley, 1994; Chickering, 1972).

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The easiest way to define higher order thinking is to think of it in contrast to lower-order thinking. “Lower order thinking occurs when students are asked to receive or recite factual information or to employ rules and algorithms through repetitive routines. . .

“Higher order thinking requires students to manipulate information and ideas in ways that transform their meaning and implications, such as when students combine facts and ideas in order to synthesize, generalize, explain, hypothesize, or arrive at some conclusion or interpretation” (Newmann & Wehlage, 1993, p. 9).

Page 5.4.5 What do I need to know about PBL? (graphic stays – lines on either side are added with the text))As information processing moves up the taxonomy, questioning changes and thinking becomes more deductive (Hunkins, 1989). For example, at the knowledge level, learners are asked only to recall specifics: names, events, and definitions. Ennis (1987) insists that calling this level knowledge is misleading, because it really requires nothing more of a learner than recall of information. We think students understand because they can read a text, listen to a lecture, and provide a certain answer on a test. They provide what Howard Gardner calls the “correct answer compromise”. However, if students are put in a situation outside of class, many times they cannot give the “right” answer.

At the comprehension level, learners are asked to move beyond basic recall, to understand information by comparing, predicting, and drawing conclusions. At the application level, students must apply, develop, and test generalizations, concepts or principles in specific situations. The analysis level asks learners to break ideas into parts, discriminate, explain, and relate elements. At the synthesis level, students combine information to formulate, propose, and derive ideas or generalizations. Finally, at the evaluation level, learners must judge, select, and defend choices. All this takes place in the cognitive domain with which this taxonomy deals.

More deductive Less inductive

KnowledgeKnowledge



AnalysisAnalysis

SynthesisSynthesis


(1956)

Less deductive More Inductive

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Page 5.4.6 What do I need to know about PBL? Students require both autonomy and connection to develop complex forms of knowledge (Baxter Magolda, 1992). Problem-based learning is a pedagogical tool that creates discord but then helps students resolve that cognitive conflict through critical thinking. Students are pressed to identify and challenge assumptions; to explore alternative ways of thinking so that artificial resolutions do not occur; and to be flexible, risk-takers (Brookfield, 1987).

Page 5.4.7 What do I need to know about PBL? Time to start thinking about the next column of your KND matrix. What else do you think you need to know about PBL? Feel free to share your questions and review what others have asked in the FACULTY FORUM (hotlink to PBL faculty forum)


Reference: Fogarty, R. Problem-based Learning and Other Curriculum Models for the Multiple Intelligences Classroom. Arlington Heights, IL: Skylight Training and Publishing, Inc.


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Page 5.5.1 What is PBL? “Problem-Based Learning (PBL) is an instructional strategy that encourages students to develop critical thinking and problem-solving skills that they can carry with them throughout their lifetimes” (Samford, 2000). It is an instructional strategy where small student-centered, self-directed groups are guided by faculty mentors. Students are presented ill structured problems, complex and multi-faceted, with no single textbook answer. Instead of memorizing and repeating information for content specific tasks such as quizzes or exams, they identify the problem, determine the knowledge they will need, analyze the information, and resolve the problem using their knowledge rather than simply recalling it (Duch, 1995; Samford, 2000). “In the process, students criss-cross domains of knowledge, making interdisciplinary connections (Stepien, Senn, & Stephien, 2000, p. 15).

“The purpose of Problem-Based Learning is to simultaneously develop the knowledge base and problem-solving abilities of our students” (Stepien, Senn, & Stepien, 2000, p. 180). It is sometimes referred to as “authentic” learning, a term used “to distinguish between achievement that is significant and meaningful and that which is trivial and useless (Newmann & Wehlage, 1993, p. 8).

There are four main objectives of PBL: (1) “structuring knowledge for better recall and application in [real world] contexts; (2) developing an effective reasoning process; (3) developing self-directed learning, and (4) increasing motivation for learning” (Nendaz & Tekian, 1999, p. 232).

Page 5.5.2 What is PBL? PBL “increase(s) the relevance of preparation by orienting it more explicitly to problems of practice” (Bridges & Hallinger, 1998, p. 3). In other words, the future transfer of knowledge and processing skills may be easier for students if education mimics what will happen in real life. Knowing that these situations are similar to what possibly will happen in “real life” may also increase the motivation levels of the learners.

“PBL is based on the assumptions that human beings evolve as individuals who are motivated to solve problems, and that problem solvers will seek and learn whatever knowledge is needed for successful problem solving. Thus if an appropriate realistic problem is presented before study, students will identify needed information and be motivated to learn it” (McKeachie, 1999, p. 176). In essence, “PBL provides students with an authentic apprenticeship in real-world problem solving” (Stepien, Senn, & Stephien, 2000, p. 1).

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Page 5.5.3 What is PBL? Variations in purpose, educational setting, faculty cooperation, and student support explain the differences in levels of implementation. Where PBL has been adopted, the norm is a hybrid model composed of PBL experiences and traditional formats (Rothman, 2000). Regardless of the level of inclusion, the prime directives for PBL are identified as the following: (1) a student-centered learning approach; (2) a small group context; and (3) the problem presented first (Kaufman, 2000).

Absence of any of these three features and the PBL program will be unsuccessful (Fincham & Shuler, 2001). “Simply placing students in groups and telling them to work together does not in and of itself promote higher achievement and higher level reasoning” (Johnson & Johnson, 1992, p. 120).

Text in graphic is hot linked to reveal rollover text which appears near the corresponding circle, which explains a bit more about each of the main elements in PBL.

Figure Reference: Finchum & Shuler, 2001)

Hot linked text in figure Message revealedProblem-based The problem provides the context for learning. However, unlike case studies, the PBL problem is always

presented first. The goal is to move toward understanding the problem and to suggest the best possible way to “solve” it. The problem provides the context for new learning.

Small group Most PBL groups consist of 5 to 7 students. The PBL tutor is not a member of the team, but is a resource (Bridges & Hallinger, 1998). Regardless of who is facilitating – faculty tutor, teaching assistant, or peer – the small group is the organization for learning. It allows all to participate, even the most shy students have a chance to contribute toward resolution of the issue.

Student-centered PBL is definitely student-centered. The faculty member moves away from the center of learning and become a partner with the students as they monitor their own learning.The students identify the issue. The students hypothesize and suggest possible solutions. The students identify the learning issues. The students determine the course of investigation and learning. The students determine what to do with the newly researched information. The students monitor their own learning.

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Problem-Based

PBLSmallGroup

Student-Centered

Page 5.5.4 What is PBL? The PBL process is ongoing. Students engage a problem and together hypothesize potential solutions. However, until more information is discovered and students arrive at a high level of understanding, a final proposed solution cannot be proposed.

In this diagram, the Experiential Learning Cycle, one theory of adult learning, reflects a continuous learning process grounded in experience similar to the PBL method (inner circle). The gap in outer circle represents the inferential leap required to move from a reflection phase to the generalizing phase.

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PBL problem is presented.

Students share initial hypotheses and identify level

of background knowledge.

Students identify and research

learning issues.

Students share new information and

revise hypotheses.

Students revisit problem in light

of new information.

ExperiencingThe Activity

Phase

Publishing: The Sharing/ Telling Phase

ProcessingThe Reflecting

Phase

Generalizing: The Forming of a Conclusion Phase

Applying: Application to the

"Real World" Phase

Page 5.5.5 What is PBL? (metacognition should be linked to the glossary)The medical model of PBL, sometimes referred to as the McMaster Model because it was first developed at their medical school, is the purist form of PBL. In fact, with the goal of helping students assimilate more easily into professional practice, more that 80% of the medical schools in the United States use some form of PBL (Jonas, Etzel, & Barzansky, 1989). In the medical model, each small group of students meet with a faculty facilitator, or PBL tutor. However, because this model is labor-intensive and expensive, alternatives have been sought. In some cases, teaching assistants or students trained as facilitators have been used in place of a faculty member.

Page 5.5.6 What is PBL? In recent years, PBL has expanded beyond medicine, dentistry, and nursing to general undergraduate courses. Hybrid forms of PBL have emerged. PBL is being used with a curriculum, combined with more traditionally taught classes. It is also being incorporated within stand alone courses. More information on these models are available in the resource section of this module.

(insert first 1minutes, 20 sections of UD’s movie, “In the Beginning”. Stop the movie prior to the script which states, “To prepare and assist them, the University of Delaware. . .”)

