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Problem-Based Learning
 

Problem-Based Learning

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This can give you some ideas about how to refocus a few lessons within a unit around a problem that is connected to a real life situation. You can use the problem to get students to first speculate ...

This can give you some ideas about how to refocus a few lessons within a unit around a problem that is connected to a real life situation. You can use the problem to get students to first speculate and then be able to "tell how they know".

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    Problem-Based Learning Problem-Based Learning Presentation Transcript

    • Designing PBL Problems: Part 1 University of Delaware Institute for Transforming Undergraduate Education Problem-Based Learning: From Ideas to Solutions through Communication January 2007
    • Central Role of the Problem in PBL
      • Initial analysis of problem promotes higher order thinking, recognition of knowledge gaps : “learning to learn”.
      • Solution requires search for new knowledge and understanding
      • Context provides framework for connecting new ideas with prior knowledge
      • Problem’s relevance, interest justify student efforts to learn.
      • Shared quest requires communication, promotes teamwork.
      Problems provide the impetus for learning by presenting a situation in need of resolution .
    • A PBL Problem “Capsule” Problem Context Interesting Relevant Authentic New Concepts Prior Knowledge Connections Critical Thinking Resource ID & Use Teamwork Communication
    • Effective PBL Problems
      • motivate student learning through real-world relevance
      • pose open-ended initial questions that encourage discussion
      • lead students to identify and seek out needed information
      • are complex enough to promote group effort in solving
      • require decision-making or judgment (development of higher-order thinking)
      • address course learning objectives
    • “ Preparing Citizens of the Future”
      • Was this an effective PBL problem?
      • Why or why not?
    • More on Learning Objectives
      • Content Objectives
      • Basic knowledge and understanding of specific concepts, techniques, ways of knowing, etc. in a specific discipline
      • Process Objectives
      • Global skills, including:
      • Effective communication (written and oral)
      • Finding, evaluating information
      • Effective teamwork
      • Higher order thinking
    • Bloom’s Cognitive Levels
      • Evaluation - make a judgment based on criteria
      • Synthesis - produce something new from component parts
      • Analysis - break material into parts to see interrelationships
      • Application - apply concept to a new situation
      • Comprehension - explain, interpret
      • Knowledge - remember facts, concepts, definitions
      Bloom, B.S., ed. (1956) Taxonomy of Educational Objectives
    • Bloom’s Taxonomy Revised Knowledge and cognitive domains combined; synthesis elevated above evaluation Anderson and Krathwohl, eds. (2001) Taxonomy for Learning, Teaching and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives.
    • “ Full version of this presentation”
      • www.udel.edu/inst/jan2007/files/problem-design-part1-07W.ppt