Problem-based learning videos
How do you initially engage the students?
The introduction of the problem case to the students is critical. It is important not to say too much. I usually note that we are starting a new unit, and perhaps make a connection to how this unit builds on the previous course unit. Then, I very quickly describe the basic problem case they are going to read. No details. Let them read.
This video is from a problem case in my Wildlife Management Techniques course. It is for a unit on radio telemetry and home range estimation. The problem case involves a student studying skunks in a wetland system. That's about all I tell the students.
I believe it is also critical for students to read the problem case "cold". Do not assign it as reading for the night before. There is something special about the reading process--as the quiet class reads the same thing.
I invite them to make notes and circle terms or phrases that they don't understand.
I end by emphasizing the learning dilemma. What do they need to learn to help this character with their problem? Or, what do they need to learn to solve the problem?
The video shows what happens as the students begin to read.
How do you create groups for discussion?
There are many ways to form groups. If a particular unit is going to involve a group project (e.g., writing a management plan), you may want to use the same groups you will use for the entire unit. In most cases, I randomly create groups of students in some manner.
I have found that groups of 3-4 students are best. Groups of 5 or more tend to have at least one person who is not fully engaged. Each person needs time to contribute to the discussion.
I highly recommend a structured manner of forming groups. I've found that if you let them form their own groups, they will not come up with lists of learning issues that are as in-depth or meaningful.
Before they form groups, I usually note that some students may have more experience with this particular problem than others--because of previous experiences. So, students are encouraged to use any information they have to contribute to group discussions.
The video shows my students forming groups by their last digit of their social security number.
How do you give groups direction for their discussion?
This is an important part of the PBL process.
I usually ask groups to come up with 3-4 terms that they do not understand, as well as 3-4 learning issues that they think are important to solving the problem.
I provide a report page, with blanks for terms and learning issues. Each group member signs it, and they get points for being in class that day. The latter is critical, as students may perceive that the first day of the unit is not important to show up for class. Of course, nothing could be further from the truth. By counting the learning issues as a small assignment, I have almost perfect attendance for these discussions.
The video shows my directions to groups, before they start discussions.
What does the instructor do while groups are discussing issues?
Students need time to talk with each other. This is the point at which they start to depend on each other, and less on you. You have just made the transition away from the "sage on the stage"! Congratulations.
I usually give groups about 10-15 minutes (more if it's a complex problem) to sort through their notes and talk about what seems to be important.
As they are discussing, I walk slowly around the room in case they have questions. But, I mostly try to stay out of the way. If you feel the urge to say something during this time, try bringing coffee to class. Drink your coffee and force yourself to only respond to their questions.
During their discussion, I also believe it is important to have them rearrange chairs so they can circle-up and face each other. If you are teaching in a classroom with seats bolted to the floor, ask for a new classroom. It's that important!
The videos show my students working in their groups.
How do you structure the discussion when groups report on their learning issues?
This is the most chaotic and most fun part of the day, for me. I start by asking students to 'come back together' as a class. They may need a couple seconds to turn their chairs back to the front. They still probably have lots of energy from their group discussions, so allow some time to let them settle down and regroup.
Then, I ask each group's reporter (the person with the assignment sheet) to give me one term that they need to have defined in the coming days. I go around the room to all groups, until no groups have any new terms to report.
Next, I do the same with learning issues. I really enjoy listing these issues as they talk--sometimes drawing arrows to connect thoughts from a previous group's ideas. I usually try to organize their responses if themes emerge, but the blackboard still gets messy. I encourage you to engage students with question to explain what they mean or provide a little more information.
If your problem case was well-designed, you will usually find that the list of terms and issues on the board is what you expected. You may be pleasantly surprised to see a new issue you hadn't expected. But, what if the groups do not come up with an issue that you feel is critical? I wait until the end, and then ask them--"I thought you might wonder about X. Did any group have that issue down?" It's possible they may have overlooked it. But, it's also possible they didn't come up with it (this may mean you need to re-work your problem case to emphasize that issue). When this happens, I ask them if they will let me add a learning issue. And, I explain why I think it may be important. It can help to pretend you are a student at this point--for example, you might say, "When I first encountered this problem, one of the things I had to learn was X." Last, it is possible that the students have already solved this issue in a previous course.
So, they may tell you that they already know the answer to that, which is why they didn't list it! Perfect--you don't have to cover it.
The list of issues on the board has at least two functions. First, by compiling the list of issues from all groups, each student now has tangible evidence that they contributed to the learning process. They have ownership--very important. Second, you now have a list of learning issues, which you can summarize and post for them to study for the exam. Or, perhaps these issues serve as a guideline for their group projects. When they've solved the really important issues, they have met your learning objectives.
How do you end the class period?
When you get to this point, your students have accomplished a lot. It's a good time to stand back from the board and summarize the basic issues they've identified. If there's an assignment to read for the next period, it's a good time to remind them.
Provide a short wrap up of the discussion. Then, ask them to turn in their group assignment page, with the issues and terms they came up with.
I grade this assignment as pass/fail. Either they were in class, or they weren't.
You're now launched into the unit. Your students should see every learning experience you provide in the context of the problem they encountered during this first day!
The videos show how I indicate the students can expect to see a summarize list of their issues on our on-line course management system, and you can also see a completed group assignment sheet and the final list of terms and issues on the blackboard--all of their hard work.
How do I get more information on PBL?
I used the following references as I started to implement PBL in my classes:
Duch, B. J., S. E. Groh, and D. E. Allen. 2001. The power of problem-based learning: a practical "how to" for teaching undergraduate courses in any discipline. Stylus Publishing, Sterling, Virginia.
lRyan, M. R., and H. Campa, III. 2000. Application of learner-based teaching innovations to enhance education in wildlife conservation. Wildlife Society Bulletin 28: 168-179.
lWilkerson, L., and W. H. Gijselaers. 1996. Bringing problem-based learning to higher education: theory and practice. Jossey-Bass, Inc. San Francisco, California.
The University of Delaware is a leader in PBL, and their web site has more references and a lot of very good information.
LARKIN POWELL
University of Nebraska-Lincoln