Documentation:CTLT programs/PBL Network/Overview

From UBC Wiki

Overview

Background Information

In 1915, John Dewey, an educational theorist argued that "…education is not an affair of 'telling' and being told, but an active and constructive process" that requires "direct and continuous occupations with things." Further, for these occupations (or experiences) to be educational, they required reflection to transform them into knowledge (Dunne and Brooks, 2004).

Taxonomy of Significant Learning: Kinds of Knowledge (Fink, 2003)

  • Foundational: Recall information and ideas
  • Application: Critical, creative, practical thinking
  • Integration: Connect ideas and information
  • Human Dimension: Learn about oneself and others
  • Caring: Develop new feelings, interests, values
  • Learning: Becoming more self-directed
Blooms taxonomy.jpg

Higher order thinking skills Good problems and cases should challenge students to achieve higher-level critical thinking. Too often, students view learning as remembering facts, terms, and definitions in order to answer questions on tests. Many students seem to lack the ability or motivation to go beyond factual material to a deeper understanding of course material. In Bloom's Taxonomy, cognitive levels along with parallel student activities are arranged from lower (simple - 1, 2) to complex (higher - 5, 6). Problems and cases should strive to induce students to learn at the higher levels.


References:

  • Bloom, B. (1956). Taxonomy of Educational Objectives, New York: McKay.
  • Fink, D. (2003). Creating Significant Learning, San Francisco: Jossey-Bass.
  • Dunne, D. and K. Brooks. (2004). STLHE Green Guide No 5. Teaching with Cases. Halifax, Canada. The Society for Teaching and Learning in Higher Education.

General Resources:

Collaborative Learning

Collaborative learning is a form of instruction that involves learners working together to accomplish a common goal (Felder and Brent, 1994). It incorporates collaboration as a philosophy of interaction, where learners are responsible for their learning actions, and respect the abilities and contributions of their peers (Panitz). A related technique is Cooperative Learning (Johnson, Johnson and Holubec, 1994). They describe conditions for it to occur:

  • Positive interdependence – sink or swim together, responsible for ensuring that everyone learns
  • Individual accountability and responsibility to achieve group goals
  • Each member is responsible for contributing a fair share to group success
  • Group reflection and processing – to determine what was helpful, not helpful, how to improve on effectiveness
  • Skills: interpersonal and group – requires trust, communication, acceptance, and support of each other and resolution of conflicts
  • Face-to-face interaction – encouraging and facilitating each others’ efforts to achieve task or reach goals

References:

  • Johnson E.W., Johnson, R.T., and Holubec, E.J. (1994). The New Circles of Learning: Cooperation in the Classroom and School. Alexandria: Association of Supervision and Curriculum Development.

Learning in Groups

The Tuckman Model of Group/Organization Formation

Bruce W Tuckman is an educational psychologist who first described the four stages of group development in 1965. Tuckman described the four distinct stages that a group can elicit as it comes together and starts to operate. The process can be subconscious, although an understanding of the stages can help a group reach effectiveness more quickly and less painfully.

The four stages are: Forming, Storming, Norming, and Performing

In a group environment, students learn how to achieve their education goals by setting expectations, group ground rules, and/or learning contracts.

References:

  • The Tuckman Model of Group/Organization Formation.

More Resources:

The Learning Contract.

  • Stages of Group Development.
  • Gibbs, G. (1995). Learning in Teams: A Tutor Guide. Oxford: The Oxford Centre for Staff Development. This manual is designed to help tutors (instructors) to plan the productive use of student teams and to support their operation in ways which are more likely to develop the kinds of team skills which students need, regardless of what they do after they have finished studying. It also addresses tricky issues such as the assessment of teams, the formation of teams, and the design of appropriate tasks and assignments for teams.

Team-based Learning

Team-based learning is a powerful instructional strategy that brings together student responsibility for learning basic course concepts, readiness assessment procedures that provide rich and rapid feedback for both individuals and teams, and opportunities for student teams to apply course concepts to problem solving assignments.

The readiness assessment process allows instructors to focus classroom sessions on the application and analysis of course concepts, rather than the delivery of course content. The readiness assurance process consists of:

  1. Assigned readings - Exposes students to essential course concepts.
  2. Individual testing.
  3. Team testing - Same evaluation instrument as individual test. During team tests students orally elaborate their understanding, defend, strengthen, or adjust their schemata related to key course concepts.
  4. Team feedback - Team reflection and discussion of troublesome concepts identified in results of team tests.
  5. Instructor feedback - Opportunity to address misconceptions and troublesome concepts.

