Approaches to E110:
Problem-Based Learning
Dee Baer
Charlene Bunnell
Dorry Ross
What is problem-based
learning?
• PBL is “a learning approach that challenges students to ‘learn
to learn,’ working cooperatively in groups to seek solutions
to real world problems.”
• From ITUE PBL Session, Fall 2004
– PBL advocates that “the starting point for learning should
be a problem,a query, or a puzzle that the learner wishes
to solve.”
• Boud, D. [1985] “PBL in Perspective,” courtesy of ITUE PBL Session, Fall 2004
– Its purpose is to help students think “critically and
analytically” and to apply “appropriate learning
resources.”
• From ITUE PBL Session, Fall 2004
How does PBL work?
PBL introduces the students to a problem via initial
discussion, develops knowledge and ideas through
ongoing research and discussion, and culminates in a
collaborative finished product.
Problem details are presented a few at a time, to emphasize
both the problem’s complexity and the concept of PBL as
process, be it over 2 weeks or 14.
As they research the problem, students represent
stakeholders; consequently, they have a vested interest in
the outcome.
Because PBL involves group work, learning is collaborative.
Three PBL Examples
Problem 1
“The Viewbook”
By Dee Baer
English 110, Fall 2004
Problem Abstract
• With a group, you will be designing a viewbook
designed for public consumption, specifically high
school students AND others (family, high school
counselors) interested in The University of Delaware.
Group members will earn the same grade.
Problem Context/Design
• Your viewbook, representing one particular department or
program should address the five elements listed below.
•
•
•
•
•
Academic
Social
Cultural
Architectural/Geographical
Reflective
• The format of the viewbook is up to you. You’ll also
decide what kinds of artwork/design/photography to
include.
• The total amount of writing should approximate 15 pages.
Stage 1:
Discussion Questions
• What do juniors and seniors most want to know about
college life?
• What do their parents and family most want to know?
• Did the material you received answer your overall questions?
• In what ways were the materials you received most helpful?
Least helpful?
• Can you think of any particular mailing (or web site) that
you really liked? Why did you like it?
• What materials did you receive from UD?
• Now that you’ve been at UD for a while, what is different
from the picture you developed from all the UD materials
you received?
• Are there things that you wish you’d known? Could any of
these be realistically a part of the materials the campus makes
available to prospective students?
Problem 2:
“Will Social Security
Be There For You?”
By Dee Baer
English 110, Spring 2005
Stage 1
Discussion Questions/
Learning Issues
What do you know about Social Security?
How does it work?
Do you know anyone who is receiving social security?
What is their life like?
What were the economics and lifestyles of old age
before social security?
How much money do your parents put into the system
each year?
How much do they expect to get back?
Stage 2
Discussion Question:
Who has a stake in this issue?
• In groups, name as many stakeholders you can think
of, then write them down on stakeholder worksheet
• Divide research on each stakeholder group and
establish due date for reporting back. Fill out
stakeholder Group Worksheet (see sab document)
Problem 3
Liberal Arts Study in the
University and Beyond
By Charlene Bunnell
English 110, Spring 2005
Problem Abstract
• Students are part of a committee reviewing UD’s
breadth or liberal arts requirements.
• Throughout the problem’s stages, they will
– define the liberal arts and core curriculum
– determine the current UD breadth requirements
– examine the historical purpose of the liberal arts
– report on their research findings
– debate the purpose of a core curriculum in today’s university
in general and as it applies to their educational and
professional goals
– submit a recommendation for UD core curriculum
Problem Design
The group problem activities precede the similar individual
activities the students do throughout the course.
• As a result, students “practice” the genre collaboratively.
• The collaborative work takes place in the classroom;
students are encouraged to bring in a laptop/group.
• Each group posts the practice draft into WebCT by next day.
• I review the posted drafts that day (about 5/section), make
detailed suggestions on content and style, and re-post them
to WebCT.
• By the following class, group members can evaluate the
suggestions to apply them to their own forthcoming essay
in that genre.
Flow Chart of PBL/Individual Projects
Group Activities
Individual Activities
Topic: Liberal Arts in the University
Topic: Diverse subjects
Discuss liberal arts philosophy;
Write summary- response; research
Research UD requirements;
construct a critique draft.
Continue to research; prepare an
annotated bibliography
Begin working bibliography; read sources
and annotate as topic becomes defined.
Write summary-responses of
relevant sources
Construct a critique of a relevant source
Annotated Bib./Proposals
Develop report draft (2 steps)
Construct a report
Construct recommendation draft
Construct a critical analysis
What areas might PBL
address in my course?
PBL Resources
http://www.udel.edu/pbl/