Example from SST 111-112

Founder’s Seminar

Founder’s students’ video

This session offers a very brief overview of the range of approaches referred to as problem-based learning. We will provide examples of using problem-based learning in different classes and give participants a chance to try this sort of inquiry themselves. Then we will turn to the other sense of problem-based learning; namely, how to addressstudents’ problems in preparing for exams and organizing their ideas in writing papers. Again, we will offer some examples of methods that support students in their learning.

Problem-based Learning: As Learners and as Teachers

Julie G. McIntyre & Sybillyn JenningsMay College 2013

From Problem-solving To Problem-based Learning

Q: Why do we, teachers, give our students, learners, problems to work on?

Q: How do we decide which problems to give which students?

Q: How do we design problems that will improve practice?

Q: How do we design problems that will advance and deepen thought?

Patient diagnosis

Case-based learning Project-based learning

Inquiry learning

the training of thought

Problem-posing

Questioning

Problem-based learning

Ad quem Ab quo

A Family of Approaches

“...but if we are willing to extend the meaning of the word problem to whatever—no matter how slight and commonplace in character—perplexes and challengesthe mind so that it makes belief at all uncertain, there is a genuine problem orquestion involved in this experience....”

“Thinking as reflective operation reveals...

(a) a state of perplexity, hesitation, doubt

(b) an act of search or investigation directedtoward bringing to light further facts which serve to corroborate or to nullify the suggested belief. “

John Dewey How We Think 1910, ch. 1, p. 9

Example from ENG/PSY 237Principles & Applications of Language

Founder’s SeminarSST111-112April 2013

A Sample Inquiry to Try

Does your discipline use the notion of “stage”?

If it does, what problem or problems is the idea of stage working to solve?

If it does not, why is the idea of stage not needed?

Evidence-based Strategies for Teaching “Generation Me”

Q: Are there really generational differences, or are these perceptions biased by age, experience, and a bit of faculty burnout?

Recent generations of emerging adults have been described as:Higher in self-esteem than previous generationsBeing assertiveHaving narcissistic personality characteristicsHolding high expectations for the futureThinking they are above average in--

Academic abilityWriting ability Intellectual self-confidenceTheir drive to achieve

Adapted from Twenge 2013

BUT, are these self-serving biases, not based in reality?

Standardized test scores have remained stableor decreased over time

Creativity scores have declinedSelf-esteem and achievement show negative correlation – a reversal of direction

Unrealistic OptimismGraduate high school with AsPlan to earn a graduate degreePredict they will be in the top 20% of high performers in their adult jobs

How can we use this information on generational differences to tailor teaching strategies and improve learning outcomes?

Recommendations

Be very specific about requirements

Provide frequent feedback

Include plenty of images and video clips

Provide multiple opportunities for a variety of interactive learning

Hold students accountable for reading

Be explicit about the purpose of assignments

Example from PSY 208Developmental Science

“A question is more spacious than a statement, far better suited to expressing wonder.”

M. Robinson

References and Resources

Baldwin, M.( 2010). Problem-based learning: Seeking the learning sense. www.samford.edu/pbl.

Brown, S.I. and Walter, M. (1990, 2nd ed). The art of problem posing. Hillsdale, NJ: Lawrence Erlbaum.

Dewey, J. (1910/1991). How we think. Buffalo, NY: Prometheus Books.Kahneman, D. (2011). Thinking fast and slow. NY: Farrar, Strauss and Giroux.McDaniel, M. A., Agarwal, P. K., Huelser, B. J., McDermott, K. B., & Roediger, H. L. (2011). Test-enhanced learning in a middle school science classroom: The effects of quiz frequency and placement. Journal of Educational Psychology, 103, 399-414. McDaniel, M. A., Anderson, J. L., Derbish, M. H., & Morrisette, N. (2007). Testing the testing

effect in the classroom. European Journal of Cognitive Psychology, 19, 494-513.Robinson, M. (1998). Psalm eight, p.227-244. The death of Adam. Boston: Houghton Miflin.Rogers, C. Kirschenbaum, H. and Henderson, V. (Eds.) (1989).The Carl Rogers reader. Boston:

Houghton Miflin Harcourt.Savery, J.R. (2006). Overview of Problem-Based Learning: Definitions and Distinctions, Interdisciplinary Journal of Problem-Based Learning, 1(1). Available at: http://dx.doi.org/10.7771/1541-5015.1002 Schon, D.A. (1983). The reflective practitioner. NY: Basic Books.Swan, K. , Vahey, P. , van 't Hooft, M. , Kratcoski, A. , Rafanan, K. , Stanford, T. , Yarnall, L. , &

Cook, D. (2013). Problem-based Learning Across the Curriculum: Exploring the Efficacy of a Cross-curricular Application of Preparation for Future Learning. Interdisciplinary Journal of Problem-based Learning, 7(1). Available at: http://dx.doi.org/ 10.7771/1541-5015.1307 Tan, Oon-Seng (2003). Problem-based learning innovation: Using problems to power learning in the 21st century. Cengage Learning.Twenge, J.M. (2013). Teaching generation me. Teaching of Psychology, 40, 66-69.