Page 5.5.6 What is PBL? (insert first 1minutes, 20 sections of UD’s movie, “In the Beginning”. Stop the movie prior to the script which states, “To prepare and assist them, the University of Delaware. . .”)In conclusion, PBL is a learner-centered pedagogy where learning is a constructive and not a receptive process; metacognition positively affects learning; and social and contextual factors influence learning (Gijselaers, 1996). Its basic principles are grounded in learning theory: contact between students and faculty; reciprocity and cooperation among students; use of active learning techniques; prompt feedback, time on task; and respect for diverse talents and ways of learning (Chickering & Gamson, 1998).


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Page 5.6.1 Where did PBL get started?In 1969, the medical school at Canada’s McMaster University established a PBL curriculum in response to medical students who expressed dissatisfaction with what they saw as the irrelevance of much of the classroom instruction they received to their eventual medical practice. The attempt was to structure the curriculum around actual cases instead of the traditional areas of study (anatomy, hematology, etc.). Click here for a good introduction to PBL and to find out more about the McMaster program (hot link to http://chemeng.mcmaster.ca/innov1.htm )

The idea caught on rapidly and was soon adopted by medical schools around the world. The idea has subsequently spread to many other professional schools--nursing, pharmacy, veterinary, engineering, business, education--and more recently into traditional disciplines in the arts and sciences. There is no doubt that more and more schools are turning to a PBL approach in order to make learning more active and more relevant to students. (Reference: The Samford Crimson, April 21, 1999)

Three other professional programs that have incorporated PBL are the Indiana University School of Dentistry (hotlink to http://www.iusd.iupui.edu/Depts/EDU/sa/PBL.htm), the School of Medicine at Southern Illinois University (hot link to http://www.pbli.org ) and The Law School at the University of Maastricht, Netherlands (hot link to http://www.unimaas.nl/pbl/law/law002.htm)

Two universities that have developed extensive undergraduate programs are Samford University in Birmingham, Alabama (hot link to http://www.samford.edu/pbl/pbl_main.html ) and the University of Delaware (hot link to http://www.udel.edu/pbl/ )


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http://www.udel.edu.pbl/

http://www.samford.edu/pbl/pbl_main.html

http://www.pbli.org/

Page 5.7.1 Is there research to support use of PBL?PBL “mirrors [adult education expert, Malcomb] Knowles’ context for supporting lifelong learning, particularly address[ing] self-directed learning; accessing up-to-date information resources efficiently and habitually; and interaction between learners for critical reflection through multiple perspectives” (Maudsley & Strivens, 2000, p. 542).

Empirical evidence is saying that overall, retention of information is poor (Bok, 1989). Plus, students do not appropriately use the information they have (Schmidt, 1983). To help combat this, educators should deliberately create conditions that “optimize retrieval and appropriate use of the knowledge in future professional practice” (Bridges & Hallinger, 1998, p. 4).

PBL creates these conditions (Schmidt, 1983). Students are encouraged to: Activate their prior knowledge, Perform in a context that resembles the “real world” where it will be applied, Better understand, process, elaborate, and recall information (Bridges & Hallinger, 1998).

Page 5.7.2 Is there research to support the use of PBL?Students involved in PBL programs are receptive to their learning via the PBL process. They are much more positive about it as compared to those in more traditional programs. However, the overall effectiveness of PBL has yet to be determined. Reviews of the first twenty years of research on PBL (Albanese & Mitchell, 1993; Norman & Schmidt, 1992; Vernon & Black, 1993) indicate that research has been mostly used as an introduction to and away to promote the method, primarily in medical education. The research “can be viewed only as a hypothesis about the potential of PBL, not a conclusion” (Norman & Schmidt, 1992, p. 564).

However, “the lack of hard ‘scientific’ evidence for the effectiveness of PBL is not a reason for delaying implementation of PBL in curricula. Evidence demonstrating strongly positive effects is beginning to appear now that the educational ‘system’ in which PBL is applied is maturing” (Bligh, 2000, p. 689).

For more research in this area, check the sub-section of this module, Small Groups (hot link to small group sub-set in AL module) or the Learning Theory Module (hot link to LT module).


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Page 5.8.1 Could PBL work in my course?PBL is used in medical schools worldwide and is slowly making its way into other types of curriculum, both at the graduate and undergraduate levels

Page 5.8.2 Could PBL work in my course?Yes, PBL can be used in almost every type of course. The level of implementation is dependent upon your course goals and your comfort level with this process.

Most universities that use PBL use it in a hybrid format. In other words, PBL is part of an overall curriculum or part of a course, used in combination with more traditional forms of education. The latter is a possible place for you to begin.

Page 5.8.3 Could PBL work in my course?Even those who are hesitant to incorporate PBL as a full-time option might be willing to pinpoint a place within an existing course, where a format such as this could be tried.

Reflection: Look over your syllabus. Is there a place where you could insert a PBL problem or case?


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Page 5.9.1a What is my role in PBL?Your chief responsibility is to make certain that you are ready to share the responsibility for learning with your students.

Page 5.9.1b What is my role in PBL? (next click leaves the text and the cartoon and text builds. I have .gif files.)Your chief responsibility is to make certain that you are ready to share the responsibility for learning with your students.

The current view of many faculty members is that they alone are responsible for student learning.

Reference: Johnson, Johnson, & Smith, Active Learning: Cooperation in the College Classroom

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Page 5.9.1c What is my role in PBL? (text builds)Your chief responsibility is to make certain that you are ready to share the responsibility for learning with your students.


This viewpoint is perpetuated when faculty place themselves into the role of primary resource, which encourages students to view their own role in learning as passive receptacles of knowledge.


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Page 5.9.1d What is my role in PBL? (text builds)Your chief responsibility is to make certain that you are ready to share the responsibility for learning with your students.


This viewpoint is perpetuated when faculty place themselves into the role of primary resource, which encourages students to view their own role in learning as passive receptacles of knowledge – even when things go awry. . .


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Page 5.9.1e What is my role in PBL? Reference: Johnson, Johnson, & Smith, Active Learning: Cooperation in the College Classroom

Your chief responsibility is to make certain that you are ready to share the responsibility for learning with your students.


This viewpoint is perpetuated when faculty place themselves into the role of primary resource, which encourages students to view their own role in learning as passive receptacles of knowledge – even when things go awry. . .

However, when faculty structure learning for student involvement. . . and students take an active interest and enthusiastic role in their learning, then the goal is much easier to reach, and the knowledge long-lasting.

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Page 5.9.2 What is my role in PBL?Using PBL requires a change in your mind set. If you choose to let students assume responsibility for their own learning, then you must let them be free to take learning in their own direction.

So how do you get started? A good place to begin is with a problem. These questions can help you evaluate the problem’s potential in a PBL setting.

Is the problem open-ended? Does it require decision making? Can it be divided into several stages? Will it work for small group problem-solving? Will it encourage discussion? Can it incorporate course content? Can it satisfy your list of objectives? Is it “authentic”? Can the problem you create be considered “ real world”? Will it motivate your students?

Page 5.9.3 What is my role in PBL? (first iteration is text; second iteration is video interview of Larry Garetto)Once the PBL problem is created and the process begins, you must step back from the role of teacher. Your job is to help facilitate the process, not to direct the process. The students must assume this role. It is they who determine the direction of their learning. You are not a member of the team; you become a resource for the team (Bridges & Hallinger, 1998).

This is a difficult role to play. . . especially when you see the students moving off course. Refrain from stepping in and taking over the process. Instead, monitor the learning, intervene only when necessary, nudging them with well-phrased questions:

I don’t quite understand. Could you draw me a visual? Is anyone else having trouble with this concept? Should we add this to our list of learning issues? Is there any other possible explanation for this? How do you know that is true? What do you mean? Why?

By posing these types of questions, you are modeling the type of behavior you are hoping to develop in your students. (Savery & Duffy, 1998).

Page 5.9.8 What is my role in PBL?PBL 8/15/02

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Finally, you are part of the assessment process. Consider ending each PBL session with self- and peer-assessments. It is with constructive comments from you and from student peers along with self-acknowledgment of strengths and weaknesses that will move a student toward more significant contributions to the process and better learning.


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Page 5.10a.1 Where do the problems come from? Where do the problems come from? They come from you and your colleagues. You create the problems, writing so that students cross disciplines as they look for answers. Inspiration can come from many sources. Look for

decisions to be made dilemmas to be resolved processes or concepts to be understood controversies to be resolved products to be designed or redesigned mysteries to be explained artistic productions to be created problems to be solved (Stepien, Senn, & Stepien, 2000)

Page 5.10b.1 Who writes the problems?Who writes the problems? You do. It is not an easy task. Concepts and words must be chosen carefully to lead students to cover concepts you feel are important and are reflected in your learning objectives. By starting with an objective or goal, problems can be created by working forward, Problems can also be created by working backward from an actual problem you have seen in a magazine or newspaper which you then modify to meet your curricular requirements (Stepien, Senn, & Stepien, 2000).

