Multilayered Learning Program for Problem-Based Learning Classrooms

基于问题的学习课堂的多层学习计划

• 批准号: 9653203
• 负责人: Deborah Allen
• 金额: $ 5.69万
• 依托单位: University of Delaware
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 1997
• 资助国家: 美国
• 起止时间: 1997-02-01 至 2000-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9653203&HistoricalAwards=false
• 关键词: Multilayered; Learning; Program; Problem; Based

Problem-based learning (PBL), an effective educational strategy mainly used in medical and professional schools, can address many of the perceived deficiencies in undergraduate education. By working on real-world problems in small groups, students learn content in a context that motivates the higher order thinking skills often neglected in traditional pedagogy. Furthermore, the PBL approach accommodates a variety of learning styles, backgrounds, and abilities. In the medical school model, each student group has a dedicated expert tutor - a student to faculty ratio impractical at most colleges and universities. To deal with this challenge, and as part of a more general program of curriculum reform to introduce PBL into undergraduate classrooms, we propose to extend our pilot experiences with use of upper-class undergraduates as tutors/group facilitators for the problem-solving process. We plan to develop and document a new course in Tutorial Methods of Instruction to support this middle layer of a multilayered program (the overlapping contributions of faculty, graduate and undergraduate peer tutors, and students) for PBL. In addition to providing the means for using problem-based instruction at the introductory level (where it can have the greatest impact in subsequent learning) the program will provide a natural progression for attracting good students to teaching careers, and will allow them to gain an overview of their chosen major as a culminating experience prior to graduation. For students in the PBL courses, these upper-class tutors will assist with the often difficult transition between the learning culture and expectations of the high school versus college experience, particularly as they relate to the novel challenges of PBL. Documentation of the program will include an instructional manual, a professionally produced teaching video, and both short and long-term evaluation at each layer of the program. Dissemination will be achieved through publication in education journals, presentati ons at professional meetings, and workshops at our established annual conference on problem-based learning that includes precollege teachers.

以问题为基础的学习（PBL），一种有效的教育策略，主要用于医学和专业学校，可以解决许多感知的缺陷，在本科教育。通过在小组中解决现实世界的问题，学生在激发传统教学法中经常被忽视的高阶思维技能的背景下学习内容。此外，PBL方法适应各种学习风格，背景和能力。在医学院模式中，每个学生群体都有一个专门的专家导师--学生与教师的比例在大多数学院和大学都是不切实际的。为了应对这一挑战，并作为一个更一般的课程改革的一部分，将PBL引入本科课堂，我们建议扩大我们的试点经验，使用上层阶级的本科生导师/小组调解人的解决问题的过程。我们计划开发和记录一个新的课程，以支持这个多层次的程序（教师，研究生和本科生的同行导师和学生的重叠贡献）PBL的中间层的教学方法。除了提供在入门级使用基于问题的教学的方法（它可以在随后的学习中产生最大的影响），该计划将提供吸引优秀学生从事教学职业的自然进展，并将使他们能够获得他们所选择的专业的概述作为毕业前的最终经验。对于PBL课程的学生，这些上流社会的导师将协助高中与大学经历的学习文化和期望之间的困难过渡，特别是当他们涉及到PBL的新挑战时。该计划的文件将包括一本教学手册，一个专业制作的教学视频，以及在该计划的每一层的短期和长期评估。传播将通过在教育期刊上发表，在专业会议上发表演讲，以及在我们建立的年度会议上举办研讨会来实现，研讨会涉及基于问题的学习，其中包括学前教师。