University of Delaware Plenary Presentation at September Institute Center for the Enhancement of Teaching and Learning University of Cincinnati September 13, 2002 Problem-Based Learning: A Student-Centered Approach for Engagement Institute for Transforming Undergraduate Education George Watson [email protected]
40
Embed
University of Delaware Plenary Presentation at September Institute Center for the Enhancement of Teaching and Learning University of Cincinnati September.
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
University of Delaware
Plenary Presentation at September InstituteCenter for the Enhancement of Teaching and Learning
1. Individually, write down five words or short phrases that come to mind when you think of:
Student-Centered Learning2. In pairs or small groups, select three
“most important”.
3. Finally, report out just one.
…the individuals learning the most in [the teacher-centered classrooms] are the professors. They have reserved for themselves the very conditions that promote learning:
What I know best I have taught…
Page 35, Huba and Freed, Learner-Centered Assessment on College Campuses: Shifting the Focus from Teaching to Learning, 2000
actively seeking new information,integrating it with what is known,organizing it in a meaningful way, andhaving a chance to explain it to others.
Comparison of Paradigms
Teacher-Centered
Learner-Centered
Knowledge is transmitted from professor to student.
Students construct knowledge through gathering and synthesizing information and integrating it with the general skills of inquiry, communication, critical thinking, and problem solving.
Teacher-Centered
Learner-Centered
Students passively receive information.
Students are actively involved.
Comparison of Paradigms
Teacher-Centered
Learner-Centered
Emphasis is on acquisition of knowledge outside the context in which it will be used.
Emphasis is on using and communicating knowledge effectively to address enduring and emerging issues and problems in real-life contexts.
Comparison of Paradigms
Teacher-Centered
Learner-Centered
Instructor’s role is to be primary information giver and primary evaluator.
Instructor’s role is to coach and facilitate. Instructor and students evaluate learning together.
Comparison of Paradigms
Teacher-Centered
Learner-Centered
Teaching and assessing are separate.
Teaching and assessing are intertwined.
Comparison of Paradigms
Teacher-Centered
Learner-Centered
Assessment is used to monitor learning.
Assessment is used to promote and diagnose learning.
Comparison of Paradigms
Teacher-Centered
Learner-Centered
Emphasis is on right answers.
Emphasis is on generating better questions and learning from errors.
Comparison of Paradigms
Teacher-Centered
Learner-Centered
Desired learning is assessed indirectly through the use of objectively scored tests.
Desired learning is assessed directly through papers, projects, performances, portfolios, and the like.
Comparison of Paradigms
Teacher-Centered
Learner-Centered
Focus is on a single discipline.
Approach is compatible with interdisciplinary investigation.
Comparison of Paradigms
Teacher-Centered
Learner-Centered
Culture is competitive and individualistic.
Culture is cooperative, collaborative, and supportive.
Comparison of Paradigms
Teacher-Centered
Learner-Centered
Only students are viewed as learners.
Instructors and students learn together.
Comparison of Paradigms
John Dewey…
“True learning is based on discovery guided by mentoring rather than the transmission of
knowledge.”
Characteristics Neededin College Graduates
High level of communication skills
Ability to define problems, gather and evaluate information, develop solutions
Team skills -- ability to work with others
Ability to use all of the above to address problems in a complex real-world setting
Build inquiry-based learning throughout the four years.
Link communication skills and course work.
Use information technology effectively.
Cultivate a sense of community.
Cooperative Learning: What the research shows
Academic Successhigher achievement, including knowledge acquisition, accuracy, creativity in problem-solving, and higher reasoning level.
Attitude Effects persistence towards goals, intrinsic
motivation, applying learning in other situations, greater time on task
Johnson, Johnson, and Smith (1998)
Methods of Active andGroup Learning
Student Involvement
temporary groups permanent groups
“Think/Pair/Share” PBL
What is Problem-Based Learning?
PBL prepares students to think critically and analytically, and to find and use appropriate learning resources.
PBL is an instructional method that challenges students to “learn to learn,” working cooperatively in groups to seek solutions to real world problems.
“The principal idea behind PBL is that the starting point for learning should be a problem, a query, or a puzzle that the learner wishes to solve.”Boud (1985)
What are the CommonFeatures of PBL?
Learning is initiated by a problem.Problems are based on complex, real-world
situations.All information needed to solve problem is not
initially given.Students identify, find, and use appropriate
resources.Students work in permanent groups.Learning is active, integrated, cumulative, and
connected.
PBL: The Process
Students are presented with a problem. They organize ideas and previous knowledge.
Students pose questions, defining what they know and don’t know.
Assign responsibility for questions, discuss resources.