1
2
LPS approaches build on central role of problems in human cognition and learning. Central to all these approaches is that learning is anchored in a problem or driving question, that creates opportunities for learning and thinking. Integrating content learning with reasoning, learning strategies
Problem‐based Learning (PBL)
E g Explain cause of a patient’ problems
E.g., Explain cause of a patient
problems
Anchored instruction
E.g., Rescue at Boone’s Meadow
Project‐based science
E.g., How Can We Design a Cellular Phone That is Safer to Use?
Design‐based Learning
E.g., Balloon Car ChallengeIn PBL students learn through solving problems
Anchored instructions‐ problem solving is focused around video, challenge based learning is similar, project‐based science around driving questions. Immersion units are inquiry units that involve learners in extended periods of time with full inquiry cycle and deep immersion into content as well.
Similarities
Extended engagement with problems or driving questions
Extended engagement with problems or driving questions
Collaborative, student‐centered
Teacher as guide on side
Differences
Inquiry cycles used
Types of artifacts used as scaffold
Use of technology
3
4
Barrows and Kelson http://wed.siu.edu/Faculty/bputnam/584/PBL%20Document.pdf
5
The numbness has progressed up her legs to her hips in the last few weeks. Over the last few weeks she has noticed tingling in her fingertips. She has noticed some unsteadiness on walking, worse when she walks in the dark. No bowel or bladder complaints Past history, family and social history are essentially unremarkable except for an episode of “shingles” last summer. She has slight spasticity in her legs to passive movement but normal strength. She was unable to tandem walk and had a tendency to lean towards either side. Slight dysmetria on finger to nose test bilaterally. Vibration sensation was markedly diminished at toes and ankles as well as fingertips. Position sense was significantly diminished in toes and fingers. The rest of the neurological assessment was unremarkable. 6
To establish negligence, students must eliminate certain possibilities. Students must identify that the initial speed on impact is the determining variable that will prove in favor or against negligence. Knowing the acceleration on impact (from a doctor’s evaluation of seat belt lacerations) and the displacement (determined from a crumple zone measurement), students construct a case for or against negligent driving
http://rea.ccdmd.qc.ca/en/pbl/resultat.asp?action=clicFiche&he=768&afficheRecherche=‐
1&IDFiche=138&endroitRetour=1
Lasry, 2007 John Abbott college
7
PBL is a student-centered approach that situates learning in complex problems
Ill-structured problems do not have a single correct answer--many possible paths
Collaboration– students articulate their ideas- open for revision
Activate prior knowledge and make new learning possible
8
Constructing flexible knowledge, goes beyond having students learn the facts of a domain;
coherently organized around the deep principles in a domain. Develops as individuals
apply their knowledge in a variety of problem situations
Developing effective problem-solving skills refers to the ability to apply appropriate
metacognitive and reasoning strategies.
• E.g., hypothetical-deductive reasoning is an appropriate strategy for
medical problem solving whereas analogical or case-based reasoning
may be appropriate in many design domains such as instructional
planning.
• Metacognitive skills - processes of planning problem solving,
monitoring progress, and evaluating whether goals have met .
Metacognitive strategies are important for developing lifelong learning
skills: being a self-regulated learner. Involves:
1. having an awareness of what they do and do not understand. 2. setting learning
goals for themselves, identifying what they need to learn more about for the
problem they are solving. 3.planning how to reach their goals. 4. evaluating
whether or not their goals attained.
Being good collaborator -knowing how to function well as part of a team• establishing common ground, resolving discrepancies, negotiating the actions
that a group is going to take, and coming to agreement
• requires open exchange of ideas and engagement of all group members
Intrinsic motivation occurs when learners work on a task for their own satisfaction,
interest, or challenge.
.
9
10
Student presented with initial scenario-- e.g. Ann Georg
I
Inquiry
i for
f additional
dditi
l problem
bl
iinformation
f
ti
• The initial hypothesis generation that occurs prior to learning material serves 2 fx:
- activate Ss prior knowledge making it easier to assimilate new learning
-helps learners identify the gaps in their understanding- this provides
opportunities for collective improvement of knowledge
Gaps become learning issues that are - divided up by students - used in PS when
theyy come back together.
g
Structured whiteboard helps guide process- columns for facts, ideas, learning issues
Facilitator uses questions to guide process (more about this later)
•• Reflection- at end of problem:
-mindful abstraction of what was learned
-collaboration strategies
-SDL strategies
11
Helps learners see where they have been and where they are going– reminds them what they need to think about in terms of their problem solving process.
