Exploring Problem-Based Learning Ned Lovell Emeritus Professor & Department Head- Mississippi State...
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Transcript of Exploring Problem-Based Learning Ned Lovell Emeritus Professor & Department Head- Mississippi State...
Exploring Problem-Exploring Problem-Based LearningBased Learning
Ned LovellNed Lovell
Emeritus Professor & Department Head- Mississippi Emeritus Professor & Department Head- Mississippi State UniversityState University
Founder, MidSouth Community College Fellowship Founder, MidSouth Community College Fellowship Program (MCCFP)Program (MCCFP)
Executive Director, Southeastern Association of Executive Director, Southeastern Association of CommunityCommunity
College Researchers (SACCR)College Researchers (SACCR)
Workshop Objectives:Workshop Objectives:
By the end of this workshop you will be able to:By the end of this workshop you will be able to: Describe the role of problem-based learningDescribe the role of problem-based learning Understand the rationale for PBLUnderstand the rationale for PBL Experience PBL from the student Experience PBL from the student
perspectiveperspective Create a PBL draft for the courses you teachCreate a PBL draft for the courses you teach Evaluate PBL cases for instructional Evaluate PBL cases for instructional
potentialpotential Understand the advantages and Understand the advantages and
disadvantages of PBLdisadvantages of PBL
Preliminary OpinionsPreliminary Opinions
This PBL sounds like a crockThis PBL sounds like a crock I am a neutral observerI am a neutral observer PBL sounds very exciting to mePBL sounds very exciting to me
Today’s AgendaToday’s Agenda 1pm 1pm Introductions/Workshop Objectives Introductions/Workshop Objectives (5 min)(5 min)
Preliminary OpinionsPreliminary Opinions (5 min)(5 min)What is PBL?What is PBL? (20 min)(20 min)Who is Using PBL?Who is Using PBL? (5 min)(5 min)Personal Experience with PBLPersonal Experience with PBL (5 (5
min)min)Video #1- Video #1- Ahead of the PackAhead of the Pack (20 min)(20 min)Summary- Q&ASummary- Q&A (10 min)(10 min)
2:10 2:10 BreakBreak (15 min)(15 min) 2:25 2:25 Community College ExampleCommunity College Example (15 min)(15 min)
Video #2- Video #2- Designing Problems for LearningDesigning Problems for Learning (25 min)(25 min)
Does PBL Work?Does PBL Work? (5 min)(5 min)Develop your own PBLDevelop your own PBL (30 min)(30 min)Report & DiscussReport & Discuss (20 min)(20 min)
4:004:00 AdjournAdjourn
Traditional TeachingTraditional Teaching
TeachTeach LearnLearn ApplyApply
Major form of deliveryMajor form of delivery LectureLecture
Impact of Lecture ModeImpact of Lecture Mode
Students often become passiveStudents often become passive Students rely on:Students rely on:
TranscriptionTranscription MemorizationMemorization RepetitionRepetition
Retention often minimalRetention often minimal Often unable to apply knowledgeOften unable to apply knowledge
Origins: McMaster Univ. Origins: McMaster Univ. Medical CenterMedical Center
Grades did not predict successGrades did not predict success Many students could not apply Many students could not apply
knowledgeknowledge DiagnosisDiagnosis Problem solvingProblem solving
Knowledge explosion requires life-Knowledge explosion requires life-long learnerslong learners
PBL adopted to better prepare PBL adopted to better prepare doctorsdoctors
Modern Job Modern Job RequirementsRequirements
Communication SkillsCommunication Skills TeamworkTeamwork AnalysisAnalysis
Wall Street JournalWall Street Journal
Who is Using PBL?Who is Using PBL?
Medical Schools (Wake Forest)Medical Schools (Wake Forest) Pharmacy SchoolsPharmacy Schools Veterinary SchoolsVeterinary Schools Business SchoolsBusiness Schools Education Colleges (Achieve Education Colleges (Achieve
Mississippi)Mississippi) Community CollegesCommunity Colleges
Maricopa Community CollegeMaricopa Community College Fort Range Community CollegeFort Range Community College
Samford UniversitySamford University University of DelawareUniversity of Delaware
PBL Learning ProcessPBL Learning Process
What do we know?What do we know? What do we need to know?What do we need to know? How can we find out?How can we find out? What do we do? (Proposed solution)What do we do? (Proposed solution)
What is PBL?What is PBL?
