Models for Problem-Based Learning
Institute for Transforming
Undergraduate Education
University of Delaware
Factors in Choosing a Model
Class size
Intellectual maturity of students
Student motivation
Course learning objectives
Instructor’s preferences
Availability of peer facilitators
Common Classroom Models
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Medical school
Floating Facilitator
Peer Facilitator
“Hybrid”
Medical School Model
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Dedicated faculty tutor
Groups of 8-10
Very student-centered environment
Group discussion is primary class activity
A good choice for
• Highly motivated, experienced learners
• Small, upper-level seminar classes
Floating Facilitator Model
• Instructor moves from group to group
– Asks questions, directs discussions, checks
understanding
• Group size: 4
• More structured format: greater degree of
instructor input into learning issues and
resources
Floating Facilitator Model
Other class activities:
– Groups report out
– Whole class discussions
– (Mini-)lectures
A good choice for
• Less experienced learners
• Classes of all sizes
Peer Facilitator Model
Advanced undergraduates serve as facilitators
– Help monitor group progress and dynamics
– Serve as role models for novice learners
– Capstone experience for student facilitators
A good choice for
• Classes of all sizes
Dealing with Large Classes
Floating facilitator or peer facilitator models are
the most appropriate.
Requires a more teacher-centered, structured
format: instructor directs group activities
Group size: 4
Reduce grading burden through group (vs.
individual) papers, projects
“Hybrid” PBL
• Non-exclusive use of problem-driven learning in a
class
• May include separate lecture segments or other activelearning components
• Floating or peer facilitator models common
Often used as entry point into PBL in course
transformation process
A Sampler: ITUE Leaders’ PBL Courses
Small Classes (< 30 students)
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General Chemistry
Introductory Biology, General Physiology
Introduction to Biochemistry
Biochemical Evolution, Intermediary
Metabolism
A Sampler: ITUE Leaders’ PBL Courses
• Medium-Large Classes (40-120 students)
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Problems of the Criminal Judiciary
Psychology and the Law
Physical Science
“Science Semester” for elem. education majors
Small Course Characteristics
Model
Student type
(year/major)
General
Chem (H)
Floating
facilitator
FR
Science (not chem)
Intro Biology
(H)
Peer
FR/SO
facilitators Science, allied health
Peer
SO/JR
General
Physiology(H) facilitators Biology
% PBL
Grp #,(size)
Comments
40-50
4-5, (4)
Mixed with lecture, demos,
other activities
85-90
4-5, (4-6)
6-7 PBL problems per
semester
85-90
4-5, (4-6)
6-7 PBL problems per
semester
Intro to
Biochemistry
Peer
SO
facilitators BIOC majors
100
5-8, (4)
Uses scientific articles as
problems
Intermediary
Metabolism
Floating
facilitator
SR, GRAD
Majors
100
3, (3-6)
Progressive disclosure
(staged) problems
Biochemical
Evolution
Floating
facilitator
SR, GRAD
Majors
100
3, (3-5)
Case study problems
Typical PBL Sequence: Gen. Chem.
Problems are used to introduce concepts: no prior
discussion of concepts in class.
Guiding questions are used to focus learning.
Groups work in class (texts); meet to finish outside
before next class meeting.
Groups report out ,typically via overheads.
Summaries are prepared from or based on reports.
Problem is followed by fuller discussion of related
issues, connections to earlier work
How Class Time is Used: Gen Chem.
Percent of PBL Class Time
CHEM 104H 03S
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
1
4
7 10 13 16 19 22 25 28 31 34 37 40
class number
Medium-Large Course Features
Model
Student type
(year/major)
FR/SO
Prob. Crim. Floating
facilitators Majors and
Judiciary
% PBL
Grp.#, (size)
Comments
25-33%
25, (4-6)
TA’s assist as facilitators
Mix w/ lecture, other activities
nonmajors
Psych and
the Law
Floating
JR/SR
facilitators PSYC, CRJU
50%
10, (4)
TA’s assist as facilitators
Mix w/ lecture, other activities
Physical
Science
Floating
All levels
facilitators Gen. Ed. course
60%
34, (4)
TA’s assist as facilitators
Large auditorium/fixed seats
“Science
Semester”
Floating
SO
facilitators Elem. Ed.
60%
12, (5)
Multiple instructors
Meets in Gore 208
120 min sessions, 5 days/week
Large Physical Science vs Small Physics
for Gen. Ed.
for Pre-meds
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120 students
auditorium/fixed seats
permanent groups, 3-5
problems initiated in large class
group discussion, lecture
• learning issues addressed in large
class and discussion
• multiple choice/show work
exams
• 3 projects related to problems
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fewer than 30 students
round tables/chairs
permanent groups of 4
problems initiated in class
• more group oriented
discussion than whole class
activity or lecture
• learning issues addressed
mainly in groups
• individual and group “show
your work”
• one large project
“Science Semester”
An integrated science and teaching methods
course for future teachers: combines biology,
physical science, geology and science methods
•PBL is central focus of 4 curricular units: integrated
with active learning and lecture
•Session times: 120 min, 5 days/week.
•Large class (60) and 3 smaller (20) discussion
sections
•Multiple instructors as facilitators and discussion
leaders
Activities in “Science Semester”
• Research vessel experience
• Assessment strategies:
– Group, individual testing
– Web pages
– PowerPoint presentations to
community experts
– Letter to editor
– Poster presentations
– Concept maps
– Micro-teaching