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

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Models forProblem-based Learning inSmall,
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 to 5
• 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 vs. dedicated 2-3 groups of 4 students
each vs. single group of up to 6
students Experienced vs. new PBLer
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Activities of the Peer Group Facilitators
Weekly meetings with the course
instructor Tutorial Methods of Instruction 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 From, University of New
Mexico Primary Care Curriculum, A Guide to
Quality Tutorials
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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?