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Deborah CarlsonThis is art educated and looks great.
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John Cavanaugh, vice-provost for Academic Programs and Planning at Delaware and principle investigator on the Pew grant, sorts out the place of PBL among the "learnings" this way: "Imagine a family tree: Active Learning would be at the top. Cooperative/Collaborative would be a subset of that, and I see PBL as a subset of Coop/Collab based on cases. All forms of group work don't center on cases; problem-based groups do."
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As John Cavanaugh puts it: "It's like discovery-based learning in the 1960s. We knew about it; we didn't do it. Dewey talked about it when he talked about 'engagement.' Dewey had it right on the abstract level. We do the details better now, that's all, and that's because of advances in cognitive science and in technology."
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Usually, a class is divided into groups of approximately five students each. The groups' membership generally remains constant throughout the term. At the purest level, the groups define the "learning issues" they believe each new problem presents and decide how to divide their labors to resolve them. Thus, aggressive PBL implementation requires ample library resources. Likewise, large class situations require an adequate number of tutors to act as support and facilitators to the groups.
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And it's not an easy matter posing authentic problems, problems with a certain open-endedness about them, either.
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When it comes to creating problems, John Cavanaugh says: "One place to start is to take your exams and work backwards. Take those word problems and essay questions and make cases out of them." Loreta Ulmer, who teaches psychology at Delaware Technical and Community College, says it's hard work revamping a course into problems, "but after you've done it, the whole course becomes so exciting, you'd never go back."
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Chandra Reedy, who teaches art history at the University of Delaware, uses PBL in just the same way, not because of limits on library and other resources, but because she's not quite ready to use PBL for everything. For her the problems move students to apply and integrate material and thus to actually learn it in ways they otherwise wouldn't. "I was teaching courses with lots of information and students weren't remembering three-fourths of it and I was discouraged," she says. Now, it's different: "When they apply it--working in a group, figuring it out for themselves--they remember it."
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