Making Problem Based Learning Work at the University of

Wisconsin, Green Bay(January 21, 2010)

Dr. Deanna Sellnow,

Professor of Communication,

University of Kentucky

Overview

Keynote Session: Why Johnny (& Janie) Can’t Think– What is Problem-Based Learning (PBL)?– Why use PBL?– Working through a PBL activity

The Breakouts: Teaching Strategies– Effective Group Work– Writing good problems

Introductions…

Name What Department How Long

Debrief: Why do icebreakers? http://www.execstrategies.com/Facilitator/IceBreakers.htmhttp://www.ideazone.com/IceABreakers_&_Warmups.html

Classroom Engagement Challenges . . .

Time ManagementDon’t read/prepare for classLack critical thinking skillsLack motivationLack civilityDisrespectfulIntellectually disengagedWant instant gratificationEntertainment orientationShort attention span

College Students Today

What is Problem-Based Learning?

1. Analyzing & solving open-ended, real-world problems (critical thinking)

2. Working cooperatively in teams (teamwork)

3. Finding, evaluating, and using learning resources that address the problem (critical thinking)

4. Sharing solutions with others (oral and written communication)

PBL History

John Dewey (1930s)(Experiential Learning) Kurt Lewin (1970s) (T-groups) David Kolb (1980s)(Cycle of Learning)

McMaster University (1980); Michigan State; Harvard Univ. of Delaware Annual Int’l PBL Conference

Why Use Problem-based Learning?

“Colleges must produce graduates who demonstrate better critical thinking, teamwork, & communication skills to solve real-world problems than we do now.”

[Banerji, S. (2007). Report: Employers say college graduates lack essential skills to succeed in today’s global economy. Diverse Issues in Higher Education, 18, 24]

“Connecting Learning to Life” (http://www.uwgb.edu/academics/)

Our students learn through labs, lectures, discussions, events, fieldwork, internships, and independent activity. When you graduate, we want you to be prepared for your specific career, and also for life’s challenges and opportunities. . . .

Paradigm Shift in Higher Education

From Teacher-Centered Students retain 70% of the first 10 minutes and 20% of the last 10 minutes (McKeachie, 1986)

To Learner-CenteredStudents retain over 70% of what they discuss with others (Glassner, 1999)

Learning:

Comprehension Retention Application

Kolb’s (1983) Cycle of Learning

Stage 1

Stage 2Stage 3

Stage 4

FEELING (CE)

WATCHING (RO)

THINKING (AC)

DOING (AE)

How? From Lecture Notes to Lesson Plans…

TraditionalLectures

Discussions, Variety of Real Life Examples

Creative Activities & Group work

PracticalApplications,Rationales,Synthesis

The PBL Learning Cycle Model

Stage 1. Identify and the Problem Brainstorm, prior knowledge, pose research questions (what do we know and what do we

need to know?)

Stage 2. Research: Assign Responsibilities, Summarize & Analyze, Determine Criteria for Judging Solutions

Stage 4: Prepare and PresentReport(Class discussion,evaluation, &implementation)

Stage 3: Determine Solution(s)(based on Research, Analysis, & Criteria)

Systematic Problem-Solving Method (Dewey, 1933)

Identify and define the problem (1). Analyze the problem (2). Determine criteria for judging solutions (2). Generate a host of solutions (3). Select the best solution based on the criteria

(3). Report out. (4) Implement the agreed-upon solution (4). Determine a time to assess the solution’s

effectiveness.

The Student’s Role…

Work in groups to: Organize their ideas &

previous knowledge related to the problem and attempt to define the broad nature of the problem.

Work through problem-solving process.

Prepare and present findings to others.

The Teacher’s Role…

Guide, support, facilitate (does not control or provide solutions)

Yield some power to students

Good PBL Problems…

Start with a Story – Case studies– Magazines, newspapers…

Start with a Problem– http://lii.org/search file/society – http://www.publicagenda.org/issues/issuehom

e.cfm

Let’s Try It!Starting with a story . . .

“Hot-Headed Moles in Antarctica”…PBL problem based on an article in Discover magazine (April 1995)

Assignment:

1. One person from your table reads story aloud.2. Come to consensus as to whether it’s “for

real.”3. Make a list of reasons for your group decision

(what you “know”).4. Rank order reasons.5. Make a list of things to learn more about to feel

more confident in your conclusion (what you still need to know).

Let’s Try It (again)!Starting with a problem . . .

1 Enrollment goal set in 1968: 20,000 students

2 Isolated from downtown Green Bay

3 Parking

4 Pedestrian Spaces

5 On campus housing

6 Classroom buildings

Assignment:

Identify and define the problem. Analyze the problem. Determine criteria for judging solutions. Generate a host of solutions. Select the best solution based on the criteria. Implement the agreed-upon solution. Determine a time to assess the solution’s

effectiveness.

Important Considerations…

Course Level/Maturity of Students Problem as Related to Course Objectives Should prompting questions be used? How

directive? Time frame Student access to resources How will outcomes be assessed? Evaluated?

Assessment ≠ Evaluation

Collectively: What do my students

“know?” What’s working/not

working in my pedagogy?

Individually: To what degree does each student “know” the material?What is each student’s “knowledge” of a given topic worth?

Assessment & Evaluation Options

Written exams, quizzes Oral exams Term papers Reflective journals Oral reports Portfolios Group projects/presentations Peer and self-critiques

The question is no longer about whether or not to use PBL. . . .

But HOW to transform our classes from teacher led to PBL driven?

Deanna.Sellnow@uky.edu