12
13
.
14
15
From study of video of problem-based learning tutorial, fine grained analysis of discourse moves,
i t
interaction
ti analysis
l i and
d stimulated
ti l t d recallll with
ith facilitator.
f ilit t
Building on student discourse– opportunistic- always looking for places where there is something in
need of explanation or elaboration. Over time, students take on many of these strategies (but not all)
Note that these strategies are practical tips that can be used to help facilitate
16
Student says wow and expresses surprise at a patient symptom- HB as why, what
does for them, and to explain one of the possibilities
17
18
Making sure that even after vitamin b12 erased (from revoicing discussion) that
pernicious anemia gets recorded subsequently
19
Tend to work with groups of size 5‐7
20
Reflections is designed to help students make inferences, identify gaps in their thinking, and prepare them to transfer PS strategies, SDL strategies, and knowledge to new situations.
21
Professional problems – of practice
22
Example from speech and language pathology in Ireland Leahy and Walsh, 2005 from Handbook of Enquiry and Problem‐based Learning: Irish Case Studies and International Perspectives Terry Barrett Iain Mac Labhrainn Helen Fallon (Editors) AISHE READINGS Number 2 2005 23
From Ram 1999‐ problem with water quality in River near Atlanta, Ga for sophomore chemistry lab
24
The main goals of assessment (1) support their learning through engaging them in learning activities and providing feedback; (2) measure learning against the stated learning outcomes; Several tensions in PBL‐ need to assess both group level and individual level learning so may want to evaluate both group final product as well as individual contributions. Also need to maintain student‐centered nature so too much reliance on external assessment may undermine this but at the same time need to deal with pressures for external
may undermine this, but at the same time need to deal with pressures for external accountability
Primary goal of assessment in PBL is to improve learning– either at individual or at program level
Formative assessment‐ provide feedback that provide each group member with information and awareness that will allow learners to take corrective actions
Summative final performance assessment‐ individual problem solving task‐ problem analysis and write‐up, problem presentation, knowledge applied to problem, Performance assessments focus on application of knowledge to tasks‐ increase in authenticity, relevance. Can be more difficult to construct
25
26
Despite what we know about outcomes, even in those populations that are well
studied, we know little about ongoing learning processes, which has been my area
of interest.
27
Note: this is only medical students
Concept level, assessment‐ defining, identifying generating examples of fundamental constructs‐declarative knowledge Principles level‐ relations bet basic concepts. Principles might be rule‐based or more emergent define associations between concepts. Application level, assesses the ability correctly invoke principle and concept knowledge to achieve a goal state Includes transfer of principles and concept to new situations
achieve a goal state. Includes transfer of principles and concept to new situations. 28
All effect sizes are weighted– includes range of disciplines and additional studies; some papers that Gijbels coded as principle level were coded here as application level.
29
30
Say something about kinds of measures used in STELLAR study
31
32
33
Needed to understand what SDL actually meant
Some treat as independent study
Others recognize need for new strategies
34
Describe task
35
O’Mahony et al‐ comparison of traditional vs. challenged based course discourse. Latter had higher quality discourse that improved over time in aerospace workplace. Increased knowledge sharing exchanges in which Ss asked e/o questions)
Note that effects on collaboration influences show up in both quantitative and qualitative studies
37
Not lots of research on this
38
39
Time for questions???
40
Floating facilitator‐ Works well with classes less than 35 if single facilitator but can extend with TA’s and Peer tutors
Paradoxical effects with too many TA’s
Too many TA’s get in the way– floating facilitator needs to stop by several times to be able to help but too many visits, interrupt flow of group.
Large post‐its or other poster paper around room or use of technology to record allows teacher to scan the room and see where help is needed Also help in pulling ideas from
teacher to scan the room and see where help is needed. Also help in pulling ideas from different groups into whole class discussions.
Shipman & Duch (2001) used PBL in classes of 120 and 240 students science classes– 95% of students participated in groups. Exam grades similar to previous years
41