Two features distinguish team-based learning from other forms of teaching with small groups and make it an especially powerful form of teaching and learning: (TBL Homepage) "TEAMS" are distinct from and more powerful than "GROUPS"

  • When a teacher initially puts students into a group, the students are a "group," not a "team."
  • As the students begin to trust each other and develop a commitment to the goals and welfare of the group, they become a team.
  • When they become a cohesive team, the team can do things that neither a single individual nor a newly-formed group can do.
  • Team-based learning starts with groups and then creates the conditions that enable them to become teams.

Course Examples:

  • Mechanical Engineering 223, Mechanical Design and Civil Engineering 400, Construction Management

Contact: Jim Sibley

These courses, which take place in fixed-seating, tiered lecture theatres, have enrollments of 115 students. Jim reports that the first year of using TBL had great results, with students dispersing and collecting their team folder of Scantron (bubble sheet) forms during class time, and working to complete them (for the readiness assessment procedures) with great energy.


  • 3rd year Psychology of Sports (this example comes from a member of the TBL listserve, who teaches at Towson University in Maryland):

Instructor: Karla Kubitz

Excerpt from course assignment:

The purpose of the assignment is to provide you with the opportunity to integrate and apply what you have learned about the group/environment-related tools (i.e., the theories, models, etc. in chapters 5-10) in the sport psychology toolbox. There will be four parts to this assignment.

  1. Integrative Individual Assignment
  2. Integrative Team Assignment
  3. Peer-evaluation
  4. Self-evaluation (the Team Self-evaluation and the individual One Minute Paper).


  • Courses in Writing and Literature, Department of English, University of Prince Edward Island

Contact: Dr. Brent MacLaine

Brent has kindly offered an overview of how he got started, what he does in his courses, and other related material:

Preamble—a personal note:

In the fall of 1994, I attended a UPEI Faculty Development workshop given by Professor Larry Michaelsen from the University of Oklahoma. Michaelsen's description of "team-based learning" proved to be a significant pedagogical marker for my career as a university professor. Although I was initially very skeptical about some features of this approach to classroom learning (indeed, Michaelsen noted that, in his experience, literature professors were the most resistant), I was tempted enough to experiment with his innovations. At the eleventh hour, I completely revised two of the three courses that I was to teach the next week (the third was a writing course, which is problematic to design using team-based learning). I do not regret my decision. As a result of those changes, I can say — without undue complacency, I hope — that I have never been happier with the performance of students in my classrooms.

What follows is a description of team-based learning as I use it in my non-writing and non-seminar courses. I have departed from Michaelsen's methodology on several key issues, particularly in the use of pre-tests (see CRIT's below), but the principles remain essentially the same.

Definition

Team-based learning — which should not be confused with team teaching — is a carefully managed pedagogical system that relies on small permanent classroom groups. It maximizes the helping and co-operative behaviour of individual students and directs that behaviour towards specific learning goals. Team-based learning is central to the entire course design and goes beyond the conventional and occasional use of randomly selected groups for class discussion.

Characteristics

  • The ideal number for a classroom team is between 5 and 7 students.
  • Teams should not be randomly formed; students with the most experience with the subject are distributed evenly among the teams. Alternatively, the professor ought to identify which skills or “assets” are most important for the learning objectives for the teams in a particular course. Students with the greater number of “assets” or with the most experience with the learning skills ought to be distributed as evenly as possible among the learning teams. If, for example, interaction and experience with infants is a valuable skill for a course in child psychology, then students who have such experience ought to be identified so that they can share their knowledge with less experienced students in the class. It is possible to identify multiple assets when forming learning teams.
  • The team must remain a team throughout the course and sit together for each class.
  • Team members are accountable to each other.
  • A student's final mark in the course is a combination of individual performance and team performance, although the final mark will always depend more on individual performance than on team performance.
  • Students must rate members of their own team on performance during the course (peer evaluation).
  • Team members are given responsibility for deciding the grade weight of a portion of the components of the final mark.
  • Team-based learning does not replace lecturing; it complements it.
  • Team-based learning encourages active learning.

