University of Delaware

Plenary Presentation at September InstituteCenter for the Enhancement of Teaching and Learning

University of CincinnatiSeptember 13, 2002

Problem-Based Learning:A Student-Centered Approach

for Engagement

Institute for TransformingUndergraduate Education

George Watsonghw@udel.edu

“Covering the Material”

© John Garratt, University Chemistry Education 2(1), 29-33 (1998)

A New Lesson Plan Is Needed

© John Garratt, University Chemistry Education 2(1), 29-33 (1998)

Active Learning…

© John Garratt, University Chemistry Education 2(1), 29-33 (1998)

Mission Accomplished?

© John Garratt, University Chemistry Education 2(1), 29-33 (1998)

Lesson Learned!

© John Garratt, University Chemistry Education 2(1), 29-33 (1998)

First, an exercise:

1. Individually, write down five words or short phrases that come to mind when you think of:

Student-Centered Learning2. In pairs or small groups, select three

“most important”.

3. Finally, report out just one.

…the individuals learning the most in [the teacher-centered classrooms] are the professors. They have reserved for themselves the very conditions that promote learning:

What I know best I have taught…

Page 35, Huba and Freed, Learner-Centered Assessment on College Campuses: Shifting the Focus from Teaching to Learning, 2000

actively seeking new information,integrating it with what is known,organizing it in a meaningful way, andhaving a chance to explain it to others.

Comparison of Paradigms

Teacher-Centered

Learner-Centered

Knowledge is transmitted from professor to student.

Students construct knowledge through gathering and synthesizing information and integrating it with the general skills of inquiry, communication, critical thinking, and problem solving.

Teacher-Centered

Learner-Centered

Students passively receive information.

Students are actively involved.

Comparison of Paradigms

Teacher-Centered

Learner-Centered

Emphasis is on acquisition of knowledge outside the context in which it will be used.

Emphasis is on using and communicating knowledge effectively to address enduring and emerging issues and problems in real-life contexts.

Comparison of Paradigms

Teacher-Centered

Learner-Centered

Instructor’s role is to be primary information giver and primary evaluator.

Instructor’s role is to coach and facilitate. Instructor and students evaluate learning together.

Comparison of Paradigms

Teacher-Centered

Learner-Centered

Teaching and assessing are separate.

Teaching and assessing are intertwined.

Comparison of Paradigms

Teacher-Centered

Learner-Centered

Assessment is used to monitor learning.

Assessment is used to promote and diagnose learning.

Comparison of Paradigms

Teacher-Centered

Learner-Centered

Emphasis is on right answers.

Emphasis is on generating better questions and learning from errors.

Comparison of Paradigms

Teacher-Centered

Learner-Centered

Desired learning is assessed indirectly through the use of objectively scored tests.

Desired learning is assessed directly through papers, projects, performances, portfolios, and the like.

Comparison of Paradigms

Teacher-Centered

Learner-Centered

Focus is on a single discipline.

Approach is compatible with interdisciplinary investigation.

Comparison of Paradigms

Teacher-Centered

Learner-Centered

Culture is competitive and individualistic.

Culture is cooperative, collaborative, and supportive.

Comparison of Paradigms

Teacher-Centered

Learner-Centered

Only students are viewed as learners.

Instructors and students learn together.

Comparison of Paradigms

John Dewey…

“True learning is based on discovery guided by mentoring rather than the transmission of

knowledge.”

Characteristics Neededin College Graduates

High level of communication skills

Ability to define problems, gather and evaluate information, develop solutions

Team skills -- ability to work with others

Ability 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.

Recommendations from theCarnegie Foundation

Make research-based learning the standard.

Build inquiry-based learning throughout the four years.

Link communication skills and course work.

Use information technology effectively.

Cultivate a sense of community.

Cooperative Learning: What the research shows

Academic Successhigher achievement, including knowledge acquisition, accuracy, creativity in problem-solving, and higher reasoning level.

Attitude Effects persistence towards goals, intrinsic

motivation, applying learning in other situations, greater time on task

Johnson, Johnson, and Smith (1998)

Methods of Active andGroup Learning

Student Involvement

temporary groups permanent groups

“Think/Pair/Share” PBL

What is Problem-Based Learning?

PBL prepares students to think critically and analytically, and to find and use appropriate learning resources.

PBL is an instructional method that challenges students to “learn to learn,” working cooperatively in groups to seek solutions to real world problems.

“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 (1985)

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

initially given.Students identify, find, and use appropriate

resources.Students work in permanent groups.Learning is active, integrated, cumulative, and

connected.

PBL: The Process

Students are presented with a problem. They organize ideas and previous knowledge.

Students pose questions, defining what they know and don’t know.

Assign responsibility for questions, discuss resources.

Reconvene, explore newly learned information, refine questions.

The Problem-Based Learning Cycle

OverviewProblem, Project, or Assignment

Group Discussion

Research

Group Discussion

Preparation of Group “Product”

Whole Class Discussion

Mini-lecture

The principal idea behind PBL is?

A. PBL challenges students to learn to learn.

B. Learning is initiated by a problem.

C. Students work in permanent groups.

Think/ pair/ share

Outcomes?

Moving away from:

Are students getting the right answer?

Huba and Freed, Learner-Centered Assessment on College Campuses: Shifting the Focus from Teaching to Learning, 2000

Moving to:

Can students demonstrate the qualities that we value in educated persons, the qualities we expect of college graduates?

Outcomes?

Moving to:

Can students gather and evaluate new information, think critically, reason effectively, and solve problems?

Outcomes?

Moving to:

Can [students] communicate clearly, drawing upon evidence to provide a basis for argumentation?

Outcomes?

Moving to:

Do [students’] decisions and judgments reflect understanding of universal truths[/concepts] in the humanities and arts [etc.]?

Outcomes?

Moving to:

Can [students] work respectfully and productively with others?

Outcomes?

Moving to:

Do [students] have self-regulating qualities like persistence and time management that will help them reach long-term goals?

Outcomes?

ITUE Calendar

October 8-9, 2002UD Campus Visitation Days

January 21-24, 2003Intro to PBL and Problem Writing

June 16-20, 2003Intro to PBL and Learning Communities

June 13-19, 2004PBL2004, Cancun, Mexico

Online PBL

PBL at UDwww.udel.edu/pbl

ITUEwww.udel.edu/itue

PBL Clearinghousewww.udel.edu/pblc

Reflections and Questions