Models for Problembased Learning in Small, Medium and Large Classes

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Models for Problem-based Learning in Small,
Medium and Large Classes

• Barb Duch, MSERC
• Sue Groh, Chemistry and Biochemistry,
• Deb Allen, Biological Sciences
• part courtesy of Valerie Hans, Criminal Justice
• University of Delaware

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Factors In Choosing a Model

• Class size
• Intellectual maturity of students
• Student motivation
• Course learning objectives
• Instructors preferences
• Availability of peer facilitators
• Other?

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Medical School Model

• Dedicated faculty tutor
• Groups of 8-10
• Very student-centered
• Group discussion is primary class activity
• A good choice for
• Highly motivated, experienced learners
• Small, upper-level seminar classes

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Floating Facilitator Model

• Instructor moves from group to group
• Asks questions
• Directs discussions
• Checks understanding
• Group size 4
• More structured format instructor input into
  learning issues and resources

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Floating Facilitator Model

• Class activities besides group discussions
• Groups report out
• Whole class discussions
• Mini-lectures
• A good choice for
• Less experienced learners
• Small to large-sized classes

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Peer Facilitator Model

• Advanced undergraduates serve as facilitators
• Help monitor group progress and dynamics
• Serve as role models for novice learners
• Capstone experience for facilitator
• A good choice for
• Classes of all sizes

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Subtypes of the Peer Facilitator Model

• Roving versus dedicated
• 2-3 groups of 4 students each, versus
• single group of up to 6 students
• Experienced versus new PBLer
• Peer versus near-peer

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Activities of the Peer Group Facilitators

• Weekly meetings with the course instructor
• Tutorial Methods of Instruction
• 2-credit course
• Work with one or more PBL groups in class
• Optional meet with group(s) outside of class
• No involvement in grading

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Peer Facilitator Model

• Facilitator training important
• Development of questioning skills
• Group dynamics
• Resource guide

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Some Characteristics of a Functional Tutor

• Questions/probes the thinking and reasoning
  process
• Provides information when appropriate
• Promotes the use of appropriate resources
• Guides/directs/intervenes to keep the group on
  track
• Sets high standards
• Involves all students in the process
• Has a finely tuned b.s. detector
• From, University of New Mexico Primary Care
  Curriculum,
• A Guide to Quality Tutorials

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The Facilitator Experience
1-strongly agree ---- 5-strongly disagree
I feel that I have benefited from the process
of 1.3 ? 0.1 being a facilitator.
I think that understanding of my major field
of 2.1 ? 0.2 study has improved as the
result of being a facilitator.
I think that my interest in incorporating
teaching 1.9 ? 0.1 into some aspect of my
professional career has been enhanced by this
experience.
I think that the facilitator experience has
helped me 1.2 ? 0.1 to better understand the way
I and other people think and learn.
I would recommend the facilitator experience to
1.4 ? 0.1 others.
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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
• Numbers advantage in dealing with group vs.
  individual papers, projects

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Discussion

• Think about which model would work best for your
  course(s)
• What barriers do you anticipate?

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Problem-based Group Learning in Large Classes A
Case Study

• Science 102 - 124 students
• Class structure
• 1 hr 15 min twice a week (large class)
• 50 min discussion once a week
• 2 hr lab once a week
• Same permanent groups in large class, lab, and
  discussion
• Same TA in lab discussion
• TA attends large class

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Purpose of Teaching Plan

• Test the limits of PBL group learning in large
  classes.
• Find successful models for integrating PBL with
  other methods.
• Design appropriate TA development plan
• Test limits of instructor in grading in large PBL
  class.

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Components of Course

• Permanent groups of 3-5 students in assigned
  seats
• Web syllabus and resources
• Group assignments in class, discussion, and lab
• Complex problems initiate learning, generating
  learning issues, and focusing large class
  activities
• Lab, discussion and large class inter-connected

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Large Physical Science VS Small Physicsfor ETE
Majors for Pre-meds

• less 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

• 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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What helped you learn in this class?

• Group-work cited most frequently
• Activities in large class, discussion, and lab
  cited equally
• Real world problems, projects, and outside
  research

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On the Other Hand.. What needs to be improved?

• More organized lectures
• Textbook
• Go slower Go faster cited equally
• Lab and Discussion
• Have more projects

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Conclusion Using PBL in Large Classes

• It can be done!
• It is more challenging!
• It is more structured and less student-centered.
• Need TA buy-in.
• Try peer facilitators

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Overcoming Barriers