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Characteristics Needed in College Graduates
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Transcript of Characteristics Needed in College Graduates
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Characteristics Neededin College Graduates
High level of communication skillsAbility to define problems, gather and
evaluate information, develop solutionsTeam skills -- ability to work with othersAbility to use all of the above to address
problems in a complex real-world setting
Quality Assurance in Undergraduate Education (1994)Wingspread Conference, ECS, Boulder, CO.
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“The principal idea behind PBL is that the starting point for learning should be a problem, a query, or a puzzle that the learner wishes to solve.”Boud, D. (1985) PBL in perspective. In “PBL in Education
for the Professions,” D. J. Boud (ed); p. 13.
What Is PBL?
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PBL Contrasted with Subject-Based Learning
From Smith et al, 2005. Pedagogies of engagement: Classroom-based practices. J. Engineering Education, January 2005. 87-101.
START
Told what we need to know
Learn it
Given problem toillustrate how to use it
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PBL Contrasted with Subject-Based Learning
From Smith et al, 2005. Pedagogies of engagement: Classroom-based practices. J. Engineering Education, January 2005. 87-101.
Problem-posed
Identify what weneed to know
Learn it
Apply it
START
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What are the CommonFeatures of PBL?
Learning is initiated by a problem.Problems are based on complex, real-world
situations.All information needed to solve problem is not
given initially.Students identify, find, and use appropriate
resources.Students work in permanent groups.Learning is active, integrated, cumulative, and
connected.
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Deflating Grady – Part 1
Read over the e-mail exchange and discuss the ideas it raises about grade inflation
As a group, compose a definition of grade inflation and be prepared to present it on the poster paper provided.
Be prepared to “report out” in 10 minutes
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Deflating Grady – Part II
Read over the information presented, and be prepared to report out on your responses to questions 1 & 2:
Be prepared to “report out” in 10 minutes
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Presentation of Problem
Organize ideas and prior knowledge(What do we know?)
Pose questions (What dowe need to know?)
Assign responsibility for questions; discuss resources
Research questions; summarize; analyze findings
Reconvene, report on research;
Integrate new Information;Refine questions
Resolution of Problem;(How did we do?)
PBL: The Process
Next stage of the problem
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Types of Learning Objectives
Content-oriented: subject specific– Basic knowledge and understanding of specific
concepts, techniques, etc. in the discipline
Process-oriented: global skills– Effective communication: oral and written
– Acquiring and evaluating information
– Working effectively with others
– Higher order, critical thinking
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Medical School Model
A good choice for:
Highly motivated, experienced learnersSmall, upper-level seminar classes
Dedicated faculty tutorGroups of 8-10Very student-centered environmentGroup discussion is primary class activity
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Typical Medical School PBL Problem: High Degree of Authenticity
Patient arrives at hospital, ER, physician’s office presenting with symptoms X, Y, Z
What questions should you ask?What tests should you order?
Physician interviews patient, receives results of tests
Differential diagnosisPreferred therapy
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A Typical Day in an Undergraduate PBL Course
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“Hybrid” PBL
Non-exclusive use of problem-driven learning in a class
May include separate lecture segments or other active-learning components
Floating or peer facilitator models common
Often used as entry point into PBL in course transformation process
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Overview
Problem, Project, or Assignment
Group Discussion
Research
Group Discussion
Preparation of Group “Product”
Whole Class Discussion
Mini-lecture(as needed)
Assessments
The Problem-Based Learning Cycle – Hybrid Model
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Introductory Biology – An Example for Small Enrollment Courses
Course is one section of multi-section 2-semester survey course for science and allied health majors
6-7 PBL problems per semesterSession time ranges from 75 - 120 min.PBL activities comprise 85-90% of total course time4-5 student groups of up to 6 students1 peer facilitator (junior or senior) per group
(same model also used in upper division bio course)
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General Chemistry: An Example of a Hybrid Model
Problem-based group work 40%
Lecture/ whole-class discussion 50%
Demonstrations 7%
Other (Exam, lab review) 3%
Source: Susan Groh, Ph. D., Department of Chemistry & Biochemistry,University of Delaware
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Overview of Additional Models
Biology4 problems per semester (2 ½ periods each)2 lecture days, 1 PBL day per week
Criminal Justice1 two-week problem on important course content
Many coursesPBL activities in discussion, lab
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Question for Groups
Reflect on this morning’s experience,or on prior experience with PBL:
What role do instructors play in a PBL course?