Instructional delivery methodInstructional delivery method Curriculum development processCurriculum development process Popular alternative to traditional Popular alternative to traditional
instructioninstruction
PBL CharacteristicsPBL Characteristics
Problems drive instructionProblems drive instruction Problems are ill-structuredProblems are ill-structured Students solve the problemsStudents solve the problems Students are only given guidelines to Students are only given guidelines to
approach problemapproach problem Authentic assessmentAuthentic assessment Instructors serve as guides/coachesInstructors serve as guides/coaches Problems are interdisciplinaryProblems are interdisciplinary
Why Problems?Why Problems?
PBL problems drive learning processPBL problems drive learning process Establishes context for learning Establishes context for learning
activitiesactivities Humans wish to resolve cognitive Humans wish to resolve cognitive
dissonancedissonance Answers student questions:Answers student questions:
““Why do I need to know this?”Why do I need to know this?” ““How does this relate to the real world?”How does this relate to the real world?”
PBL Consistent with PBL Consistent with ConstructivismConstructivism
Knowledge is constructed by learner Knowledge is constructed by learner based on previous knowledgebased on previous knowledge
Cognitive conflict stimulates learningCognitive conflict stimulates learning Knowledge evolves through social Knowledge evolves through social
negotiation and evaluation of the negotiation and evaluation of the viability of individual understanding viability of individual understanding (Collaborative Learning)(Collaborative Learning)
Understanding comes from interactions Understanding comes from interactions with environment and peerswith environment and peers
Learning is an active processLearning is an active process
PBL Paradigm ShiftPBL Paradigm Shift
From focus on teachingFrom focus on teaching To focus on learningTo focus on learning
Investigation of real world problemsInvestigation of real world problems Engages students as stakeholdersEngages students as stakeholders Utilizes cooperative learningUtilizes cooperative learning Instructor becomes coachInstructor becomes coach
Role of Coach/TeacherRole of Coach/Teacher
Monitors learningMonitors learning Challenges students’ thinkingChallenges students’ thinking Keeps students involvedKeeps students involved Adjusts levels of challengeAdjusts levels of challenge Manages group dynamicsManages group dynamics Keeps process movingKeeps process moving Provides authentic assessmentProvides authentic assessment
Coaching TasksCoaching Tasks Initiate problem and “hook” the studentsInitiate problem and “hook” the students Fade to sidelinesFade to sidelines Use direct instruction only when Use direct instruction only when
absolutely necessaryabsolutely necessary Collaborate with studentsCollaborate with students When students have difficulties, redirect When students have difficulties, redirect
through questions and observationsthrough questions and observations Major goal to develop thinkingMajor goal to develop thinking Probe and challenge studentsProbe and challenge students Observe and assess studentsObserve and assess students
Student TasksStudent Tasks
Engage with problemEngage with problem Identify what is knownIdentify what is known Identify what they don’t knowIdentify what they don’t know
QuestionQuestion Develop hypothesisDevelop hypothesis Identify learning issuesIdentify learning issues Identify resourcesIdentify resources
Study/researchStudy/research PerformPerform Critique experienceCritique experience
Student ResponsibilitiesStudent Responsibilities
Students must understand they are Students must understand they are responsible for research and other responsible for research and other learning activitieslearning activities
Multiple PBL cases may be required Multiple PBL cases may be required before students become comfortable before students become comfortable with the process and responsible for with the process and responsible for their own learningtheir own learning
Personal Experience with Personal Experience with PBLPBL
Assessment Center and Leaderless Assessment Center and Leaderless Groups (Alverno College)Groups (Alverno College)
Reform of Ed Admin ProgramsReform of Ed Admin Programs Training by BridgesTraining by Bridges Integrated PBL into CourseIntegrated PBL into Course
Community College Leadership Community College Leadership Program (MCCFP)Program (MCCFP)
Achieve MississippiAchieve Mississippi
Video #1Video #1
““Ahead of the Pack”Ahead of the Pack” Illinois Mathematics and Science Illinois Mathematics and Science
AcademyAcademy 20 minutes20 minutes
PBL at its BestPBL at its Best
Relevant contentRelevant content RigorousRigorous Recall and application fosteredRecall and application fostered
Benefits of PBLBenefits of PBL
Increases student motivationIncreases student motivation Relevant issues and learningRelevant issues and learning Higher-order learningHigher-order learning Greater use of libraryGreater use of library Greater use of computer resourcesGreater use of computer resources Less use of memorization/short-term Less use of memorization/short-term
recallrecall Increased faculty-student interactionIncreased faculty-student interaction
Utilize Community College Utilize Community College ExampleExample
Analyze Maricopa Community Analyze Maricopa Community College PBLCollege PBL
Community College PBL ExerciseCommunity College PBL Exercise
Assessment: Pantyhose Assessment: Pantyhose ProblemProblem
PerformancePerformance Logical problem-solving processLogical problem-solving process Wise use of timeWise use of time Quality of group interactionQuality of group interaction
ProductProduct Creative solutionCreative solution Well organized presentationWell organized presentation
Maricopa Problem Solving Maricopa Problem Solving ProcessProcess
Understand the problemUnderstand the problem Devise a planDevise a plan Carry out planCarry out plan EvaluateEvaluate
See page 5, UBUYACARSee page 5, UBUYACAR
Video #2Video #2
““Designing Problems for Learning”Designing Problems for Learning” ASCDASCD 25 minutes25 minutes
Does PBL Work?Does PBL Work?
