Unformatted text preview: Concept Map
Content knowledge Process knowledge Process PBL has direct teaching and student PBL experiences in process and content knowledge. knowledge. PBL = Problem-based learning
Student learning is focused around a Student “problem” not a textbook. “problem” s Posed problems are
x Open-ended – not an answer in a “box” x Ill-structured – not everything given x Poorly constrained – range of answers Students construct knowledge to solve the Students problem. problem. s Teams of 6-8 students.
s History of PBL
Began in Medical Education (60-70’s) s Gaps in integration, translation, and Gaps organization of knowledge. organization s Reorganized part of early education around Reorganized the patient. the
x “Think like a doctor.” knowledge changes rapidly. s Some PBL in BME, since close to medicine.
x Content PBL is Type of Active Learning
s Active Learning: type of pedagogical practice Active that has students actively engaged in learning. learning.
x Service learning x Research x Think-pair-share x Collaborative learning in class x Labs Active Learning Works
What courses in HS were most active? s How is learning different from traditional How lecture? lecture? s What are downsides to active learning? s Academic studies show student engagement Academic leads to enhanced knowledge acquisition (JEE, Med journals). JEE,
s PBL PBL Student centered and Student led led s Process focused s Students develop Students tools to discover the answer answer s Students construct Students knowledge knowledge
s s Regular Instructor centered Instructor and led and s Content focused s Instructor is expert Instructor and knows the answer answer s Instructor presents Instructor constructed knowledge knowledge PBL PBL Students depend on Students themselves to solve the problem the s About discovering About what you still need to know know s Problems open-ended
s s s Regular Students interact with Students peers, may assist in assignments assignments s About having the About answers answers Problems well-defined Problems and closed-ended and s One or a tight range One of answers of
s Many answers Student Gains
Process knowledge, esp. problem solving s Self-confidence s Ability to manage with real-world problems
x Interdisciplinary Develop into self-directed learner s Oral and written communication skills s Sharpen technical reasoning s Teamwork
s How Does It Work in ENGI 150?
Teams are 8 students. s Projects are 3-4 weeks. s Meet 2/week with facilitator. s Meet 1+/week without facilitator.
x Consider sub-team meetings x What is good at small team meetings? x What is better for full team meetings?
s Office hours on Monday 2-3 and Wed 1:302:30 for help. Organize Your Discussion
x True, “good” numbers x Quality of facts from web
x Suppositions to solve problem x Simplifications x Average value for calculation x Necessary to move forward Organize Your Discussion
x Diagram, figures, block diagrams x Math eqns x Working framework or hypothesis x Ideas to get from problem statement to soln
x Need to learn to make progress x At end of session, divide up learning issues. Teamwork is Crucial
s Cooperative groups outperform its best Cooperative members a large majority of the time members
x Different ideas x Delegate tasks x Mentoring
s Success in most fields (industry, academia) Success will largely depend on your ability to work in teams. teams.
x Shell Shell hiring Small Group Work
s Characteristics of high-performance teams
x List attributes x Identify 4 most important
s Characteristics of low-performance teams
x List attributes x Identify 4 most important
s Consider PBL as well as experiences in high Consider school (school, sports, organizations) school Karl Smith U. Minnesota ASEE Pseudo Group
Members are assigned to work together but Members have no interest in doing so. have s Members are competing and see each other Members as rivals. as s Members would achieve more if they were Members working alone. working
s Traditional Group
Members are assigned to work together and Members accept it. s Little joint work accomplished. s No motivation to teach what they know to No group. group. s Some members loaf; others feel exploited. s High performing members better off alone.
s Cooperative Group
Members work together, and given Members complexity of task, they are happy to. complexity s Hold themselves and each other accountable Hold for high quality work. s Work together to produce joint work products. s Promote each other’s success through Promote helping, sharing, assisting, encouraging. helping, s Learn and assess teamwork skills.
s High Performance Coop. Group
All criteria for Cooperative Group. s Higher level of commitment to each other and Higher group’s success. s Mutual concern for personal growth. s Have lots of fun. s Rare; Team Cobra, ProBowlers.
s Team Roles
Leader: lead team through problem solving, Leader: provides agenda and structure to meeting. provides s Facilitator: guides the “process,” makes sure Facilitator: that all members speak up and participate. that
x Notes folks who are quiet, aggressive. Scribe: records idea on board and later on Scribe: paper, may type of notes. paper, s Should try to rotate roles.
s At Each PBL Meeting…
s Need an agenda
x List of topics to be covered x Set reasonable expectations x Lay out what decisions need to be made
s Focus on solving the problem
x Do Do things that the whole group needs to do, e.g. brainstorming brainstorming x Make decisions x Don’t chit-chat At Each PBL Meeting…
s Assign tasks
x Assign learning issues x Review before leaving meeting x Review deadlines for completion of work
s Confirm the next meeting
x Best full or sub-team meeting? x How is email best used? Managing Team Interactions
Communication should be open and Communication frequent. frequent. s Work should be shared by members. s Be reflective of your work and others. s Differences in learning styles, gender, race, Differences country of origin can be magnified in teams. country
x Be aware of and respect differences. x Use differences to your advantages.
s Consult Dr. S. if have questions/problems. Team Performance Assessment Using CATME Software
s 3 Avenues
x Peer x Self x Instructor s 5 Categories
x Contributing to Work x Interacting with Teammates x Keeping Team on Track x Expecting Quality x Having Knowledge/Skills Team Performance Assessment
5 point scale s Evaluate after each PBL s Convert into Performance Factor
x Number usually around 1 x Look for “outliers” x Scale PBL grade by Performance Factor ...
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This note was uploaded on 03/11/2010 for the course ENGI 150 taught by Professor Annsaterbak during the Fall '08 term at Rice.
- Fall '08