Download - LeAP Summer Workshop Experiencing PBL
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LeAP Summer WorkshopExperiencing PBL
Derek Raine & Cheryl HurkettUniversity of Leicester
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Day 11.Introduction to PBL2.A PBL Problem3.Writing Workshop
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Session 1: Introduction
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Problem-Based Learning
PBL (problem-based learning) is a student-centred method of teaching in which students learn by investigating real-world problems and, working in groups, seek out the tools necessary to solve them.
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Generalised PBL strategyPlanning Phase
• Agree a brief problem statement• List relevant existing knowledge• Identify learning outcomes• Write a plan
Investigation Phase• Enquiry and experiment
Analysis Phase• Share and discuss information• Apply new information to the problem• Evaluate progress• Submit work or revisit plan • Reflect
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Generalised PBL strategy - Overview Planning Phase Investigation Phase Analysis Phase Assessment
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Session 2: A PBL ProblemYou will be given a PBL problem in the form of a video hookAs a group, identify the problem and propose a solutionYou have access to the internet to provide supportYou will be asked to present your solution
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The Tower
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Sperm Whales and human impact
The spider’s web gets the bat
Spider colony
Desert towerLydia Fairchild
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Solution to spiders web:
A colony for high food density. http://www.dailygalaxy.com/my_weblog/2007/09/giant-spider-we.html
But – is this unique? Solution to whales:
Endangered species in Galapagos: see for example http://www.youtube.com/watch?v=UbUOK3k21os
How endangered? Is it just hunting (what about local economy or tourism?) Solution to Spiders’ web:
Trapping the bat requires strong fibres: investigate polymer cross-bridges and/or web structure Solution to tower:
Hot air rises and drives turbines.
Why in the desert? Is this efficient compared to solar electricity? Solution to Fairchild Chimera – non-uniform tissue types
How can this be? What determines tissue type?
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How did we do? Planning Phase – What is the problem? What do we know?
Investigation Phase - What do we need to find out Who and what?
Analysis Phase – Have we solved the problem fully? (Repeat as necessary)
Assessment – Report
Evaluation – Group roles
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Is PBL better? Evidence of persistence of knowledgeEvidence of engagementEvidence of examination performance (in
some cases) But:SuperficialEffort on presentation not content
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IssuesGroup formationProblem writingFacilitationAssessment
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Session 3
Problem Writing
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What makes a good PBL problem?
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Subject Area
Topic
Year/Level
Class Size
Group Size
Time to Run
Planning a PBL Problem
Problem Summary
Problem Description
Learning Outcomes
Assessment
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Day 21. Problem Writing (continued)2. Delegate Papers3. Experience PBL
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Session 1Problem Writing continued
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What makes a good assessment?
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Session 3 Experience PBL
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What makes a good facilitator?
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END
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PLANNING A PBL PROBLEM PROBLEM SUMMARY Subject AreaTopicYear/LevelClass SizeGroup SizeTime to Run PROBLEM DESCRIPTION LEARNING OUTCOMES ASSESSMENT