Barbara Duch & Valeria Hans from the University of Delaware suggest a three-step approach.1. Identify Learning Objectives.2. Identify a Real-world Context.3. Draft the problem.

Page 5.10b.2 Who writes the problems?1. Identify learning Objectives.

Think of your current course learning objectives. How do you usually achieve these objectives? Do you lecture? Assign readings? Do the students complete end-of-chapter problems?

For PBL, consider expanding your objectives beyond the lower levels of Bloom’s taxonomy. Go higher than the knowledge and comprehension levels. PBL demands that students analyze, evaluate, and synthesize information from many sources and apply concepts to “produce” the best possible solution.

(graphic centered under text)

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KnowledgeKnowledge



AnalysisAnalysis

SynthesisSynthesis


(1956)

Page 5.10b.3 Who writes the problems?2. Identify a Real-world Context.

Find a situation that has a set of phenomena or data in need of an explanation. Try to stay current and keep the situation relevant to the students’ real-life experience. This will help sustain motivation and the problem solving experience interesting (Macklin, 2002).

Newspapers, popular magazines like Time and Newsweek, websites, and television news or talk shows are good sources for developing problem statements. Additional resources at your fingertips that can help jump start your problem creation include:

Readings End of chapter problems Websites Case studies Research or journal articles Worksheets Faculty colleagues

Take one of these ideas and develop a scenario. Add a story. Think of ways to require students to go beyond rote learning. Include decision making. Make it “messy” to keep students from diagnosing with a simple solution. (Duch and Hans, 2002)

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Take a look at what other faculty have created at the Illinois Math & Science Academy (hot link to http://www.imsa.edu/team/cpbl/whatis/model.html ) and at the PBL Clearinghouse, a collection of problems and articles to assist educators in using PBL (hotlink to https://www.mis4.udel.edu/Pbl/ )

Page 5.10b.4 Who writes the problems?3. Draft the problem.

Outline the problem. A good PBL problem is multi-page and multi-stage. It does not give students all the information upfront. It challenges students to come to consensus at each stage in the process (Duch and Hans, 2002).

Stage 1 is the introduction to the scenario. It should require students to identify the facts; list the questions that will need to be answered; distinguish which provided information is important; and discover learning issues.

Stage 2 provides a bit more information. Students are encouraged to analyze their research in the context of the problem. They are encouraged to ask more questions and identify additional learning issues in the light of this new information.

Stage 3 provides even more information. Giving students a clearer picture of the context in which in make judgments and rationalize their choice of hypothesis and ultimate decisions.

Page 5.10b.5 Who writes the problems?After the situation has been identified, Alexis Macklin (2002) from Purdue University Libraries suggests these guiding steps to writing effective problem statements

Identify 4 – 5 learning outcomes that you expect will result from completing the problem solving activities. Always ask yourself the question, “What do I want the learner to know – or be able to do – after solving the problem?” Hint: (Hotlink to bring up this text: Bloom’s Taxonomy as a guide to help you identify specific learning behaviors you want to see as the students are working through the problem solving experience.)

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https://www.mis4.udel.edu/Pbl/

KnowledgeKnowledge



AnalysisAnalysis

SynthesisSynthesis


(1956)

1. Re-write the problem as a problem statement for the learning experience. One way to do this is to create a hypothetical situation in which the students must solve the problem. Hint: (Hotlink to bring up Hint: Medical schools put the students in the role of the doctor, or a team of doctors, working with a patient. You might want to take the same approach, giving students various roles appropriate to the problem statement.

2. List the skills or life experiences you expect students already have to solve the problem. This existing knowledge is the building block for new knowledge – the KEY to PBL.

3. Test the problem statement to ensure it requires critical thought and explanation. Avoid being subjective in your questions. The best way to do this is to require the solution to be a product of some kind. . Hint: (Hotlink to bring up

Hint: A bad question looks like this, “Nuclear Power is an alternative energy source supported by the Bush Administration. Do you feel this is a good decision? Support your answer.” This is OK for an essay exam – but there is no real problem solving accomplished in answering this question.

A better way of writing the problem statement would be: “Nuclear power is an alternative energy source supported by the Bush Administration. Your team is a group of lobbyists either in support of or against the Administration’s decision to put more federal funding into research for nuclear power. Your constituents at home are seeking action on Vice President Cheney’s announcement of 1.5 million dollars to three California universities conducting research on nuclear and alternative power sources as possible solutions to the recent shortage of electricity. Write a letter to the editor explaining your group’s position?Reference: Alexis Macklin, Purdue University.

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Page 5.10b.6 Who writes the problems?Need a better idea of what a more developed problem looks like? Let’s take a look at an example. Stepien, Gallagher, & Workman (1993) share this problem in their article “Problem-based Learning for Traditional and Interdisciplinary Classrooms.

Scenario: “It is 1619 and you, as directors of the company that has established the settlement Jamestown in the new world, are trying to decide on the magnitude and elements of the problems that are facing you. (Stepien, Gallagher, & Workman, 1993, p. 338). You ask:

“How many people left England each year for Jamestown? How many were men, women or children? Did we prepare them for what they would encounter? What is the survival rate? What accounts for the high number of deaths?” (Stepien, Gallagher, & Workman, 1993, p. 338).

Once the initial PBL problem is presented and the students begin their discussion, then larger issues are broached: “How are we recruiting and encouraging people to go to the New World? What will happen when the news of the hardships is publicized? Is the king going to let us keep our charter in Jamestown if people keep dying like this? How can we improve the situation so that we can stay in business? What are the goals of our company?

“The next step requires the students to organize themselves to work efficiently as a group to gather the necessary information. Later, heated debates will take place as they use this new knowledge to craft a “best possible” solution” (Stepien, Gallagher, & Workman, 1993, p. 338).

Page 5.10b.7 Who writes the problems?In her book, Problem-based Learning and Other Curriculum Models, Robin Fogarty suggests this approach:

1. Meet the problem. Sketch out a scenario of a relevant issue.

2. Define the problem. Try to summarize it.

3. Gather the Facts. A KND matrix will help.

What we Know What we Need to Know What We Need to DoPBL 8/15/02

29

4. Generate Questions. What kind of questions will your students ask? Use the KND matrix to do this.

5. Hypothesize. Predict possible paths for students to investigate.

6. Research. Read, interview, surf the Internet and visit sites. What kind of information will be available to your students?

7. Take the problem to colleagues and former students. Try it out. Discuss it after the experience. Were many of the targeted topics and their objectives met? How can the problem be “tweaked” to incorporate other content areas? Encourage them to generate questions, hypothesize, and research. Do they have suggestions to refine the problem? Suggest they use the KND matrix.

8. Refine the original problem statement.

9. Try it out.

10. Don’t get discouraged if it doesn’t quite work the first time. Refinement of problem statements is ongoing.

Page 5.10b.8 Who writes the problems?Still having trouble getting started? Getting bogged down with details? Consider creating a mind map, or web diagram, around a potential ill-structured problem. It will give you a sense of the content that the problem will lead to your students (Stepien, Senn, & Stepien, 2000).

Place the problem in the center of a sheet of paper.

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PotentialProblem

Page 5.10b.9 Who writes the problems?Next, create a web of possibilities and topics that can be linked.

Page 5.10b.10 Who writes the problems? (graphic stays the same, but text changes)PBL 8/15/02

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PotentialProblem

ContentArea

ContentArea

ContentArea

ContentArea

Content Area

ContentArea

Common Area

ContentArea

ContentArea

Potential Problem: You have been assigned to be the defense attorney representing a mass murderer. You have talked with the client. She admits her guilt, but does not want to die. You need to represent her to the best of your ability, but you are confused with how you stand on this issue.

How can the problem be further developed? What other topics could potentially impact a PBL group’s solution at the students work through the problem. A mind map could help.

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Death Penalty

Victims’rights

RightsOf the

Accused

LegalSystem

MoralObligations

Housingthe

Accused

Laws

Cost ofProcess

Appeals

Police

Page 5.10b.11 Who writes the problems?Take a look to see some model PBL problems (hotlink to http://www.imsa.edu/team/cpbl/whatis/model.html)

Here are some more examples of PBL problems (http://www.pbl.uci.edu/winter2000/pblproblems.html)

Now you try. Choose one of these problems and create a mind map. Lawyers for a community that has received a request for a parade permit from a hate group

o Goal is to learn how the first amendment works in the real worldo Goal is learning the use of a legal precedent

Basketball coaches who must decide which team member shoots a technical foulo Goal is introduction to probability and how it works in the real world (Stepien, Senn, & Stepien, 2000)

Page 5.10b.12 Who writes the problems?After the diagram is complete, Stepien, Senn, & Stepien (2000) suggest you ask these questions:

“Is the content on this diagram significant? Does the content, including skills, fit my curricular responsibilities? Is the content appropriate for my students (for complexity as well as possibility of controversy?” (p. 182).

