PBL and Case Study Workshop Margaret Waterman Southeast Missouri State University Scarsdale High School Scarsdale, NY March 28, 2011

PBL and Case Study Workshop

Margaret Waterman Southeast Missouri State

University

Scarsdale High SchoolScarsdale, NY

March 28, 2011

http://www.ifpma.org/Influenza/index.aspx?001_The_Influenza_Virus/001a_Influenza_Virus.html

http://bioquest.org/icbl Margaret Waterman, 2011

• http://bioquest.org/icbl

• Ethel Stanley, Director of BioQUEST, Beloit College

• Funding:

Overview of PBL/Case approaches• Engage with a case• Investigative cases and problem spaces• Finding Cases Online

Implementation strategies• How can cases be used?• Specific examples• Planning implementation

Assessing learning• Kujira• Products and processes

Case Writing

"I read on the Internet that you can get Mad Cow Disease from breath mints.”

The Rumor

"Well, they are made in Great Britain and they do have gelatin in them.”

What do you think this mini case is about?

What do you already know that relates to this case?What do you need to know to understand the case?

How might this case be used in your teaching?

Case Methods: Elements in Common

• All use realistically complex problems

• All are multidisciplinary

• All ask learners to consider the events, decisions, facts

Case Methods provide learners with an opportunity to:

• Engage with characters and circumstances.

• Investigate to understand facts, values, contexts, and decisions.

• Connect the meaning of the story to their own lives

What is Case Method Teaching? A family of related approaches.

• Decision Cases: Business or Law School

• Problem Based Learning: Medical Schools

• Investigative Case Based Learning:• A variant of PBL, specifically for science

Original Medical Model of PBL -- multipart cases

• Day 1 Case discussion (2 hr)• Develop learning agenda, questions, hypotheses

• Day 2 Research/study of learning agenda• Day 3 Case discussion of new parts of

case• Develop more learning agenda• Get objectives at end of day 3

• Day 4 Research/study of learning agenda• Day 5 Case discussion and wrap up

• Check that all objectives are met

Medical PBL: Who is the instructor?

Drawing by Neal Atebara, 1987. Used with permission.

Some Core Features of PBL /ICBL

• Problems are real and meaningful contexts for learners.

• PBL cases are complex and multidisciplinary.

• The problem comes first in instructional sequence.

• Learners collaborate and identify what they need to learn.

• Learners identify and use resources.

• Problems require decision making, use of concepts and skills.

Overview of PBL/Case approaches• Engage with a case• Investigative cases and problem

spaces• Finding Cases Online



Case Writing

The Donor’s Dilemma

• Go to “Case 1” on left side of packet

• Also take out the green “Case Analysis” sheet

What goes with this case/problem?

The idea of a Problem Space

• Cases are doorways into problem solving and investigation

• or at the very least, question posing and discussion.

• http://bioquest.org/bedrock/problem_spaces/index.php

http://bioquest.org/bedrock/problem_spaces/index.php






Case Writing

Finding Cases http://bioquest.org/icbl/cases.php

Example: glowing glass

http://bioquest.org/icbl/cases.php

http://www.myplantIT.org/index.php Plant IT: Botanical Society of America and BioQUEST

Example: Real or Replica

http://www.myplantit.org/index.php

http://www.bioquest.org/myplantit-2010/workshop_forms/icbl_details.php?project_id=271

Cases Online http://www.cse.emory.edu/cases/

Example: Operation Outbreak

http://www.cse.emory.edu/cases/

Case IT! Molecular biology simulations and cases

http://caseit.uwrf.edu/RM2010.html Student resource manual describing cases

Finding Cases

http://sciencecases.lib.buffalo.edu/cs/

http://sciencecases.lib.buffalo.edu/cs/

Finding Cases

https://primus.nss.udel.edu/Pbl/

https://primus.nss.udel.edu/Pbl/


Implementation strategies• How can cases be used?• Specific examples, connected to

resources• Planning implementation


Case Writing

Objective: Pre Assessment

PBL can be used as a starting place for assessing what the learner already knows.

Example: Stacy Kiser’s mad cow disease case allowed her to know what her students knew about proteins.

http://bioquest.org/icbl Margaret A. Waterman, 2010

Objective: Assessment of botany, ability to communicate, application

Resources for each student:• prepared slide of suspect plant material• list of back yard plants by gardener


The following take home exam was based on a mini case in which a 14 week-old puppy that “chews on everything” was found ill in the back yard.

Submit a memo reporting your findings as a forensics specialist:

Provide an identification of the plant material with evidence to support choices:

• root, stem, or leaf• dicot or monocot• herbaceous or woody


:


Write a short letter to the pet owner advising the family to remove the poisonous plant from their back yard:

Provide a description of the plant as it would look during flowering and be sure to include:

• common and scientific name• habitat preference• danger to humans

In the 1840’s, Late Blight devastated the potato crop which resulted in mass starvation and forced migration of the human population.


