University of New Mexico - Valencia Campus
Teaching & Learning Center
Problem Based Learning
Explain Effective Techniques of Questioning. For instance, Give students time to think after they are questioned. http://www.hcc.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/effquest.htm
As teachers we tend to ask questions in the "knowledge" category 80% to 90% of the time. These questions are not bad, but using them all the time is. Try to utilize higher order level of questions. These questions require much more "brain power" and a more extensive and elaborate answer. There are the six question categories as defined by Bloom.
http://www.hcc.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/questype.htm
Introduction of Problem-Based Learning (What it is, What it does, Roles and Procedures) http://www.ntlf.com/html/pi/9812/pbl_1.htm
Sample PBL Problems http://www.udel.edu/pbl/problems/
Problem-based Learning, especially in the context of large classes http://chemeng.mcmaster.ca/pbl/pbl.htm
One of the primary features of Problem-Based Learning is that it is student-centered. “Student-centered” refers to learning opportunities that are relevant to the students, the goals of which are at least partly determined by the students themselves.
http://www.pbl.uci.edu/whatispbl.html
Goals & Objectives , Problem-Based Learning http://www.cotf.edu/ete/teacher/teacherout.html
The project involves two separate but related research exercises. The first is a randomized controlled trial of PBL utilizing two post-registration courses for nurses. The second is a systematic review of the effectiveness of PBL that will be registered with one of the national review centers. http://www.hebes.mdx.ac.uk/teaching/Research/PEPBL/
In the different Faculties you will find information about how PBL is implemented in the faculties. In each faculty several resources about PBL are made accessible. These resources can be educational projects, research projects, references to conferences and links, publications and references to consultants. http://www.unimaas.nl/pbl/faculties/facultiestwin.htm
I learned techniques for writing real-life problems, ways to deal with group dynamics, and principles of transforming a traditional lecture course into a group-centered problem-based learning (PBL) course. I decided to retain lectures for about 80% of the classes and use problem-based learning for the other 20%, limiting the PBL to in-class sessions, rather than out-of-class meetings. This would allow me to maintain the organization and the structure which I presumed were necessary for PBL to succeed with a large class. http://www.udel.edu/pbl/cte/spr96-bisc2.html
In direct contrast, the PBL classroom in which I served as tutor was alive with discussion, debate, and controversy. Intellectual curiosity seemed to drive student learning at least as much as concern over exam scores and grades. I wanted what had taken place in this PBL classroom to be a part of the other courses I taught from that point on. http://www.udel.edu/pbl/cte/spr96-bisc.html
How does problem-based learning differ from other forms of active, group, or student-centered learning? The primary distinction is the focus on introducing concepts to students by challenging them to solve a real world problem. In contrast to the more traditional approach of assigning an application problem at the end of a conceptual unit, PBL uses problems to motivate, focus, and initiate student learning. http://www.udel.edu/pbl/cte/spr96-phys.html
With these and other concerns in mind I decided to teach the course using the two methods of instruction and compare as many parameters as possible to determine whether lecture and PBL were equal in outcome. http://www.udel.edu/pbl/cte/spr96-nutr.html
Having a degree in engineering already, I was skeptical about taking a physiology class in the problem-based learning format. I thought that I had spent enough time learning how to solve problems. I just wanted all of the information I needed to be given to me. As it turned out, the class was one of the most enjoyable and useful classes that I have ever taken. http://www.udel.edu/pbl/cte/spr96-student.html
The Student and Tutor Perspective of The PBL Experience -PBL: Experiencing Both Roles -Students as Peer Tutors: What a Bright Idea http://www.udel.edu/pbl/cte/spr96-tutor.html
Learning psychologists claim that learners must go through an intellectual process before they will internalize new information. Teachers whose lessons facilitate this process are better able to engage students. Consider some of the following tips as ways to connect your lessons to the learning process. They are adapted from John Dewey. http://web.indstate.edu/ctl/tips/tip3_10.html
How can you best achieve valued outcomes? http://www.imsa.edu/team/cpbl/whatis/matrix/matrix1.html
The form contains items related to groups, problems, and peer tutors, as well as items related to course content. Many of these items were developed and used in an NSF sponsored project, "Problem-based Learning in Introductory Science Across Disciplines". http://www.udel.edu/pbl/forms/course-ratings-form.html
Course Evaluation Form in PBL http://www.udel.edu/pbl/forms/evaluation-form.html
Through problem-based learning, students learn how to use an iterative process of assessing what they know, identifying what they need to know, gathering information, and collaborating on the evaluation of hypotheses in light of the data they have collected.
http://crossroads.georgetown.edu/vkp/resources/glossary/problembased.htm
Under the new system, for example, we will have to demonstrate that our graduates possess the skills to function on multidisciplinary teams, communicate effectively, and engage in lifelong learning, and that they understand contemporary issues, professional and ethical responsibility, and the impact of engineering solutions in a global/societal context.
http://www2.ncsu.edu/unity/lockers/users/f/felder/public/Columns/ABET.html
Includes dozens of articles from newsletters, example syllabi, and problems.
http://www.udel.edu/pbl/