“The opening scenario must be built carefully so that it leads students to the objectives you want to accomplish” (Stepien, Senn, & Stepien, 2000, p. 182)

Sarah Sage from Indiana University South Bend, reminds faculty to check their problems for these characteristics: Does the problem engage learners as stakeholders in the problem situation? Is it real life? Does it result in only one “right”

answer? Is it a holistic problem? Does it draw from all parts of the curriculum? Does it enable student learning in relevant and

connected ways? Does the problem create a learning environment in which teachers can stand back and coach student thinking and guide

student inquiry, which facilitates deeper levels of understanding?

Reflection: How did you do? Does the idea need to be more developed in order to cross disciplinary lines? Next, go back to your original idea for your own course. Develop a mind map for your idea.

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Page 5.10b.13a Who writes the problems?Stepien, Gallagher, & Workman (1993) share this problem in their article “Problem-based Learning for Traditional and Interdisciplinary Classrooms.” Why don’t you try this one?

Scenario: “You are the head of pediatrics at a large city hospital. Jane Barton is one of your patients. Jane Barton is pregnant. She first came to you about two weeks after she and her husband received the results of tests ordered by her family doctor. The tests indicate that Jane and Ralph’s baby is anencephalic. The couple is concerned about the fetus and wonder what to do if Jane cannot deliver a normal healthy infant.”

So where does your PBL group start? . . .

In a very short time, [you] will have to give Jane [your] best summary of the baby’s condition, the potential ramifications of the condition, and the options that Jane and her husband Ralph might want to consider. That means [you] have a lot of information to gather but not much time. Briefly [you] consult with each other to organize [your] thinking and then get to work” (Stepien, Gallagher, & Workman, 1993, p. 338).

There are many questions that come to mind. You will probably start at the beginning.

“What the heck is anencephaly? What causes it? Will the baby live? What is the risk to Jane? Is abortion still an option? Is it legal? How far is Jane in her pregnancy? What impact will this baby have on the family financially? Do they even have insurance? What is the hospitals position on abortion and/or taking uninsured patients? Even if the fetus has no chance for survival, can some good come of the situation? What is the doctor’s ethical responsibility? Do all options have to be presented? What is they are personally unacceptable to you? (Stepien, Gallagher, & Workman, 1993, p. 338).”

You have just begun the PBL process and the investigation of issues involving the “complex interaction of science and society” (Stepien, Gallagher, & Workman, 1993, p. 338).

Overwhelmed? Maybe a better way to start is with the KND matrix. Try it. Make a list of what you currently know. Click here to print a copy of the matrix. (hotlink to the word document KND.doc)


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Page 5.10b.13b Who writes the problems? (Problem and matrix stays through these next few pages. This next click fills in the K column in a font resembling hand-written notes.)


Does your list look similar to this one? OK, next think about what you need to know. Make a list

What we Know What we Need to Know What We Need to DoJane is pregnant.Jane is married.Medical tests indicate her fetus is anencephalic.Jane and Ralph feel the baby may not be normal.Jane was referred by her family doctor.

Reference: Stepien, Gallagher, & Workman, 1993

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Page 5.10b.13c Who writes the problems? (Problem and matrix stays through these next few pages. This next click fills in the N column in a font resembling hand-written notes.)Scenario: “You are the head of pediatrics at a large city hospital. Jane Barton is one of your patients. Jane Barton is pregnant. She first came to you about two weeks after she and her husband received the results of tests ordered by her family doctor. The tests indicate that Jane and Ralph’s baby is anencephalic. The couple is concerned about the fetus and wonder what to do if Jane cannot deliver a normal healthy infant.”

Now that you have identified what we know and what we need to know, think about what we should do. Make a listWhat we Know What we Need to Know What We Need to Do

Jane is pregnant.Jane is married.Medical tests indicate her fetus is anencephalic.Jane and Ralph feel the baby may not be normal.Jane was referred by her family doctor.

What is anencephalic?Does it affect major organs of the body? Maybe the brain?Do babies with anencephalic survive? If so, what is their quality of life?What is Jane’s general health?Does she have other children?Is abortion possible in this case?How do Jane and Ralph feel about abortion?Are there alternatives to abortion in this case?What are the Barton’s religious beliefs?Does anencephaly have an impact on future pregnancies?

Reference: Stepien, Gallagher, & Workman, 1993Page 5.10b.13d Who writes the problems? (Problem and matrix stays through these next few pages. This next click fills in the D column.)

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What we Know What we Need to Know What We Need to DoJane is pregnant.Jane is married.Medical tests indicate her fetus is anencephalic.Jane and Ralph feel the baby may not be normal.Jane was referred by her family doctor.

What is anencephalic?Does it affect major organs of the body? Maybe the brain?Do babies with anencephalic survive? If so, what is their quality of life?What is Jane’s general health?Does she have other children?Is abortion possible in this case?How do Jane and Ralph feel about abortion?Are there alternatives to abortion in this case?What are the Barton’s religious beliefs?Does anencephaly have an impact on future pregnancies?

Research the disease.Order another test to confirm the diagnosis.Discuss the condition of the fetus with the Bartons – and soon.Check to see if the technology is ready to help the baby at birth.Determine if the tissue and organs of the fetus could be used in some way.

Reference: Stepien, Gallagher, & Workman, 1993

Page 5.10b.14 Who writes the problems?Hopefully, you have begun to see the value in approaching learning in this manner. The next step is for all group members to conduct research and return to share, discuss, and attempt to understand the situation better. What normally happens is that more learning issues are identified, more questions come to mind, and more ethical issues/dilemmas are discovered.

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Generally, after this second meeting, students are provided more information which sheds new or different light on the problem. Perhaps the Bartons have been interviewed and you now know more about their religious background and feelings about abortion. Maybe the Bartons are open to abortion and want to make the best of a tragic situation, but recent legislation prohibits the use of fetal tissue for research. Suddenly politics have entered into the domain of medical ethics. You can see that this is a very “messy” problem with no one “right” answer. And so the process continues.

One last point: Motivation comes from how invested students feel with the problem. Students must feel that they have a role or stake in the process. The opening scenario must “engage them, contain just enough information and clues to launch the process of inquiry and provide a productive context for students as they work through the unit” (Stepien, Senn, & Stepien,2000, p. 183)


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OBJECTIVES

ACTIVITIES

ASSESSMENT

Page 5.11.1 How will I assess my students?Probably the most common phrase uttered by students in the college classroom is as follows: “Is this going to be on the test?”

While it may not be intentional, the educational system indirectly places value on material by whether or not it will be tested. The attainment of process skills as well as the acquisition and application of new knowledge is important, so test it!

Instructional Design Theory recommends an alignment of the principal parts of the teaching process. Once objectives are established, activities are chosen to reach those objectives, and assessment strategies are determined. All should be aligned.

Therefore, it makes sense to assess learning in PBL in a way congruent to the process. Unfortunately, multiple choice tests may not the best way to test learning in PBL, unless each question is followed by a short answer/essay asking students to explain their process and rationale for their choice of an answer. Process journals or modified essays, where students are asked to support their choices with rational premises might be a better option.

Felder & Brent, 1999

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Page 5.11.2 How will I assess my students? (“formative” and “summative” should be linked to the glossary)Prompt, specific feedback on performance is important for students to continue to improve (Chickering & Gamson, 1991). Formative and summative assessment should be part of the total assessment plan. To be truly helpful to students, assessment needs to be ongoing and frequent. An effective way to provide formative assessment is to end each session with a verbal self-assessment, an assessment of and by peers, and an assessment of and by the facilitator. Encourage students to ask themselves:

How did I do during this session? What did I do well? What can I do differently next time?

Self-reflection is transformative; it provides a means for self-correcting actions (Moore & Hunter, 1993). As students reflect, they open their minds, learn new skills, and become confident about the application of their reasoning skills in academe and in life.Students who assess their performance as critical thinkers are encouraged to improve continuously (Wolcott, 1999); assessment plays a major role in the transferability of skills to new situations (Doherty et al., 1996).

