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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 and then be able to "tell how they know".

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Problem-Based Learning

  1. 1. Designing PBL Problems: Part 1 University of Delaware Institute for Transforming Undergraduate Education Problem-Based Learning: From Ideas to Solutions through Communication January 2007
  2. 2. Central Role of the Problem in PBL <ul><li>Initial analysis of problem promotes higher order thinking, recognition of knowledge gaps : “learning to learn”. </li></ul><ul><li>Solution requires search for new knowledge and understanding </li></ul><ul><li>Context provides framework for connecting new ideas with prior knowledge </li></ul><ul><li>Problem’s relevance, interest justify student efforts to learn. </li></ul><ul><li>Shared quest requires communication, promotes teamwork. </li></ul>Problems provide the impetus for learning by presenting a situation in need of resolution .
  3. 3. A PBL Problem “Capsule” Problem Context Interesting Relevant Authentic New Concepts Prior Knowledge Connections Critical Thinking Resource ID & Use Teamwork Communication
  4. 4. Effective PBL Problems <ul><li>motivate student learning through real-world relevance </li></ul><ul><li>pose open-ended initial questions that encourage discussion </li></ul><ul><li>lead students to identify and seek out needed information </li></ul><ul><li>are complex enough to promote group effort in solving </li></ul><ul><li>require decision-making or judgment (development of higher-order thinking) </li></ul><ul><li>address course learning objectives </li></ul>
  5. 5. “ Preparing Citizens of the Future” <ul><li>Was this an effective PBL problem? </li></ul><ul><li>Why or why not? </li></ul>
  6. 6. More on Learning Objectives <ul><li>Content Objectives </li></ul><ul><li>Basic knowledge and understanding of specific concepts, techniques, ways of knowing, etc. in a specific discipline </li></ul><ul><li>Process Objectives </li></ul><ul><li>Global skills, including: </li></ul><ul><li>Effective communication (written and oral) </li></ul><ul><li>Finding, evaluating information </li></ul><ul><li>Effective teamwork </li></ul><ul><li>Higher order thinking </li></ul>
  7. 7. Bloom’s Cognitive Levels <ul><li>Evaluation - make a judgment based on criteria </li></ul><ul><li>Synthesis - produce something new from component parts </li></ul><ul><li>Analysis - break material into parts to see interrelationships </li></ul><ul><li>Application - apply concept to a new situation </li></ul><ul><li>Comprehension - explain, interpret </li></ul><ul><li>Knowledge - remember facts, concepts, definitions </li></ul>Bloom, B.S., ed. (1956) Taxonomy of Educational Objectives
  8. 8. 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.
  9. 9. “ Full version of this presentation” <ul><li>www.udel.edu/inst/jan2007/files/problem-design-part1-07W.ppt </li></ul>

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