Be prepared to report out in 5-10 min.
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PBL Models for Undergraduate Courses
Medical School ModelSmall class, one instructor to 8-10 students
Floating Facilitator ModelSmall to medium class, one instructor, up to ~75 students
Peer Facilitator ModelSmall to large class, one instructor and several peer
facilitators
Large Class Models
Floating facilitator and hybrid PBL/other activities
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Peer Facilitator Model
Advanced undergraduates serve as facilitatorsHelp monitor group progress and dynamicsServe as role models for novice learnersCapstone experience for facilitator
Instructor’s roleGives orienting lecturesLeads whole class discussionsWorks with facilitators behind the scenes
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Strategies Typically Used to Teach A PBL Problem
1) “Mini” lecture to introduce problem
2) Instructor provided input at regular intervals
3) Mechanism for groups to compare notes
4) Instructor circulated amongst the groups
5) Instructor provided some resources
6) Problem constructed to allow for 1-5
7) Problem constructed to provide learner prompts for
PBL novices
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•Set the stage early
•Form heterogeneous groups
•Use permanent groups
•Rotate roles of responsibility
•Rely on group-selected ground rules
•Conduct peer evaluations
Common Strategies for Monitoring Groups
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Good PBL Problems…
• Relate to real world, motivate students• Require decision-making or judgments• Are multi-page, multi-stage• Are designed for group-solving• Pose open-ended initial questions that
encourage discussion• Incorporate course content objectives,
higher order thinking, other skills
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Getting Started with Development of PBL Materials: Course Specifics
Students Majors/nonmajors
Novice/mature learners
Prior experience with PBL, group work
Problem One-time use vs. one of several
Length of problem, timing within course
Structure: staging, guiding questions
Learning objectives to be addressed
Student products, assignments, assessment
Resources available (including peer tutors)
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Problem Writing Exercise
1. Identify 1-2 major learning objectives that you want to address through a problem - consider both content concepts and process skills.
2. Identify a real-world context or application of those concepts. (Steps 1 and 2 may be reversed.)
3. Develop a scenario or story to set the stage.4. Begin drafting the problem by outlining the first
page.5. Provide a brief synopsis of what the rest of the
problem will look like: other stages, products, etc.
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Problem Sources and Strategies
• News events, articles
• Popular or scholarly press in the discipline
• Authentic tasks, roles, etc. as triggers
• Case studies
• Adaptation of text problems or questions
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Source Example:Authentic Tasks
• Trigger: discussion of National Film Preservation Act
• Problem: choose a film to nominate for inclusion in the National Film Registry
• Task: prepare a critical analysis of the film and submit a persuasive nomination to the Library of Congress.
• Concepts introduced: theories and strategies of film analysis, development of evaluative criteria
PBL Clearinghouse Problem submitted by Bryan Johnson, Samford University, 2001
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Source Example: Textbook Problems
• Physics concept: conservation of momentum
• Text examples: colliding pool balls, car collisions
A 1200-kg car traveling east with a speed of 10 m/s collides at an intersection with a 1500-kg van traveling north at a speed of 12 m/s. Find the direction and magnitude of the velocity of the wreckage after the collision, assuming that the vehicles undergo a perfectly inelastic collision (ie, they stick together).
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Source Example: Textbook Problems
• Problem: students, in role of police officer, must determine culpability in fatal car crash based on data (disclosed progressively) from actual police accident report. Assumptions/approximations required; different choices lead to different conclusions.
PBL Clearinghouse Problem Submitted by Barbara Duch, 2001
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UD PBL Online
PBL at UD - www.udel.edu/pblSample PBL materials, including syllabuses; links to other sites
PBL Clearinghouse - www.udel.edu/pblcDatabase of peer-reviewed PBL problems
ITUE – www.udel.edu/instWorkshops on PBL and integration of technology, communication skills