PGCAP introduction to PBL cohort 2 week 5


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PGCAP introduction to PBL cohort 2 week 5

  1. 1. PGCAPEESL module 1
  2. 2.  to introduce the basics of PBL as a delivery and assessment method 2
  3. 3.  Explain the basics of PBL Discusshow PBL could be used in own practice 3
  4. 4.  Discusscommon characteristics and differences in pairs 4
  5. 5. passive > active > accelerated 5
  6. 6.  broad umbrella term Individual students/groups of students seeking resolutions to questions/issues, following own line of enquiry contextualised questioning (building on existing knowledge) leading to knowledge formation develop problem solving skills, inquiring attitudes and lifelong learning habits tutor facilitates learning PBL main differences •Problem first •Structure and process •Small groups 6
  7. 7. Grown since 1960s pioneered at McMasterUniversity medical students (Howard Barrows)Strong evidence that it works well!!!Whole university approach: MaastrichtUniversity 7
  8. 8. Can be used: Small •Face-to-faceTraditional group •Blended lecture learning •Fully online Subject Problem based based Co- Competitive operative learning earning 8
  9. 9.  Developing ‘skills’ and subject specific reasoning skills Learning takes place in ‘context’ for students Self-directed learning is promoted Savin-Baden (1996) source: Busfield, J & Peijs, T (2003) Learning Materials in a Problem Based Course 9
  10. 10.  Resources intensive Stressful for staff and students time intensive (Des Marchais, 1993) Covering less curriculum content 80% (Albanese and Mitchell, 1993) Scenarios too ill-structured: students disorientated (McLoughlin & Oliver, online) 10
  11. 11. ill-structured content threshold concepts scenarios/triggers Problems embedded in scenarios Students discover problems Learner ownership In small groups (PBL tutorials) Search for solutions PBL tutor 11
  12. 12.  Authentic, genuinely problematic Trigger learning Media 12
  13. 13. stage 1: explore the problem stage 2: discover known and unknown, plan stage 3 : research and share stage 4: apply stage 5: present based on Mills, D (2006) Problem-based learning: An overview, available at [accessed 5 March 2010] 13
  14. 14. McLoughlin & Darvill (2006)Part 1: trigger introductionSearch the problemAsk each otherList what you knowFind out what the group doesn’t knowOutcomes and goals to be setPart 2: trigger reviewReview group learningPart 3: presentationDisseminate 4NCK23P-1- 5&_cdi=6974&_user=899537&_pii=S0260691706000621&_origin=searc h&_coverDate=05%2F31%2F2007&_sk=999729995&view=c&wchp=dGL bVzb- zSkzV&md5=e5d5743a7dd6f2102fc36a75e6cdbb3f&ie=/sdarticle.pdf 14
  15. 15. I facilitate team I record what is meetings/tutorials, said/agreed during stimulate debate meetings, make sure that everybody is record any issues participating and that summarise and the PBL process is used. synthesise I also co-ordinate learning and tasks (who does what and by when)I facilitate the PBL process and reflection, askopen questions. I need to remember to I keep track of time step back and during not lecture! I share/read meetings/tutorials, the problem remind team scenario, members how draw attention much time is left to key elements of the scenario 15
  16. 16. In your group explore thephotograph/scenario provided.Apply the PBL approach toidentify the problem(s), defineintended learning outcomes andcome up with solutions.stage 1: explore the problem stage 2: discover known and unknown, plan stage 3 : research and share stage 4: apply Assessment criteria •Issues identified stage 5: present •Solutions 16
  17. 17. “Just finished marking 150 essays, the one and only assignment for thischallenging module. Can’t understand why students don’t do well! Is one essaytoo much? I have been using this essay title for the last 10 years – I love it! –and students just don’t seem to engage with it, not even the brighter ones,which is really strange!I have given the students an extensive reading list and during the lectures Ialways tell them that they can ask me if they don’t understand something. Notsure what I am doing wrong… Students have never complained about anythingand the module evaluation is always positive.They had a whole month to write the essay… but I know that many just do it afew days before the handing in date. At least they hand it in I guess. Writingfeedback is a hard job! I don’t know these people. I see them 2h a week over10 weeks and there are 150 of them in the lecture theatre. I find it really timeconsuming and am not sure if they read it. Am I wasting my time?” 17
  18. 18. Think about the following:•Could PBL features be used within lectures?•Could PBL be used for large-group teaching?•How could you use PBL in one of your modules? 18
  19. 19.  Studentsand facilitators to familiarise with PBL before using it! 19
  20. 20. UK Centre for Legal Education g-and-learning-practices/pbl/PBL collection 20
  21. 21. Albanese M A & Mitchell S (1993) Problem-based learning: a review of literature on its outcomes andimplementation issues. Acad Med, pp. 68: 52-81.Barrows, H S (2000) Problem-based learning applied to medical education, Southern Illinois School of Medicine:IllinoisDes Marchais, J E (1993) A student-centred, problem-based curriculum: 5 years experience. Can Med Assoc J, pp.1567-1572.McLoughlin, M & Darvill, A (2007) Peeling back the layers of learning: A classroom model for problem-basedlearning, in: Nurse Education Today , 27, pp. 271-277.McLoughlin, C & Oliver, R (online) Problem-based learning (PBL):Developing learning capability through theWWW, available at [accessed 11 February 2011]Mills, D (2006) Problem-based learning: An overview, available at [accessed 5 March 2010]Savin-Baden, M, (1996) Problem-based learning: a catalyst for enabling and disablling disjunction promptingtransitions in learner stances? Ph D thesis University of London. Institute of EducationWoods, D R (1994) How to Gain the Most from PBL, Hamilton: McMaster University 21
  22. 22. The EESL Module Team Chrissi Nerantzi Neil Currant of Salford, Academic Development Unit Twitter @pgcap 22