CRITs

CRITs (Critical Reading and Issues Tests) are pre-tests given before lectures on or discussion of major reading assignments. For example, one or more chapters of a text, a novel, a play, a series of poems, a number of scholarly articles, or a work of criticism. These tests are a cornerstone of the team-based learning classroom. They not only ensure that students are well prepared; they also signal important ideas for discussion and encourage analytical thinking. It is important that CRITs not be simply "reading tests"; rather, they must be carefully designed questions that focus the student's and the team's attention on central critical issue of each reading assignment. CRITs are not designed to test recall or detail; they are designed to test close, analytical reading, an essential skill for most academic work.

In the class before any lecture on or discussion of a literary work, teams are given about five minutes to share their reactions to and impressions of the work that they have read. Each team is then given a folder with a CRIT test (15 multiple choice questions) and answer sheets. The students take the test individually. They then put their answer sheets in the folder and take the same test again as a team, generating a "team" answer on a separate sheet. It is at this point that significant discussion of issues begins. Normally students will share their reasons for answering as they did on the individual test and will negotiate with other members of the team to arrive at the best response. If the test is designed well, team scores will always be higher than individual scores.

Marking

Once all of the individual and team tests have been completed, they are put into the folder and exchanged with other teams in the class. Tests are then marked by the students anonymously and recorded on the back of the folder.

Appeals

A very important part of the process, appeals ensure flexibility and fairness in the pre-tests. Students must feel that they have recourse if they think that the tests have been unfair in any way — and sometimes they are. Thus, if a team feels that they have good reasons for answering a question as they did, they can document their reasons, provide good evidence, and ask for the "wrong" answer to be reviewed. Appeals are frequently successful. This process provides further opportunity for extending and fine-tuning the discussion and analysis of a particular critical issue.

Test Design

Humanities professors, in particular, may be resistant to this approach partly because they feel it emphasizes multiple choice testing which, they fear, does not do justice to the discipline. Such a fear is unfounded for two reasons:

  1. Testing is only a small part of the team learning process, and
  2. Multiple choice questions can test higher level critical thinking content.

Nevertheless, test questions must be designed carefully.

In this regard, Victoria L. Clegg and William E. Cashin provide excellent help in their publication "Improving Multiple-Choice Tests" (Idea Paper No. 16, September 1986; Centre for Faculty Evaluation and Development, Kansas State University).

Team Assignments and Activities

Because the teams are permanent, it is very convenient to use them for brief classroom activities, other graded assignments, or projects. As well, during a lecture, the teams can be asked, for example, to discuss a pertinent question and provide a quick record of responses. In other words, having cohesive teams in place adds considerable flexibility to classroom management.

Benefits of Team–Based Learning

In my experience—over 165 teams since September 1994—team learning improves the productivity and learning atmosphere of the classroom on a number of counts:

  • Students benefit from self- and peer guidance in addition to instructor centred guidance.
  • Learning teams are more focussed than randomly selected classroom groups.
  • Good students show by example; less talented or reluctant students are encouraged to take the subject matter seriously.
  • Students are much better prepared for class discussion.
  • There is immediate feedback.
  • Team learning increases the engagement between professor and students.
  • Team learning encourages careful thinking before directed discussion.
  • Students ask each other questions.
  • Professorial authority is less intrusive and less inhibiting.

Reference:

More Resources (thanks to Brent MacLaine for his contributions to this list):

  • Cannon, Robert and David Newble. A Handbook for Teachers in Universities and Colleges: A Guide to Improving Teaching Methods. 4th ed. London, UK: Kogan Page, 2000.
  • Clegg, Victoria L. and William E. Cashin. “Improving Multiple-Choice Tests” Idea Paper No. 16. Kansas State University, Centre for Faculty Evaluation and Development; September, 1986.
  • Jacobs, Lucy Cheser and Clinton I. Chase. Developing and Using Tests Effectively: A Guide for Faculty. San Francisco: Jossey-Bass, 1992.
  • Gronlund, N.E. Measurement and Evaluation in Teaching. 6th ed New York: Macmillan, 1990.
  • Marini, Anthony, and Claudio Violato. “Guide for Multiple-Choice Item Construction” University of Calgary, 1997.
  • Michaelsen, Larry. “Team Learning: The Power of Teams for Powerful Learning.” U. of Oklahoma Web site.
  • Michaelsen, Larry, Arletta B. Knight, and L. Dee Fink (eds.). Team Learning: A Transformative Use of Small Groups. Westport, CT: Greenwood, 2002.
  • Michaelsen, L.K., L.D. Fink, and A. Knight . “Designing Effective Group Activities: Lessons for Classroom Teaching and Faculty Development,” in To Improve the Academy: Resources for Faculty, Instructional and Organizational Development. D. DeZure (ed.). Stillwater, OK: New Forums, 1997.
  • Sibley, Jim. 2005. Team-based Learning: An alternative to lecturing in large class settings. Tapestry 2005 Issue. Number 11 (Newsletter of the Centre for Teaching and Academic Growth), University of British Columbia.
  • Toohey, Susan. Designing Courses for Higher Education. Philadelphia, PA: The Society for Research into Higher Education and Open U. Press, 1999.