Page 5.11.3 How will I assess my students? (“rubric” “summative” and Triple-jump exam” should be linked to glossary)Many faculty are also using summative assessments which allow for student self-reflection and provide appropriate feedback (Angelo & Cross, 1993; O’Neill, 1998). Examples include portfolios, student focus groups, surveys, and triple-jump examinations.

It is also appropriate to have a more extensive written assessment for each student. Creating a rubric about expectations could guide this process. The rubric should include criteria for levels of quality. Using the learning objectives as a guide, sections on knowledge acquisition, reasoning process, group participation, communication, and self-assessment would be appropriate if aligned with the learning objectives. The following example is an excerpt from a rubric developed by Stepien, Senn, & Stepien (2000). Click here for another example of a rubric developed and used by the Indiana University School of Dentistry. (hotlink to word document IUSD.doc)

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Learning Objective/Targeted

SkillsPerformance Level

Distinguished Accomplished Competent Ineffective Not Demonstrated

Identify the issues – Using the problem’s context, find clues pointing to relevant issues

Analyzed the situation from many perspectives and found important clues for 3 significant, relevant issues

Analyzed the situation from more than one perspective and found important clues for 2 significant, relevant issues

Read over situation completely and found clues to at least one important relevant issue

List of issues was incomplete or made up of insignificant issues

Did not pay attention to the situation/ context; no relevant issues were listed.

Construct questions –Constructs questions that lead to important, relevant information

Questions were clearly worded; more than one focused sharply on one important, relevant issue.

Questions were clearly worded; one focused sharply on one important, relevant issue.

Questions were clearly worded and likely to lead to some relevant information

Questions were unclear and only one likely to lead to some relevant information

Questions were unlikely to produce relevant information.

Reference: Stepien, Senn, & Stepien, 2000

Page 5.11.4 How will I assess my students? (Summative and tripl-jump exam should be linked to glossary)An example of a more extensive summative assessment tool is the Triple Jump Examination (TJE). Students taking a triple-jump examination are asked to individually demonstrate the process skills that are used in the PBL groups. They self-direct their individual work through a problem case and self-assess both the critical thinking process and deeper learning (Fincham & Shuler, 2001). Students are primarily evaluated on their ability to organize information, identify their understanding so as to guide research, present new information, and identify new understanding. O’Neill (1998) explains,

“Each student is presented a problem case individually and is asked to demonstrate the process of problem-based learning through identifying the facts, developing a series of ideas (hypotheses) about the case, and establishing a set of learning needs necessary to further evaluate the problem. After the presentation of the problem, the student seeks out resources, commonly through a literature search, to assist her or him in solving the learning needs. The student then returns at a later time to meet with the faculty and orally presents his or her findings and re-evaluates the case in greater detail to the faculty” (p. 641).

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Page 5.11.5 How will I assess my students? (link self-assessment to glossary)A Triple Jump Examination replicates the PBL process, but as an individual. Students feel that the TJE is a good measure of their learning (Weissinger, 2002). The examination consists of three (3) phases:

Phase 1: 20 minutes with an examiner and a written case to identify the problems, propose hypotheses, explore existing knowledge in relevant domains, and develop learning issues to extend the existing knowledge

Phase 2: 2 hours of independent research time

Phase 3: 20 minutes with an examiner to briefly outline the research approach, present any findings, relate the findings to the problem, identify new limits of knowledge, design new learning issues, and perform a brief self-assessment

Students taking this examination:

do not have to (but may) go through the entire case. should generate hypotheses related to the underlying problems. do not have to arrive at a definitive diagnosis. should research 1-2 well-defined learning issues, but generate as many as needed during the exercise. should not take the written case with them from the examination room and should recognize that they are bound by an

Honor Code. should not take resource materials from the library. should identify their research resources to the examiner. should include a self-assessment as the last part of Phase 3 of the exercise.

Here is an example of the process of a triple jump examination currently used in the professional program at the Indiana University School of Dentistry.

Triple Jump ExaminationThis guide to Descriptions of Ideal Student PBL Process Behaviors is intended to serve as a description of specific PBL process skills that are assessed during the individual TJE; it is not, however, intended to be either restrictive or all-inclusive.)

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1. Approach to the Case - The student approached the case in a systematic fashion.Identifies chief complaint. Expresses cause and effect in thinking. Exhibits discernable steps of thought. Proceeds in an organized manner being mindful of the facts likely to limit the scope of the problem. Discusses how facts could be related so as to define problems. Redefines problems as facts are revealed. Works within timeframe of exercise. Comes to exercise prepared with necessary supplies.2. Hypothesis Generation - The student generated hypotheses and underlying rationale to provide a plausible explanation for the data presented in the problem.Shows evidence of generating multiple initial hypotheses to explain the data of the case. Gives a plausible explanation of the data of the case leading to the hypotheses being made which are accompanied with explanations of the underlying involved procedures, steps, or mechanisms of the selected problems. 3. Exploration of Knowledge - The student explored prior knowledge and identified knowledge gaps relevant to the problem.Explores knowledge base while attempting to explain the relationships of facts, or to explain the underlying mechanisms of the selected problems. Identifies the point at which they can no longer explain a process or mechanism (knowledge gap). States what is known and states what is not known.4. Learning Issue Formulation - The student developed knowledge gaps into well-defined learning issues.Uses knowledge gaps (identified while attempting to explain a process or mechanism of a hypothesis proposed for a selected problem) to formulate learning issues that, when researched, will lead to an increased ability to explain the selected process or mechanism. Poses Learning Issues as specifically worded questions that, when answered, should tend to confirm or rule out the proposed hypotheses.5. Domain CoverageAddresses the relevant issues in each of the four domains (behavioral, biological, ethical, and population) and integrates their potential impact into their understanding of the problem. Acknowledges which domains may not have relevant issues.6. Setting PrioritiesGenerates more than two issues, but provides rationale for selecting one or two particular Learning Issues to be researched ahead of the other issues. Demonstrates awareness that there are issues related to identified problems that will not be able to be researched in the allotted time. Selects issues which are challenging, but researchable in the allotted time (i.e. are not too simplistic).

Phase 2

Independent Research

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Phase 37. Organization of Study PeriodClearly outlines how the research session was planned and carried out. Makes the best use of a setting that will allow the use of resources to collect appropriate and relevant new information. Shows evidence of allowing time to assimilate information and to plan how to present new understandings.8. Use of ResourcesProvides identification of resources. Provides a rationale for the use of resources. Indicates a rationale for resources that were used first and then how other resources were identified as research progressed. Indicates shortcomings or conflicts of resources if these are discovered. Uses resources appropriate for the type of information being sought. (This must be applied to each case individually, but in general, texts (including online texts) and reviewed articles may be more suited for general mechanisms and principles. Periodical literature and Internet sources may be more suited for current and specific information; while medical and dental dictionaries and reference guides may be more suited for descriptions of terms and tables of values. Conversing in person or by telephone with an “expert” (i.e., IUSD instructor or other professional), while it may happen to provide useful information, is viewed as a starting point only and should be supported with appropriate references). Indicates the selection of specific resources for this research. 9. Issue ExplorationShows evidence of research on the agreed-upon high priority learning issues identified in Stage One. If issues are changed or revised, clearly explains why they were changed. Restates identified knowledge gap used as a basis for the learning issue. Presents new information in a manner showing how understanding has been advanced beyond the identified knowledge gap.10. Summary of Key Concepts/Principles/MechanismsShows evidence that new information gained from the research has been integrated with prior knowledge. Summarizes (ideally with diagrams or illustrations if helpful) the selected processes or mechanisms in a more complete and clear manner using the newly gained understanding.11. Application of Research to the ProblemUses newly developed understanding to explain how the hypotheses given for the selected problem can be confirmed or how they should be revised. Given new information, presents suggestions or a plan as to how the overall problem can be approached. Demonstrates a higher level of overall understanding of the patient.12. Formulation of New Learning IssuesDuring the development of new knowledge, redefinition of the problems, and revision of hypotheses relating to the problems, specifically formulates and states new learning issues that can effectively guide further understanding and instigate further research.13. Accuracy of Self-Assessment

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Reserves time to be comfortably reflective. Accurately identifies performance strengths and weaknesses in all stages of the examination. Shows awareness of what could have been done better. Expresses what he or she would have liked to have done differently. Identifies strategies that they will use to improve their process skills.

Reference: Office of Dental Education, Indiana University School of Dentistry.

Page 5.11.6 How will I assess my students?To conclude, regardless of your choice of assessment, target not only subject knowledge, but also problem-solving skills, metacognitive skills, interpersonal communication skills, and of course, critical thinking skills. In other words, think comprehensively!


