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MBA 500 Foundations of Problem Based Learning

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(Adapted from Hackman; Katzenbach and Smith) Teams vs. Groups. In teams. ... (Adapted form Hackman; Katzenbach and Smith) Learning Teams. Expectations ... – PowerPoint PPT presentation

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Title: MBA 500 Foundations of Problem Based Learning


1
MBA 500Foundations of Problem Based Learning
  • Welcome!

2
Information Sharing
  • Name
  • Where you work
  • Your job
  • Undergraduate degree
  • Graduate focus What Why

3
Whether you believe you can do a thing or not .
. . you are right.
  • - Henry Ford -

4
How to Succeed in Grad School
  • Effectively manage your time
  • Come to every class and arrive on time (2 missed
    classes is an automatic drop)
  • Study time
  • Assignments
  • The syllabus is your roadmap of course
    expectations
  • Take advantage of the resources available through
    UOP

5
How to Succeed in Grad School
  • Assignments
  • Actively read the reading assignments
  • On assignments, answer every question fully
  • We are looking for more than a data dump in
    answers. We are looking at your critical
    thinking skills
  • Ensure your papers follow APA style and are free
    from typos and grammatical errors
  • Leverage your Learning Teams for learning

6
Critical Thinking
  • Challenge assumptions
  • Distinguish fact from fiction
  • Look for fallacies in logic
  • Synthesize new insights

7
Formatting in APA Style

8
Classical Conditioning 1 Classical
Conditioning in Different Dog Breeds Ivan
Pavlov GEN 300 Dr. Robinson August 10, 2005
9
Classical Conditioning 2 Abstract Little
research has examined the patterns of classical
conditioning in different dog breeds . . . . .
10
Classical Conditioning 3 Classical
Conditioning in Different Dog Breeds In
recent research years, a great deal of attention
has been devoted to training dogs. Numerous
studies have been done . . . . . More
recent research supports Makepeaces. Cates,
Rutter, Karl, Linton, and Smith (1997) found
that . . . . .
11
Classical Conditioning 8 References Glaser,
R., Rutter, C. H. (Eds.)/ (1984). Intelligence
in dogs. Journal of Classical Conditioning,
33.
12
Learning Teams

13
(No Transcript)
14
Teams vs. Groups
  • In groups . . .
  • Members work on a common goal
  • Members are accountable to an outside person
  • Members do not have clear, stable culture, and
    conflict is frequent
  • Leadership assigned to single person
  • Members may accomplish their goals
  • (Adapted from Hackman Katzenbach and Smith)

15
Teams vs. Groups
  • In teams . . .
  • Members are fully committed to common goal and
    mission they develop
  • Members are mutually accountable to one another
  • Members trust one another and team has a
    collaborative culture
  • Members all share in leadership
  • Members achieve synergy 2 2 5
  • (Adapted form Hackman Katzenbach and Smith)

16
Learning Teams
  • Expectations
  • Membership does not change during the course
  • Equivalence to five four-hour meetings during the
    course
  • Attendance is required
  • All members participate and rotate roles
  • Log completed and turned in each class
  • Peer evaluation turned in last class

17
Learning Teams
  • What are the benefits of including Learning Teams
    in the education process?
  • What is the value of diversity on a learning
    team?
  • How will your Learning Team experience be
    applicable in the workplace?

18
Learning Team Criteria
  • Small group discussion What are the qualities
    of an effective team?
  • Individual thoughts What am I looking for in a
    Learning Team?

19
Learning Teams
  • Possible Learning Team creation criteria
  • Physical location Home
  • Physical Location Work
  • Available times to meet
  • Employer
  • Occupation
  • Interests
  • Other?

20
Before leaving, team members should . . .
  • Share
  • Name
  • Phone Numbers
  • E-mail addresses
  • Schedule team meeting
  • Date
  • Time
  • Location

21
Problem Based Learning
  • What is it, and why are we taking this approach?

22
Problem Based Learning Approach
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