Transcript “Anyone not aware that this is a time of

“Anyone not aware that this is a time of
profound change in ... education is asleep
at the wheel…..
Our challenge is to ensure that we control
our destiny by shaping new solutions to
unprecedented challenges.”
(Brand 1993)
Characteristics Needed in
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 the
Carnegie 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 Success
higher 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/Group
Learning
STUDENT INVOLVEMENT
temporary groups
“THINK/PAIR/SHARE”
permanent groups
PBL
What is Problem-Based Learning?
Problem-based learning (PBL) is an
instructional method that
challenges
students to "learn to learn," working
cooperatively in groups to seek solutions
to real world problems.
PBL prepares students to think critically and
analytically, and to find and use appropriate
learning resources.
What are the Common Features
of PBL?
 Learning is initiated by a problem.
 Problems are based on complex, real-world
situations.
 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 presented with 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.
Characteristics of Good PBL
Problems
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Relate to real-world, motivate students
Require decision-making or judgements
Multi-page, multi-stage
Designed for group-solving
Initial questions open-ended, encourages
discussion
 Incorporates course content objectives
 Challenges to higher-order thinking
Traditional end-of-chapter
problem
A 1500-kg car traveling east with a
speed of 25 m/s collides at an
intersection with a 2500-kg van
traveling north at a speed of 20
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).
Serway and Faughn. 3rd ed. College Physics,
Saunders, 1992.
A Day in the Life of John Henry,
Traffic Cop
First page
What questions? Measurements?
Data? Physics principles?
If cars collide at right angles,
what direction?
More John Henry
page two...
Some data given
Sketch of accident scene
Who was killed in accident?
Explain your reasoning.
More John Henry
Third page
Given: Coefficient of friction
Find: Velocities of cars before
impact
Which car delivers greater force
of impact?
How can John Henry find
speeds of cars before impact?
John Henry, continued….
Given: length of skidmark
Find: velocities prior to
braking
Whom should John Henry
cite? Justify your
reasoning.
What the students decided ….
 Vehicle 1
Approximate speed prior to impact:
46-49 mph
Vehicle 2
Did not stop at stop sign.
Cite driver of vehicle 2!
PBL Models for Undergraduate
Courses
 Medical School Model
Small class, one instructor to 8-10 students
 Floating Facilitator Model
Small to medium class, one instructor, up to 75
students
 Peer Tutor Model
Small to large class, one instructor and several
peer tutors
 Large Class Models