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Page 5.12.1 Will my students be willing to try PBL?No one thinks PBL is easier or takes less time than traditional educational approaches. “In the beginning, the learning curve for PBL students schooled in traditional, positivist approaches is steep” (Banta, Black, & Kline, 2000, p. 6). Students sometimes find it difficult to transition from lecture/discussion and assessment involving recall of memorized facts to a more ambiguous environment where they must pose their own questions and discover answers independently (Stinson & Milter, 1996).

Page 5.12.2 Will my students be willing to try PBL? (“metacognition” should be linked to the glossary.)Students may resist PBL (Rhem, 1998). But with proper introduction and skillful mentoring, “all but the most regimented of students make the transition and eventually thrive in the new learning environment” (Stinson & Milter, 1996, p. 41).

Help them succeed. Provide the rationale explaining why you have made a conscious decision to use PBL.Proper introduction of the PBL process along with debriefing and a time for reflection and self-assessment (metacognition) at the end of the experience, are important components to learning. You can help by serving in the role of metacognitive coach rather than as expert always ready to give the “right” answer (Stepien, Gallagher, & Workman, 1993). More information on metacognition can be found at the learning Theory Module (hotlink to section on metacognition in this module.)

Page 5.12.3 Will my students be willing to try PBL? (Use REAL photos of students; have a variety represented)Photos of 4 students. Learner will click on photo to hear a student voice. AUDIO of student’s comments about experience in PBL.

A prepared instructor is ready to hear student concerns and answer student questions. Click on each photo to hear a student voice.

Student 1: (angry) I am so frustrated. Up until now, I knew exactly what was expected of me. I read the assignments, listened to lecture, reviewed my notes for exams, and now this! My professor is telling us that we have to figure out what we need to know! I thought that was his job!

Student 2: (tentatively) I am willing to try this PBL thing, but I am not sure that I can do it.

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Student 3: (frustrated) I don’t mind learning in this way. In fact, I do see the value of using information. I probably will remember it better. . . but I just don’t have time to do all the research that is required of me. I am taking other classes, too. Basically, I am drowning. . .

Student 4: (frustrated) My PBL group is working pretty well. We all seem to understand that our group tutor is not going to provide us with any information and we are OK with that. However, at the end of the PBL session, when our learning issues have been identified, one member of our group just is not pulling his weight. He never does research. He rarely contributes to our conversations. . . He basically is getting a “free ride”.

Reflection: These questions can help introduce a discussion about assumptions, those commonly-held myths about the subject area or college classes, in general. Think about how you might respond to these students. Choose one and share your approach on the Faculty Forum. Be sure to identify which student/situation you are discussing. (hot link)

Page 5.12.4 Will my students be willing to try PBL?Students are very good at playing the “game” of education. They have been playing the game a certain way and know what to do to succeed. Students may resist or withdraw from the PBL process. They may even skip a PBL session, hoping it will “go away”.

Acknowledge that you understand that this format is a change for them and may be frustrating. Coping with a change like this is difficult. Woods (1994) likens it to a grieving process. Consider sharing this graphic with your students. It includes 8 steps students must pass through to adjust to the new method. Roll your mouse over each step for a further explanation.

(center graphic on page with space on left side for rollover text to appear.)Step Text

1. Shock Frustration levels rise and performance decreases as students try to figure out what is happening.2. Denial Students attempt to copy by denying that this change is happening, hoping the instructor will start to

lecture again.3. Strong Emotion Students may lose confidence; may feel angry toward the faculty member4.Resistance Students may “skip” PBL group.5. Acceptance Finally willing to accept the change, students see a glimmer of hope that the new approach will work6. Struggle Students may become frustrated as they explore this new way of learning7. Better Understanding Confidence returns as students work to make the approach “work” – Metacognition can help with the

process.8. Integration Wow! It works! Students are excited about any change – no matter how small!

Reference: Woods, D. R. (2000) p. 1-2 through 1-5.

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Page 5.12.5 Will my students be willing to try PBL? (Graphic remains)

Reflection: Most of us can empathize with students’ responses. However, we need to help students move through these stages of change. Choose one of the steps in the grieving process and think about how you could help a student move through this stage. Post your comments in the FACULTY FORUM. Be sure to read what others have written.


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Page 5.13.1 What are the advantages of PBL? (first iteration can be text; second iteration should be force field analysis, using items from 5.13 advantages) with items from 5.14 disadvantages)

Motivation!

Putting students in “authentic” contexts which imitate potential “real world” situations motivates students to participate.

Page 5.13.2 What are the advantages of PBL? Relevant Coverage!

Donald R. Woods (1994) of McMaster University adds that embedding knowledge in concrete applications helps to integrate that knowledge. Students learn the material much better than subject-based learning. Research is showing a higher quality of learning (Rhem, 1998). Plus the amount of relevant information students encounter in PBL far exceeds what can be presented in a traditionally-taught course (White, 1996a).

Page 5.13.3 What are the advantages of PBL? Deeper learning!

Sarah Sage (2002) from Indiana University South Bend shares that “Information is shared, but knowledge is a personal construction of the learner. Discussion and challenge expose and test thinking.”

Page 5.13.4 What are the advantages of PBL? Integration!

Problem-based learning allows for synthesis of many subject areas. PBL is also an “excellent method for the vertical integration . . . and in our limited experience produces students with highly developed learning, problem-solving, and interpersonal skills” (Fincham, 1998, p. 629).

Page 5.13.5 What are the advantages of PBL? Opportunities to apply critical thinking skills!

In this era of accountability, institutions of higher education must prove to their peer institutions and society, in general, that attendance at their institutions results in the growth of the value-added attribute – critical thinking. Attendance alone does not develop these skills. Colleges and universities need to provide quality opportunities to achieve this goal.

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Page 5.13.6 What are the advantages of PBL? Here are some other advantages noted by the CSU Faculty Development Institute on Distributed Course Delivery for Problem Based Learning (hotlink to http://edweb.sdsu.edu/clrit/learningtree/PBL/PBLadvantages.html)

Haven’t scared you off yet? Intrigued? Want to learn more? What other learning issues do you need to address?

(Next click takes participants back to list of questions on Page 5.2.3 PBL)

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Page 5.14.1 What are the disadvantages of PBL? Loss of Control!

As an instructor, you are held responsible for your students’ learning. Can you give up that control? Are you willing to allow students to determine their learning issues? If you are not comfortable with giving up control of the classroom, maybe PBL is not for you at this time.

Page 5.14.2 What are the disadvantages of PBL? Coverage!

Lecture is a very time-efficient way to deliver content. However, how much of that information are your students just memorizing? How much of that information could your students have gathered through reading assignments? How much of that information are your students really learning? How much of that information are your students retaining? How much of that information can your students really apply? Can you be satisfied that your students have deeper learning rather than widespread coverage?

Page 5.14.3 What are the disadvantages of PBL? Time!

Again, lecture is a very time-efficient way to deliver content. However, more is learned in PBL groups besides content – mainly critical thinking skills! Faculty at all levels and in all disciplines want students to perform complex mental operations that will allow them to be successful in coursework, in future careers, and in their personal lives (Pellegrino, 1995; Siegel, 1980; Weiss, 1992). PBL provides opportunities to develop these evaluation skills.

Page 5.14.4 What are the disadvantages of PBL? Lack of resources!

If students are to research their learning issues, they need access to resources. Can your library handle the influx of students who may suddenly be in the library using journals and other reference materials? Do your students have sufficient critical thinking skills to evaluate information found on the internet?

Page 5.14.5 What are the disadvantages of PBL? If you are still in this module, then you may just think that in spite of these, disadvantages (and more exist than are listed here) are outweighed by the advantages. So now what?

(Next click takes participants back to list of questions on Page 5.2.3 PBL: Where do I begin?) PBL 8/15/02

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Page 5.15.1 What is metacognition?Metacognition is an important component to learning and eventual transformational change. M etacognition refers to monitoring and thinking about your own thinking processes (Beyer, 1987; Flavell, 1979; Halpern, 1998; Hanley, 1995). It involves learning from reflecting on new experiences and how you acquire knowledge, and then making decisions and adjusting behaviors based on your reflections.

Metacognition requires a learner to slow down his thinking process so that he takes deliberate control of it (Beyer, 1987). Journaling, discussion, and self-evaluation all provide opportunities for metacognition. Taking time to engage in metacognition will increase the degree to which a learner will transfer his learning to new settings (Bransford, Brown, & Cocking, 2000; Everson, Tobias, &, Laitusis, 1997). Transformative change occurs when a learner examines and challenges his own thinking (Senge, 1990).

