The Power of PBL: Bringing Problem-Based Learning into Your Classroom (Part I) George Watson [email protected]

Institute for Transforming Undergraduate Education University of Delaware

Asia-Pacific Conference on Education National Institute of Education, Nanyang Technogical University Singapore, June 4, 2003 www.udel.edu/pbl/nie-2003

What I know best I have taught… …the individuals learning the most in the teacher-centered classrooms are the teachers there. They have reserved for themselves the very conditions that promote learning: actively seeking new information, integrating it with what is known, organizing it in a meaningful way, and explaining it to others.

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

First, an exercise: 1. Individually, write down five words or short phrases that come to mind when you think of: Student-Centered Learning 2. In pairs or small groups, select three “most important”.

3. Finally, report out just one.

Comparison of Paradigms

Instructor-Centered

Knowledge is transmitted from professor to student.

Learner-Centered

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

Comparison of Paradigms

Instructor-Centered

Students passively receive information.

Learner-Centered

Students are actively involved.

Comparison of Paradigms

Instructor-Centered

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

Learner-Centered

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

Comparison of Paradigms

Instructor-Centered

Instructor’s role is to be the primary information giver.

Learner-Centered

Instructor’s role is to coach and facilitate.

Comparison of Paradigms

Instructor-Centered

Emphasis is on right answers.

Learner-Centered

Emphasis is on generating better questions and learning from errors.

Comparison of Paradigms

Instructor-Centered

Focus is on a single discipline.

Learner-Centered

Approach is compatible with interdisciplinary investigation.

Comparison of Paradigms

Instructor-Centered

Culture is competitive and individualistic.

Learner-Centered

Culture is cooperative, collaborative, and supportive.

Comparison of Paradigms

Instructor-Centered

Only students are viewed as learners.

Learner-Centered

Instructors and students learn together.

PBL: Experience It Yourself

Kim: Pat: Kim: Pat: Kim: Pat: Kim: Pat:

Stage 1: Where?

I can’t believe you’re leaving again next week! Weren’t you just on a trip two weeks back?

We talked about this months ago. I committed to this trip almost a year ago.

Weren’t you there just last December?

I was. What’s that have to do with anything?

Haven’t you been following the news? Things are different now. Lots of things!

Like what?

You’re impossible! You need to get your head out of your precious journals and read the paper occasionally.

OK. OK. Just tell me what’s bothering you? I travel all the time. What’s gotten into you about this trip?

Questions for Stage 1: 1. What is the problem?

2. What things might be troubling Kim?

3. What should Pat do next?

Stage 2: WHO?

Pat Nostaw is heading to Singapore for an international education conference. Following several days at the conference, he is traveling to Kuala Lumpur to visit a university there. After that he is heading home to New York City.

4.

What things might be troubling Kim? Refine the list of things identified in Stage 1.

5.

What does Pat need to know to assure Kim about his travel plans? 6.

What should we ask Kim about Pat to determine if her concerns are legitimate?

Stage 3: When?

Pat’s collaborator Tan is planning a trip to New York City from Singapore in December to complete the final project report. 7.

How does the list of ‘troubling things’ change for this different destination? 8.

What are the top three worries you would have about this trip?

Quick Review of Problem-Based Learning

“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 Common Features 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.

PBL: The Process Students are presented with a problem. They organize ideas and previous knowledge.

Students pose questions, defining what they know and do not know.

Assign responsibility for questions, discuss resources.

Reconvene, explore newly learned information, refine questions.

The Problem-Based Learning Cycle Mini-lecture (as needed) Overview Assessment (when desired) Problem, Project, or Assignment Whole Class Discussion Group Discussion Preparation of Group “Product” Research Group Discussion

UD PBL online

PBL at UD www.udel.edu/pbl PBL Clearinghouse www.udel.edu/pblc Watson homepage www.physics.udel.edu/~watson This presentation www.udel.edu/pbl/nie-2003