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Models for Problem-Based Learning

Models for Problem-Based Learning. Institute for Transforming Undergraduate Education. University of Delaware. Barriers to Using PBL?. Factors in Choosing a Model. Class size Intellectual maturity of students Student motivation Course learning objectives Instructor’s preferences

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Models for Problem-Based Learning

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  1. Models for Problem-Based Learning Institute for TransformingUndergraduate Education University of Delaware

  2. Barriers to Using PBL?

  3. Factors in Choosing a Model Class size Intellectual maturity of students Student motivation Course learning objectives Instructor’s preferences Availability of peer facilitators

  4. Common Classroom Models • Medical school • Floating Facilitator • Peer Facilitator • “Hybrid”

  5. Medical School Model • Dedicated faculty tutor • Groups of 8-10 • Very student-centered environment • Group discussion is primary class activity A good choice for • Highly motivated, experienced learners • Small, upper-level seminar classes

  6. Floating Facilitator Model • Instructor moves from group to group • Asks questions, directs discussions, checks understanding • Group size: 4 • More structured format: greater degree of instructor input into learning issues and resources

  7. Floating Facilitator Model Other class activities: • Groups report out • Whole class discussions • (Mini-)lectures A good choice for • Less experienced learners • Classes of all sizes

  8. Peer Facilitator Model Advanced undergraduates serve as facilitators • Help monitor group progress and dynamics • Serve as role models for novice learners • Capstone experience for student facilitators A good choice for • Classes of all sizes

  9. Dealing with Large Classes Floating facilitator or peer facilitator models are the most appropriate. Requires a more teacher-centered, structured format: instructor directs group activities Group size: 4 Reduce grading burden through group (vs. individual) papers, projects

  10. “Hybrid” PBL • Non-exclusive use of problem-driven learning in a class • May include separate lecture segments or other active-learning components • Floating or peer facilitator models common Often used as entry point into PBL in course transformation process

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