Page 5.15.2 What is metacognition? (like self-assess to the glossary)You are encouraged to include opportunities for metacognition at the end of each PBL session. Have students reflect and self-assess the job they did. Have the students identify ways to improve the next time around. Then. . . after the “next time”, ask, “Did you do it? Did you change your behavior? Did it really help you improve? If you had to do it again, would you do it the same way? Differently?

To learn more about metacognition, go to the Learning Theory module in this series. (hot link directly to section on metacognition in the LT module and have it open in a new window.)


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Page 5.16.1 What do the students do in PBL?Students are expected to take control of their own learning. As a group, they are expected to:

identify the main problem identify the facts hypothesize possible solutions identify learning issues research learning issues and apply that new information to the problem revisit the problem and reprioritize possible solutions assess themselves and each other for contributions to the process

Page 5.16.2 What do the students do in PBL? (text below is linked to each step both in the bulleted list and the graphic)Students accomplish this as they move through 4 phases:

Engagement Inquiry/Investigation Resolution Reflection & Self-Assessment

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Engagement

Resolution

Reflection & Self-Assessment

Inquiry/Investigation

Linked text:engagement Students are introduced to the problem and begin to identify potential solutions (hypotheses), things

they currently know, and learning issues which will need to be researched. inquiry/investigation Students research the learning issues and gather information to help them better understand the issues

resolution As students apply the newly researched information, new issues may arise and they may need to create/modify their list of hypotheses and their list of learning issues. Ideally, the list of possible solutions will be narrowed and prioritized.

Reflection & Self-Assessment

This final stage calls for retracing the process and identifying what went well and what could have been done differently. Ideally, they can transfer their insights into new situations. Use “what if” statements to alter a situation and see how students respond. Finally, assessment of each student’s performance should take place at the end of each step as a formative form and at the end of the process, in a summative form.

Reference: Stepien, Senn, & Stepien, 2000)


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Page 5.17.1 Will students be able to do well with PBL?Yes, they will be able to do well. In fact, research is showing that they will be able to do better because not only will the students learn the information, but they will retain it.

Student involvement is the key.

“Analysis of the research literature. . . suggests that students must do more than just listen. They must read, write, discuss, or be engaged in solving problems.” --Bonwell & Eison

Page 5.17.2 Will students be able to do well with PBL?“The body of research on the impacts of the college academic experience is extensive. The strongest general conclusion [is that] the greater the student’s involvement or engagement in academic work, the greater his or her level of knowledge acquisition.” -- Pascarilla & Terenzini, 1991

“The theory. . . students learn by becoming involved. . . seems to explain most of the empirical knowledge gained over the years about environmental influences on student development. . . What I mean by involvement is neither mysterious nor esoteric. Quite simply, student involvement refers to the amount of physical and psychological energy that the student devotes to the academic experience.” – Alexander Astin (1984). Student Involvement: A Developmental Theory for Higher Education. Journal of College Student Personnel, 25, American Counseling Association.

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Learning Pyramid

LECTURE5%

READING10%

AUDIO_VISUAL20%

DEMONSTRATION 30%

DISCUSSION GROUP50%

PRACTICE BY DOING75%

TEACH OTHERS/IMMEDIATE USE 90%

Reference: National Training Laboratories, Bethel, MN

Page 5.17.3 Will students be able to do well with PBL?However, after 12 plus years of learning how to cope and do well within the current educational system, students may need some assistance in foundation skills: collaboration, group dynamics, explaining concepts to others, and critical thinking skills.

Page 5.17.4 Will students be able to do well with PBL?Working cooperatively in groups may be a challenge in itself. Prepare students for this. Devote some time to the transition. Present the rationale for PBL to your students. This can help identify misrepresentation of what PBL is and does for learning, and help students transition to cooperative behaviors. Show and discuss with them the Grief Graphic in the “Will my students be willing to try PBL” section.

Help students recognize different ways of learning. Many learning style inventories are available, some free of charge. An example is the VARK inventory. (hotlink to http://www.hcc.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/vark.htm)

Discuss why these different approaches to learning and group processing may be frustrating at times. Joseph La Lopa of Purdue University, suggests creating a team profile including learning style. He shares more ways to prepare students for team-based learning in his article entitled, “Preparing Culinary Students for Team-Based Learning”.

There are many good resources available. Here are some to get you started:

Forsyth, D. R. (1999). Group Dynamics. Belmont, CA: Brooks/Cole – Wadsworth.

Johnson, D. W., Johnson, R. T., & Smith, K. A. (1991). Active Learning: Cooperation in the College Classroom. Edina, MN: Interaction Book Company.

Kadel, S. & Keehner, J. A. (1994). Collaborative Learning: A sourcebook for higher education, Volume II. University Park, PA: The National Center on Postsecondary Teaching, Learning, and Assessment.

Bellanca, J. & Fogarty, R. (1991). Blueprints for Thinking in the Cooperative Classroom. Arlington Heights, IL: Skylight Training and Publishing, Inc.

Check out the Small Groups section of this module for more ideas (hotlink to that section).

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Page 5.17.5 Will students be able to do well with PBL?Explaining concepts to others may be a challenge for some students. Suggest that they create a visual to help others understand. (“A picture is worth a thousand words.”) Concept mapping is a good option. Check out the Concept Mapping section of this module for more ideas (hotlink to that section).

Here is another resource to get you started. (hotlink to http://www.sdcoe.k12.ca.us/score/actbank/torganiz.htm ).

Another interesting website to spawn some ideas is the search engine kartoo.com (hotlink to kartoo.com) It graphically organizes the results.

If your students understand the need for critically evaluating sources but are a bit unsure where to begin, refer them to the UCLA College Library Website (hotlink to www.library.ucla.edu/libraries/college/help/critical/) to get started.


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Page 5.18.1 Will my students be willing to try PBL?Some students may and some students may not be willing to try PBL. If students are given a chance, some may choose to switch to another more traditional section. Do not be offended. Students are familiar with the didactic approach. However, many others will opt to stay and try. Much depends on your comfort level with the process and your ability to prepare them for this alternative way of learning.


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Page 5.19.1 Is it possible to do PBL online?Yes. In addition to the growth in knowledge and in processing skills, searching and thinking competencies can be developed.

Whether you are conducting PBL in a traditional classroom or a virtual classroom, the issues remain the same. How can you promote dialogue, encourage involvement, and provide support? Talk with colleagues.

Here is an example of a web quest created by the CSU Faculty Development Institute on Distributed Course Delivery for Problem Based Learning. (Hotlink to http://edweb.sdsu.edu/clrit/PBL_WebQuest.html) While the goal of this webquest is to help you learn more about PBL, it can also be a model for an online option for PBL.

However, keep in mind that there are no filters on most search engines.

Reflection: What do you feel could be the most difficult challenge in PBL online? See what others think and feel free to post your thoughts on the Faculty Forum. (hot link)


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Page 5.20.1 How can I learn more about PBL?

One of the best places to begin is with books and journal articles focusing on Problem-Based Learning. Click here to print this list of resources. (hotlink to word document PBLreferences.doc)

Aldred, M. J., & Aldred, S. E. (1998, September). Problem-based learning: The good, the bad, and the ugly. Journal of Dental Education, 62 (9), 650 – 655.

Banta, T. W., Black, K. E., & Kline, K. A. (2000). PBL 2000 Plenary address offers evidence for and against problem-based learning. PBL Insight, 3 (3), 1 – 11.

Barrows, H. W. (1996, Winter). Problem-based learning in medicine and beyond: A brief overview. In L. Wilkerson, & W. J. Gijselaers. (Eds.) Bringing problem-based learning to higher education: Theory and practice. New Directions for Teaching & Learning, No. 68. (pp. 3 – 12). San Francisco: Jossey-Bass Publishers.

Barrows, H. S. (1998, September). The essentials of problem-based learning. Journal of Dental Education, 62 (9), 630 – 633.

Bligh, J. (2000). Problem-based learning: The story continues to unfold. Medical Education, 34. 688 – 689.

Blumberg, P. (2000). Evaluating the evidence that problem-based learners are self-directed learners: A review of the literature. In D. H. Evensen & C. E. Hmelo (Eds.) Problem-based Learning: Research Perspective on Learning Interactions. (pp. 199 – 226). Mahway, NJ: Lawrence Erlbaum Associates, Inc., Publishers.

Boud, D. & Feletti, G. (Eds.) (1997). The challenge of problem-based learning, 2nd edition. London: Kogan Page.

Chaves, J. F., Chaves, J. A., & Lantz, M. S. (1998, September). The PBL-evaluator: A web-based tool for assessment in tutorials. Journal of Dental Education, 62, (9), 671 – 674.