Case-based Learning

In case-based learning, students are given a realistic statement, scenario, and/or case relevant to the course. Students often apply what they learned from previous courses or their current courses to work through the case.

Excerpted from Dunne and Brooks (1994):

Origins of the Case Method:

Harvard Law School - 1870

  • Real law cases used to illustrate rules of law
  • Students placed in roles of the parties and “think in the discipline”
  • Promotes judgment on part of students

Harvard Business School - 1908

  • Based on the Law model

Perceived benefits at the time:

  • Learning anchored in reality and based on experience
  • Situations multi-dimensional and often ambiguous
  • Students must make trade-offs between conflicting influences
  • In discussing the case with others, must confront your own assumptions and values

More Resources:

  • Dunne, David and Kim Brooks. (2004). STLHE Green Guide No 5. Teaching with Cases. Halifax, Canada. The Society for Teaching and Learning in Higher Education. (Order through STLHE.)

Course Examples:

  • Nursing 410, Exploring Avenues of Nursing Practice

Instructor: Marion Clauson

Excerpt from an in-class assignment:

Perinatal Loss – Worksheet

Maria Lewis, a primipara is admitted to your postpartum unit after delivering a stillborn baby boy at 38 weeks, due to a true knot in the cord. Maria and her husband, John are very distraught and they can’t believe this is happening to them.

Part 1

  1. What is unique or different about loss during the perinatal period as compared to loss during other life crises
  2. Can you think of differences in how Maria and John would react if this had been an early pregnancy loss (i.e., miscarriage)?

This course uses case studies to model interview and cultural history techniques.

Learning through Scenarios and Role Plays

Course Examples:

Human Kinetics 461 and 471: Prevention of Sports Injuries Instructors: Rob Lloyd-Smith and Jack Taunton

This course came to our attention from a student taking it who spoke of how real-life it was. Pairs of students have unique cases, which are actual cases at the Sports Medicine Clinic at UBC, including full charts on the patients. One example is "Achilles Tendonitis in 48-year old male basketball player."

Students then come to meet with the sports medicine doctors who are instructing the course. With student taking on the role of the doctor, and doctor taking on the role of patient, the student asks questions and makes notes on how to proceed. They then discuss the case and how the student might proceed if they were treating the patient for real.

Students, in pairs, then write up the case, following guidelines for the profession, and lead a joint presentation with Student 1 responsible for: Abstract, Introduction, Case Study, Investigation, Diagnosis, References and Student 2 responsible for: Discussion, Prevention, Conclusion. The paper is worth 30%, the joint case presentation work 20% and a final examination is worth 50% of the course grade.


Courses from the Okanagan University College:

  • Business Administration 236: Accounting Computer Applications

Instructor: Michelle Nicholson, Business Administration

Michelle uses a simulated set of actual client files to teach accounting software.

  • First year Management Principles

Instructor: Kerry Rempel, Business Administration

Efficiency and effectiveness assignment.

Active and Experiential Learning

  • Involve students with the material (individually, pairs, groups)
  • Use a variety of formats, materials, modes: learning styles, multiple intelligences
  • Model the content or process
  • Find a way for learners to “experience” it

More Resources:

  • Cameron B.J. (1999). STLHE Green Guide No 2. Active Learning. Halifax, Canada. The Society for Teaching and Learning in Higher Education. (Order through STLHE Green Guides.)

Tutor-dedicated Problem-based Learning

What is PBL?

Medical educators at McMaster University pioneered, or reinvented, problem-based learning, in about 1969. Also called problem-stimulated learning, PBL has been defined as:

"A learning method based on the principle of using problems as a starting point for the acquisition and integration of new knowledge." H. S. Barrows, 1982.

PBL is a learning environment in which the problem drives the learning. That is, before students learn some knowledge they are given a problem. The problem is posed so that the students discover that they need to learn some new knowledge before they can solve the problem.