Depends on implementation and Depends on implementation and commitmentcommitment
University of South Carolina Spartanburg- University of South Carolina Spartanburg- favorable pass ratefavorable pass rate
Temask Polytechnic, Singapore- enhances Temask Polytechnic, Singapore- enhances creativitycreativity
Major and Palmer Study- Meta analysis Major and Palmer Study- Meta analysis indicates that PBL is an effective indicates that PBL is an effective methodologymethodology
It all depends…It all depends…
Does PBL Work? (cont.)Does PBL Work? (cont.)
When it works:When it works: Students learn to think more critically Students learn to think more critically
and independentlyand independently Most students enjoy the processMost students enjoy the process PBL encourages multiple perspectivesPBL encourages multiple perspectives
Instructional IssuesInstructional Issues
Free riders will attempt to game the Free riders will attempt to game the systemsystem
Students must “buy into” the processStudents must “buy into” the process Passive learners prefer more structurePassive learners prefer more structure PBL is too much work for some studentsPBL is too much work for some students CostsCosts
Faculty timeFaculty time Instructional materialsInstructional materials Teaching spaceTeaching space
Disadvantages of PBLDisadvantages of PBL
Demanding on staff timeDemanding on staff time CostlyCostly
StressfulStressful Difficult with large classesDifficult with large classes Causes anxiety and resistanceCauses anxiety and resistance
CautionsCautions
Cost may indicate that PBL cannot Cost may indicate that PBL cannot be used all the timebe used all the time
Must be related to course objectivesMust be related to course objectives Evaluation must be carefully Evaluation must be carefully
plannedplanned Anticipate resistanceAnticipate resistance
PBL UsePBL Use
Entire curriculumEntire curriculum Certain coursesCertain courses Appropriate units (post holes)Appropriate units (post holes)
Should You Consider PBLShould You Consider PBL
Challenge studentsChallenge students Improve motivationImprove motivation Stress life-long learningStress life-long learning More use of computer and libraryMore use of computer and library Increase student-faculty interactionIncrease student-faculty interaction
ACHIEVE Mississippi: PBL ACHIEVE Mississippi: PBL TemplateTemplate
Benchmark objective(s)Benchmark objective(s) CaseCase AssessmentAssessment
Use Ill-Structured Use Ill-Structured ProblemsProblems
Very little information is provided at Very little information is provided at firstfirst
Students must search for additional Students must search for additional informationinformation
Impressions of problem can change Impressions of problem can change as more is learnedas more is learned
Several alternative actions/solutions Several alternative actions/solutions are often possibleare often possible
Problem EvaluationProblem Evaluation Will it “hook” students?Will it “hook” students? Is it a messy and ill-structured problem?Is it a messy and ill-structured problem? Does it cover important content?Does it cover important content? Will it require student problem solving?Will it require student problem solving? Is it conducive to individual and group Is it conducive to individual and group
work?work? Is this a student-centered activity?Is this a student-centered activity? Is the problem interdisciplinary?Is the problem interdisciplinary? Are the time requirements reasonable?Are the time requirements reasonable? Will the assessment be meaningful and Will the assessment be meaningful and
authentic?authentic?