Duch, B. J. (1995, January). The power of problem-based learning: A note from the editor. About Teaching, 47,

Fincham, A. G. (1998, September). Introduction to the symposium on PBL in dental education. Journal of Dental Education, 62 (9), 629.

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Fincham, A.G., & Shuler, C. F. (2001, May). The changing face of dental education: The impact of PBL. Journal of Dental Education, 65 (5), 406 – 421.

Field, M. J. (Ed.) (1995). Dental education at the crossroads: Challenges and change. Washington, DC: National Academy Press.

Flynt, S. (2000) PBL 2000 attracts 663 participants, explores pros and cons of movement. PBL Insight, 3 (3), 8 - 9.

Fogarty, R.(1998) Problem-based Learning: A Collection of Articles. Arlington Heights, IL: Skylight Training and Publishing, Inc.

Fogarty, R.(1998) Problem-based Learning and Other Curriculum Models for the Multiple Intelligences Classroom. Arlington Heights, IL: Skylight Training and Publishing, Inc.

Gijselaers, W. J. (1996, Winter). Connecting problem-based practices with educational theory. In. L. Wilkerson, & W. J. Gijselaers. (Eds.) Bringing problem-based learning to higher education: Theory and practice. New Directions for Teaching & Learning, No. 68. (pp. 13 – 21 ). San Francisco: Jossey-Bass Publishers.

Herl, H. E., O’Neil Jr., H. F., Chung., G. K. W. K., Bianchi, C., Wang. S., Mayer, R., Lee, C. Y., Choi, A., Suen, T., & Tu, A. (1999, March). Final report for validation of problem-solving measures. Technical Report 501. Los Angeles: UCLA Center for the Study of Evaluation.

Kaufman, D. F. (2000). Problem-based learning – time to step back? Medical Education, 34, 510 – 511.

Lantz, M. S., & Chaves, J. F. (1998, September). Implementing a new predoctoral curriculum with a PBL component at Indiana University School of Dentistry. Journal of Dental Education, , 62 (9), 675 – 679.

Lum-Peng, L. & Ai-Yen, C. (1999). Challenges and relevance of problem-based learning in dental education. European Journal of Dental Education, 3, 20 – 26.

Maudsley, G, & Strivens, J. (2000). Promoting professional knowledge, experiential learning and critical thinking for medical students. Medical Education, 34, 535 – 544.

Newmann, F. M & Wehlage, G. G. (1993, April) “Five Standards of Authentic Instruction.” Educational Leadership 50, (7), 8 – 12.

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Norman, G. R., & Schmidt, H. G. (1992, September). The psychological basis of problem-based learning: A review of the evidence. Academic Medicine, 67, (9). 557 –565.

O’Neill, P. A. (1998). Assessment of students in a problem-based learning curriculum. Journal of Dental Education, 62 (9), 640 – 643.

Parikh, A., McReelis, K., & Hodges, B. (2001). Student feedback in problem based learning: a survey of 103 final year students across five Ontario medical schools. Medical Education, 35, 632 – 636.

Phillips, S. P. (1997). Problem-based learning in medicine: New curriculum, old stereotypes. Social Science Medicine, 45 (3), 497 – 499.

Rhem, J. (1998). Problem-based learning: An introduction. The National Teaching & Learning Forum, 8 (1), pp. 1 – 4.

Rothman, A. I. (2000). Problem-based learning – time to move forward? Medical Education, 34, 509 – 510.

Savin-Baden, M. (2000). Problem-based learning in higher education: Untold stories. Philadelphia: Open University Press.

Savery, J. R., & Duffy, T. M. (1995, September-October). “Problem Based Learning: An Instructional Model and Its Constructivist Framework” Educational Technology. pp. 31 – 38.

Schmidt, H. (1983). “Problem-based Learning: Rationale and Description,” Medical Education, 17, 11 – 16.

Schwartz, P., Mennin, S., & Webb, G. (2001). Problem-based learning: Case studies, experience, and practice. London: Kogan Pace.

Shuler, C.F., & Fincham, A. G. (1998, September). Comparative achievement on national dental board examination part I between dental students in problem-based learning and traditional education tracts. Journal of Dental Education, 62, (9), 666 – 670.

Smith, L. H. (1983, February). Medical education for the 21st century. Journal of Medical Education, 60, 106 – 112.

Stephien, W. J., Senn, P. R., & Stepien, W. C. The Internet and problem-based learning. Tucson: Zephyr Press.

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Stinson, J. E. & Milter, R. G. (1996). Problem-based learning in business education: Curriculum design and implementation issues. In L. Wilkerson & W. H. Giuselaers (Eds). Bringing problem-based learning to higher education: Theory and practice. New Directions for Teaching and Learning, No. 68. (pp. 33 – 42). San Francisco: Jossey-Bass Publishers.

Tedesco, L. A., Eisner, J. E., Vulio, R., & Hollway, J. (1992). The Buffalo approach to changing the basic science curriculum or toiling and dreaming in the vineyards of dental education. Journal of Dental Education, 56 (5), 332 – 340.

Walton, J. H., Clark, D. C., & Glick, N. (1997, April). An outcomes assessment of a hybrid-PBL course in treatment planning. Journal of Dental Education, 61 (4), 361 – 367.

White, H. B. III (1995). Creating problems for PBL. About Teaching, 47 (2 & 4)

White, H. B. III (1996). Addressing content in problem-based courses: The learning issue matrix. Biochemical Education, 24 (1), 41 – 45.

Wilkerson, L. & Gijselaers, W. H. (Eds.). (1996, Winter). Bringing problem-based learning to higher education: Theory and practice. New Directions for Teaching & Learning, No. 68. San Francisco: Jossey-Bass Publishers.

Woods, D.R. (1991) "Issues in Implementation in an Otherwise Conventional Programme", in D. Boud and G. Feletti, (Ed.), The Challenges of Problem-based Learning. London: Kogan Page. 122-129.

Woods, D. R. (1994). Problem-based Learning: How to Gain the Most from PBL. Waterdown, ON, Canada: McMaster.

Woolfolk, A. (2001). Educational psychology. 8th edition. Boston: Allyn and Bacon.

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Page 5.20.2 How can I learn more about PBL? (all websites should be linked)Another good resource for information are websites. Click here to print this list. (hotlink to word document PBLwebsites.doc)

PBL at the Illinois Math & Science Academyhttp://www.imsa.edu/team/cpbl/ PBL at McMaster University - Good introduction to PBLhttp://chemeng.mcmaster.ca/innov1.htm

PBL at Southern Illinois University School of Medicine http://www.pbli.org PBL at Samford University in Birmingham, Alabama. http://www.samford.edu/pbl/pbl_main.html PBL at The University of Maastricht (Netherlands) http://www.unimaas.nl/pbl/law/law002.htm PBL at the University of Delaware PBL: Problem-Based Learninghttp://www.udel.edu/pbl/

PBL at Purdue University – problems created to support faculty using PBLhttp://www.lib.purdue.edu/EAS_LEADER

PBL at Stanford University’s Dept. of Civil and Environmental Engineeringhttp://pbl.stanford.edu/

CSU Distributed Course Delivery for Problem Based Learninghttp://edweb.sdsu.edu/clrit/home.html

PBL at Maricopa Community Collegehttp://www.mcli.dist.maricopa.edu/pbl/

PBL at the Center for Educational Technologies (NASA)http://www.cet.edu/research/papers/ete/main.html

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http://www.udel.edu.pbl/

http://www.samford.edu/pbl/pbl_main.html

http://www.pbli.org/

http://www.imsa.edu/team/cpbl/

PBL Clearinghouse - a collection of problems and articles to assist educators in using PBLhttps://www.mis4.udel.edu/Pbl/

PBL with Multimediahttp://pblmm.k12.ca.us/

Website on Graphic Organizershttp://www.sdcoe.k12.ca.us/score/actbank/torganiz.htm

Constructivist Learning Design http://www.prainbow.com/cld/cldp.html

Dan Tries Problem-Based Learning: A Case Studyhttp://www.udel.edu/pbl/dancase3.html A problem-based learning course in physiology for undergraduate and graduate basic science studentshttp://advan.physiology.org/cgi/content/abstract/275/6/S16


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http://advan.physiology.org/cgi/content/abstract/275/6/S16

http://www.udel.edu/dancase3.html

http://www.prainbow.com/cld/cldp.html

https://www.mis4.udel.edu/Pbl/

Documents

Module 4: Classroom Management - Indiana Universityidd/active_learning/AL_PBL_8-12-02.doc · Web viewMore information on metacognition can be found at the learning Theory Module (hotlink