CFEE-First_Friday_Roundtable-Writing-030714-017

PBL Classic.

About the program

For many years, we have offered a three-day introduction to problem-based learning, so teachers can experience this approach and begin to develop lessons for their own classrooms. These workshops draw participants from the local area, but also from around the country and from other nations. This we call PBL Classic, a systematic introduction to the methods of problem-based learning.

We always begin with a problem, and participants will work in teams to experience first hand what this instructional approach entails. We will model approaches to setting learning outcomes, designing effective problems, facilitating student teamwork, working with near-peer tutors, integrating communication activities, building information literacies, working through technologies, and assessing outcomes. We will help participants begin writing effective problems. Participants will leave the session with new or revised problems for use in their courses.

To learn more about PBL, visit the PBL@UD website.

Tentative sessions, subject to changes and additions

The tentative daily schedule (still subject to change)  is 8:30 a.m. until 5:00 p.m., ending at noon on May 24.

DAY 1

Welcome & Orientation to the Program

An Introduction to Active Learning
Why use student-centered, inquiry-based instructional methods in undergraduate courses?

Forming Groups for Experience It Yourself

Experience It Yourself
Participants will work through a sample PBL problem, exploring a variety of strategies to use in problem- or case-based instruction, from the perspective of both students and instructors.

Reflection and Questions
During this concluding session for the morning, participants will build a community definition for problem-based learning, and reflect on the instructional strategies experienced while working on the problem activity. The learning cycle featured in the earliest models for PBL will be presented and discussed.

Lunch on your Own (lunch tickets provided for CIRTL participants)

Writing Effective Group-Based Materials – Part 1
Following a discussion of the features of good problems, participants will begin to write materials suitable for a problem- or group-based course. They will learn how to recognize potential situations, experiences, and events which can successfully be developed into case studies or problems. By the end of the session, each participant will have an initial draft of a problem scenario linked to learning objectives for a course they plan to teach. A problem-writing worksheet will help to organize the development process, both during and after the institute.

Group Dynamics 101
Participants will discuss effective strategies for forming groups, initiating group activities, and helping students to work productively in their groups.

Reflections on Day 1 (concludes with minute papers)

Reception and Poster Session

DAY 2

Addressing Additional Questions and Issues from Day 1

Getting Started: Building a Framework for a PBL Course
Student-centered, inquiry-based instruction is different from more traditional teaching in many ways. This session will help participants to plan for a revised or new course, including what to put in a syllabus, and how to introduce students to these methods.

Assessment in a PBL Context
Consideration of assessment issues in an active learning, group-based course.

Reflection and Questions

Lunch on your Own (lunch tickets provided for CIRTL participants)

Writing Effective Group-Based Materials – Part 2
In a continuation of the session from Day 1, participants will continue to work on and refine their problem starters. This session will highlight ideas for presentation of a problem or case in multiple stages, using techniques for progressive disclosure of information needed for problem resolution.

Group Dynamics and Conflict Resolution
Whenever people work in teams, conflicts happen. This session will use a “pass-a-problem” format to discuss case studies of classroom groups in conflict, and strategize about how course instructors can provide students with support for resolving various conflict situations when they arise.

Large Class Strategies
A variety of models for incorporating PBL and other inquiry-based, student-centered strategies in large classes will be discussed.

Debriefing Day 2 (session will end with minute papers)

DAY 3

Final Preparations for Gallery Walk

Gallery Walk of PBL Problems
Participants will display, discuss and receive feedback about their “problem-starters.”

Experience a Team-Based Learning & PBL Hybrid Model
PBL can be hybridized with other effective instructional models. This session will demonstrate one of these hybrid approaches, use of team-based and problem-based learning to “flip” the classroom.

Wrap-Up and Program Evaluation

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