Problem #1: 

Using
Problem-Based Learning (PBL) Thoughtfully & Profitably

 

In Pillsbury's ES 3950 class, we will use Problem-Based Learning (PBL). One of the foremost advocates of PBL, Donald Wood, argues that students profit the most from PBL when they work together as a “self-assessed, self-directed, interpersonal ... problem-based learning” small group. 

I. In this class, we are going to become such a group. Explain: How we will accomplish this task? How we will work together this semester? What we will look and sound like (That is, what will we see people do and what will we hear people say.)? How do we become such a group? What must we do individually, and together, to form such a group? Use the most trustworthy and most insightful research to inform your paper.

Since we will definitely use PBL this semester, your paper does not need to compare PBL to other methods of teaching and learning, you don't need to show that it is better or worse in any respects, nor do you need to explain how teachers should set up PBL. Focus on which expectations, hopes and guidelines you as a group are going to hold this semester. These three elements of our work together are bound to differ from student to student so your job is to sell your vision--persuade the others in your group that they ought to adopt your expectations, hopes, and guidelines. The pronoun that you will use most often in this description should be: we as in, "we must…", "we should…", "If we will…" and "When we can…"

The most important product each student must turn in is a 600 - 800 word (no more than 800 words--not even one single word more!)-- persuasive research paper. Double-spaced, one inch margins, 12 point Arial font, APA format. You must follow the guidelines of the LRS in writing this paper. I will look particularly for the 4 parts to an introduction (Ch. 1 & 2) with a very strong main point. Consult the Problem #1 rubric as you write. You need at least 4 cited sources (start with the Donald Woods and Robin Fogarty chapters in your course pack). I will only accept your paper and attachments as a single email with attachments arranged in the order specified below.  To reduce my confusion, I will only accept papers that are saved with the title: Group Letter, Last Name, Problem #, and use the same string in the subject line of your email to me.

 

II. How will we measure our success? What criteria do we want to measure and improve upon through the course of the semester? As a group, create a rubric that we can, at the end of each problem, including this one, use to evaluate how well we worked together, a rubric that will help us improve how we work together from one problem to the next. This rubric is the first product, and it is a group product, you must turn in after you use it on your-selves to assess how well you work together doing this first problem and how you can improve. We will use this rubric to evaluate how well we work together, not how well we write.

Your rubric must have 6 - 8 questions each of which you measure on a scale of 1 - 10. Don't worry much over the extremes on these scales, that is, i.e. don't try to identify the kind of work that earns a 1 or a 10. Rather describe what differentiates the middle scores: for example, what must we achieve to earn a 7 instead of a 5, or 6?

The last category in this rubric must ask, "How can we improve?"

Attachments: In this order, fill out and attach to your paper the following: All forms listed below are also linked to Jerry’s webpage. 

I called these attachments because I want them actually attached to the end of your paper. I want to open just one file and find your paper and after your conclusion I want to be able to continue scrolling down and find three or more attachments in the order specified below!

PLEASE BE ECOLOGICALLY CONSCIOUS.
PRINT OUT ONLY WHAT YOU NEED IN CLASS.
JERRY WILL ACCEPT ONLY ELECTRONIC SUBMISSIONS.

 

Send comments regarding this page to:  pillsbury@wmich.edu
Last revised: September 15, 2011