Posing the problem before learning tends to motivate students. They know why they are learning the new knowledge. Learning in the context of the need-to-solve-a-problem also tends to store the knowledge in memory patterns that facilitate later recall for solving problems.

PBL utilizes student groups, but each group member is also responsible for independent research. Further, instructor scaffolding is considerably less direct in problem-based learning than in other constructivist models such as anchored instruction. Students are allowed to struggle and induct their own mental model of course concepts with only occasional "life-lines" from the instructor when concept processing falls off-track. Problem-based learning is most similar to case-based instruction, but in its purest form, PBL is more open-ended.

In PBL, students are confronted with an ill-structured problem that mirrors real-world problems. Well chosen problems encourage students to define problems, identify what information is needed, and engage in solution generation and decision making. In PBL, the self-directed study occurs in small groups of 6-8 students with the aid of a facilitator, or tutor. It is the tutor's role to guide the students through the problems, and to provide them with ongoing formative evaluation.

Although PBL uses tutorial groups, the learning is essentially an individual process, and each person is responsible for the acquisition of knowledge. The tutorial is where learning issues are developed and information is shared, discussed, and integrated back into the problem. In addition, it is a place where clarification of concepts can occur, as well as a place to share useful resources. Each individual is responsible for his/her own learning, and for making sure the tutorial meets his/her own needs.


More Resources:

Faculty of Medicine, UBC

Educational and Counseling Psychology, and Special Education, UBC

Special Topics

Learning through Inquiry

Learning through inquiry is based on a self-directed, question-driven search for understanding. An absolutely essential feature of this conception of inquiry is the explicit formation of a set of questions that provide a framework for research. Inquiry can be carried out by students working as individuals or in small groups. The approach can be the format for an entire course or for just part of a course.

The principal steps of inquiry are:

  1. The student explores a subject or theme and chooses a focus for the research;
  2. A central research question for inquiry is formulated;
  3. The student develops a plan of research, based on critical questioning and the attempt to anticipate findings; and
  4. These research findings are brought to bear on the central question.

The above excerpt is from Hudspith, B., and Jenkins, H. (2001) STLHE Green Guide N0 3. Teaching the Art of Inquiry. Halifax, Canada: The Society for Teaching and Learning in Higher Education.

Course Examples:

  • Chemistry 121, Structural Chemistry and Chemistry 123, Physical and Organic Chemistry: Lab components are taught via inquiry.
  • First year Environmental Sciences (200+ students) at McMaster University. Lectures are delivered using a series of questions; draw on expertise of class to start to answer question, and to discuss how to find answer.

More Resources:

  • Centre of Leadership in Learning, McMaster University

A list of resources on inquiry learning can be found here. Information ranges from general broad definition of inquiry-based learning to specific topics such as group formation, problem writing, and examples in specific fields.


Project-based Learning

Students participate in projects and, whatever the discipline of the course, they often practice an interdisciplinary array of skills from such fields as math, language, fine arts, science, and technology for process and/or content.

More Resources:

  • Project-based Learning, University of Calgary
  • Project-based Learning, University of Kansas
  • Project-based Learning, techLearning.com

Course Examples:

  • Business Administration 128: Computer Applications (a required course)

Instructor: Michelle Nicholson, Business Administration, Okanagan University College

Michelle uses a case style term project to ensure that students apply the skills they have learned using a textbook.

  • 2nd year (graduating year) course: Capstone Design Project

Instructor: Iain Cameron, Mechanical Engineering Technology, Okanagan University College

Students work in teams to carry out design projects.

  • Teacher Preparation course for teachers of English as an Additional Language

Instructor: Yan Guo, University of Calgary

Students integrate language, content, and skills through projects.


Guided Design

Guided design involves active learning and sustained participation in small groups. Students are explicitly led through steps to solve problems and reach logical decisions. The process is an active one requiring student participation and involvement at each step. Problems, often real world situations, may be solved during scheduled class times. Small-group work occurs in the presence of the instructor, who provides feedback and encouragement as students proceed through each step of the thinking process.

More Resources:

  • Cameron, B.J. (1999). STLHE Green Guide No 2. Active Learning. Halifax, Canada: The Society for Teaching and Learning in Higher Education.
  • Wales, C.E., Nardi, A.H., and Stager, R.A. (1986). Professional Decision-making. Morgantown, WV: West Virginia Center for Guided Design.
  • Wales, C.E., Nardi, A.H., and Stager, R.A. (1987). Thinking Skills: Making a Choice. Morgantown, WV: West Virginia Center for Guided Design.