Objective: Multicultural Perspectives andInitiating Investigations

Objectives: Using simulation, testing variables, interpreting data, economic impacts, host-pathogen-environment

relations, fungi



Sporangia from cull pile

Infections from volunteers

Crop defoliated and entirely lost well before harvest

Simulation Results: IRELAND 1840’s

Cool, wet conditions, no pest management

% blight

sporangia

infections


Modern Management: Blight CastUsing 1840 conditions. Result of spraying every 5 days = $278 profit, no tuber loss, 3% foliage loss.

sprays sporangia


Objective: Introduce remote sensing, hypothesizing, interpreting data

http://mddnr.chesapeakebay.net/eyesonthebay/index.cfm







http://www.demog.berkeley.edu/~andrew/1918/

Objective: Use Quantitative Skills


Year Male Female

1911 50.9 54.4

1912 51.5 55.9

1913 50.3 55

1914 52 56.8

1915 52.5 56.8

1916 49.6 54.3

1917 48.4 54

1918 36.6 42.2

1919 53.5 56

Average Age at Death from 1911 until 1919 in the United States (Noymer 2007)


Age 1917 1918

<1 2944.5 4540.9

1--4 422.7 1436.2

5--14 47.9 352.7

15-24 78 1175.7

25-34 117.7 1998

35-44 193.2 1097.6

45-54 292.3 686.8

US Deaths per 100,000 Attributed to Influenza and Pneumonia in 1917 and 1918 (Noymer 2007)


Which age was the most affected by the 1918 flu?

Predict generally what changes you’d expect to see in the SIR model results with respect to S, I, and R individuals if you were to simulate the use of masks. (Hint: Assume a 10% decrease in transmission.)

0

20

40

60

80

100

120

140

160

180

200

0 20 40 60 80 100Time

# P

eo

ple

Susceptible # Infected # Recovered #

Objective: Quantitative Skills and testing variables with a Simulation


Simulation Results for Scenario 2 of Avian Influenza with 250 people (200 susceptible) and the use of masks with a 10% reduction in transmission.

Masks are used starting on day 30, when the epidemic has already nearly run its course.


Simulation Results for Scenario 3 of Avian Influenza with 250 people (200 susceptible) and the use of masks with a 10% reduction in transmission.

Masks are used starting on day 10, when the epidemic is still in its growth phase.


Footprints“I’m glad I don’t live on a 200 acre farm like you,

Sam!” teased Sue as the two friends hurried into their Biology class.

“Why?” asked Sam, “Weren’t you just complaining about living in your parent’s downtown condo?”

“Well, that’s true,” Sue admitted, “But I was thinking about today’s class assignment on sustainability. I bet you have the biggest footprint in the whole class.”

Much to Sue’s surprise, Sam didn’t look all that concerned. He held out his hand and replied confidently, “I’ll take that bet!”


Objective: Introduce an Online Tool: a global resource used locally, sustainability

• http://www.myfootprint.org/en/visitor_information/


Questions from Footprint Quiz

• Food: amount of meat, how much food is local

• Goods: how much waste is produced

• Shelter: size of home, number of people, availability of water and electricity

• Mobility: kinds of transportation, car pooling, air time, fuel efficiency


The Results

Sue Sam



Objective: Tools for Data Visualization and Interdisciplinarity, developing questions and hypotheses, examining relationships among variables, interpreting data

Worldmapperwww.Worldmapper.org

Gapminder: A Data Centered View of the World

www. Gapminder.org

Objective: Tools for Visualizing Data


www.worldmapper.org

Total Carbon emissions by country


www.worldmapper.org

Objective: Visualizing Data, Interdisciplinarity


www.gapminder.org


Can a graph be a case?

• www.gapminder.org

• Click on “health and wealth of nations”

• What learning objectives could we achieve with this tool?



Implementation strategies• How can cases be used?• Specific examples with resources• Planning implementation


Case Writing

Cases can be used to meet many teaching objectives

• To assess knowledge and skills – all cases• To develop global and multicultural perspectives• To initiate investigations• To introduce new technologies• To emphasize quantitative skills• To introduce tools• To show the value of interdisciplinarity


Cases can be used to meet many student learning objectives

• Inquiry skills: questioning, hypothesizing, manipulating variables, graphing, quantitative skills, interpreting data, drawing conclusions

• Subject matter content• How the concepts may be applied in real

world contexts • Soft skills: communication, collaboration,

presentation, information management

Go to Case 2.

• Work in a group of 3 to do initial planning of ways to implement Case 2.

• Consider especially questions 3-5 on the Case Analysis and Planning form.





Case Writing

Teruko sat with her friend Sean at lunch and enthusiastically described her brother’s wedding and reception in Japan. “The family hired special chefs who prepared some amazing dishes. My favorite was the kujira.”

“What’s kujira?” Sean asked.

“It’s whale meat,” Teruko replied. When Sean made a

face, she continued, “It’s delicious! Way better than this pizza.”


Kujira

“But isn’t whale meat illegal? I read there’s a huge black market and people pay like $400 a pound for what they think is whale meat,” Sean

said.

Now it was Teruko who made a face. “How do they know it’s not whale meat?” she asked.

Some biotech test,” Sean replied with a shrug.

Discuss with your group

• What learning objectives can be addressed with this case?

• What are some potential student products related to this case?

Assessment – Students

You can use these criteria to assess their products

• their participation and contribution to work in groups, • the kinds of issues they identify, • the questions they develop, • the investigations they propose, • where and how they locate resources,• how they conduct investigations, and • the presentations they make.

Specific Example: Right pocket of folder

• Crash course, with rubrics• Team and self assessment rubric• Online rubrics

• Case-based lesson rubric:

http://www.bioquest.org/myplantit-2010/projectfiles/Case_Based_Lesson_Rubric.doc

• Poster rubric:http://www.bioquest.org/myplantit-2010/resource_files/Poster_Peer_Review-4.doc




Case Writing

Case writing

• Use the handout on case writing to follow along with the process

Adding investigations

• Use the ‘components of a problem space’ sheet to help you decide what else you need to add to your case

What’s Next?

http://www.ifpma.org/Influenza/index.aspx?001_The_Influenza_Virus/001a_Influenza_Virus.html

THANK YOU!!!!

Documents

PBL and Case Study Workshop Margaret Waterman Southeast Missouri State University Scarsdale High School Scarsdale, NY March 28, 2011