PBL Classic. PBL New.

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. We are again offering this workshop, since it has proved so valuable to so many faculty members. 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.

But our program this year also has a second strand: PBL New. We want to make this workshop useful for those who are experienced in PBL and wish to interact with other experienced practitioners. So in addition to the introductory track, we will feature a series of more specialized workshops and panel discussions on specific topics.

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

“I’ve really appreciated these sessions—you always do a great job. Experience-it-yourself exercise was very illustrative and helpful.”

—PBL@UD participant

Tentative sessions, subject to changes and additions

The tentative daily schedule (still subject to change)  is 8:30 a.m. until 4:00 p.m., ending earlier on Friday at 2:30 p.m.

Experience it yourself
Participants will work through a PBL problem to understand the method.

Introduction to PBL
An introduction to the process and models of PBL.

What makes a good PBL problem?
Some guiding features of PBL problems and dissection of problems.

Writing a PBL problem
Participants start developing problems for their own classes.

PBL models
An examination of different models of problem-based learning.

Thinking through assessment
Assessment techniques and considerations geared toward PBL and other active student-centered teaching and learning situations.

Group dynamics 101
Participants will learn effective strategies for integrating formative assessment, forming groups, and helping student teams work productively.

Problem writing
Participants will continue to develop and refine a problem, with the goal of presenting it for feedback.  Receive expert help with time devoted to developing problems to use in your classroom at any level.

Other active learning strategies
An overview of other popular active learning approaches (e.g. POGIL, team-based learning)

Wrap-up and resources for continuing with PBL
Including an introduction to the Problem-Based Learning Clearinghouse., a resource and scholarship opportunity for faculty who use PBL.

How people learn and how to leverage technology

Solving real problems for real people through client-based learning

Teaching foundational mathematics through adaptive programming and team-based problem solving

Gathering and modeling data in science classes

Opportunities to network with educators from other disciplines, schools, countries, and states
…and many more, including useful tips on designing classroom spaces to support collaboration, on using near-peer mentors, and on working in large class settings

Accommodating diversity in the classroom
Teaching according to how people learn: cognitive psychology in the classroom
Maintaining institutional momentum for teaching transformation
Teaching procedural skills via problems in science classes
Integrating convenient and affordable technologies to support data collection, analysis, and modeling
Working on real problems with real clients

“An outstanding few days—greatly enjoyable, immensely useful.”

—PBL@UD participant