Other Real-life Connections: Theory & Practice, Current Events, Community Service Learning

Community Service Learning is a method under which students learn and develop through thoughtfully organized service that:

  • Is conducted in and meets the needs of a community and is coordinated with an institution of higher education, and with the community;
  • Helps foster civic responsibility;
  • Is integrated into and enhances the academic curriculum of the students enrolled; and
  • Includes structured time for students to reflect on the service experience.

More Resources:

  • Center for Community Partnerships, the University of Pennsylvania
  • Center for Community Service-Learning, California State University
  • Centre for Community Engaged Learning, UBC

Course Example:

  • Biology 345: Human Ecology

Instructor: Alice Cassidy

Course Aims: Through this course, I hope to give you an opportunity to learn more about, and gain a greater appreciation of our natural world and the many ways that humans play a part in it. The course is framed around basic concepts of ecology, such as ecosystems, biodiversity, and cycles in nature. We also focus on basic science skills, such as field observations and inquiry-based learning, that are also useful in other disciplines! We'll study current events and issues, both local and global. A group project will include community service, whereby your actions and knowledge can make a real difference. Much of the course content will come out of what you are interested in. You are invited to consider how ecology ties in to your daily life, and to make connections between ecology and other disciplines.


Final Thought

A thought to leave you with.

It has been said that:

67% of our students learn best actively, yet many lectures are passive

69% of our students are visual, yet we often choose primarily verbal material

28% of our students think globally, so we can help them with more on the 'big picture'

References:

  • Felder, R.M., and Silverman, L.K. (1988). Learning and teaching styles in engineering education. Engineering Education 78 (7): 674-681, April 1988.
  • Montgomery, S.M. Addressing diverse learning styles through the use of multimedia.


Other Resources and Discipline-specific Ideas:

Anthropology

Flexible Delivery Initiatives, the University of Queensland

Professor Lesley Jolly describes the use of problem-based learning in the cultural anthropology class.

Biology

Case Examples in Biology

An introduction on problem-based learning and 20 case examples in biology can be found here.

Case Studies in Science (Plant Science), State University of New York at Buffalo Click to “Plant Science” for five cases in plant sciences.

HIV 2001, the University of Arizona

http://www.biology.arizona.edu/immunology/activities/AIDS2001/main.html

This is a case on the spread of HIV. A stimulated “web lab” is available to assist learning.

Business Administration, Case Studies

European Case Clearing House

Business cases developed by the Cranfield School of Management, the London Business School, Harvard, University of Western Ontario, and University of Virginia can be browsed here. Online inspection copies are available once registered.

Harvard Business, Case Method Teaching: Articles on case-based teaching and over 7,500 cases on a variety of topics (Accounting, Finance, Human Resources Management, etc) are available for US$6.50 each.

Darden Business Publishing, University of Virginia. Cases are available for US$3.29 each.

Education, Instructional Technology and Design, Case Studies

University of Virginia: Three completed cases on instructional design are available online.

Psychology

Case Studies in Science, State University of New York at Buffalo: Click to ‘Psychology” for 10 sample cases in psychology.

Social Work, Introductory Course

Social Policy and Social Work, Higher Education Academy: Case studies on social policy and links to Social Work Programs using problems and cases in their core curricula can be found here.

Problem-based Learning

What is PBL? How to Set-up? Barriers? Limitations?

California State University: Follow the links in this page and you will find answers to many commonly asked questions related to PBL. Lists of references are also available.

PBL in Curriculum Development

Problem-based Learning, Samford University: This site provides a few tips on what to expect and what not to expect while incorporating PBL in the curriculum. Links to two excellent PDF articles on putting PBL into practice are available here.

Problem-based Learning, De Montfort University: A short and concise article on what PBL is. Tips on how to incorporate a “good" PBL into existing curriculum and course design.

Developing PBL

A Self-checklist, University of Colorado at Denver and Health Sciences Center. A short list for planning and conducting PBL.

Dealing with Resistant Learners

Pike, B., and Arch, D. (1997). Dealing with Difficult Participants: 127 Practical Suggestions for Minimizing Resistance and Maximizing Results in Your Presentation. San Francisco: Jossey-Bass.

Classroom Management Suggestions, Yale University

Retrieved from "https://wiki.ubc.ca/index.php?title=Documentation:CTLT_programs/PBL_Network/Overview&oldid=354003"