Problem-based learning (PBL) has excited interest among educators around the world for several decades. Among the most notable applications of PBL is the approach taken at the Faculty of Health, Medicine and Life sciences (FHML) at Maastricht University, the Netherlands. Starting in 1974 as a medical school, the faculty embarked on the innovative pathway of problem-based learning, trying to establish a medical training program which applied recent insights of education which would be better adapted to the needs of the modem physician. The medical school, currently part of the FHML, can be considered as an 'established' school, where original innovations and educational changes have become part of a routine. The first book to bring this wealth of information together, Lessons from Problem-based Learning documents those findings and shares the experiences of those involved, to encourage further debate and refinement of problem-based learning in specific applications elsewhere and in general educational discussion and thought. Each chapter provides a description of why and what has been done in the Maastricht program, followed by reflection on the benefits and issues that have arisen for these developments. The final section of the book examines the application of PBL in the future, and how it is likely to develop further.

Engaging and motivating students--especially the least motivated learners--is a daily challenge. But with the process of problem-based learning (PBL), any teacher can create an exciting, active classroom where students themselves eagerly build problem-solving skills while learning the content necessary to apply them. With problem-based learning, students' work begins with an ill-defined problem. Key to this problem is how it explicitly links something important in students’ daily lives to the classroom. This motivational feature is vital as students define the what, where, and how of resolving the problem situation. Problem-based learning may sound potentially chaotic and haphazard, but it rests on the firm foundation of a teacher's work behind the scenes. The teacher develops a problem long before students see it, specifically choosing the skills and content the problem will emphasize and matching those to curriculum and standards. Though a PBL problem will have no "right" answer, the teacher structures the experience so that specific learning takes place as students generate the problem-solving steps, research issues, and produce a final product. The teacher guides without leading, assists without directing. Note: This product listing is for the Adobe Acrobat (PDF) version of the book.

Plan enriching Project-Based Learning experiences with ease! The book′s companion website features an updated guide to help teachers integrate technology into PBL experiences for online and blended learning instruction. Is project-planning a project in and of itself? Does project-based learning (PBL) feel more like a pipe dream than a reality in your classroom? Dr. Jennifer Pieratt, a consultant and former teacher herself, knows just where you′re coming from. Developed from the author′s experience in the trenches of project-based learning over the past decade, this book will lead you through the planning process for an authentic PBL experience in a clear and efficient way. Project-based learning has been found to develop workforce readiness, innovation, and student achievement. In this book, the keys to implementing PBL effectively are explored in a simple, easy-to-use format. In addition to thought-provoking questions for journaling, readers will find a visually accessible style featuring • #realtalk soundbites that honor the challenges to implementing PBL • Tips and resources to support the project-planning process • Planning forms to guide you through planning your projects • Key terminology and acronyms in PBL • Exercises to help you reflect and process throughout your project plans If mastering a PBL framework is on your list, prepare to cross it off with the help of this book! Foreword INDIES Book of the Year Awards Winner

"This book presents a discussion of the PBL structure and its application for the K-12 physical science classroom. It also includes a collection of PBL problems developed as part of the Problem-Based Learning Project for Teachers, a National Science Foundation-funded professional development program that used the PBL framework to help teachers develop a deeper understanding of science concepts in eight different content strands. The problems presented in this book were developed by content experts who facilitated the workshops and revised the problems over the course of four iterations of the workshops"--

By designing projects that move students from surface to deep and transfer learning through PBL, they will become confident and competent learners. Discover how to make three shifts essential to improving PBL’s overall effect: Clarity: Students should be clear on what they are expected to learn, where they are in the process, and what next steps they need to take to get there. Challenge: Help students move from surface to deep and transfer learning. Culture: Empower them to use that knowledge to make a difference in theirs and the lives of others.

Problem-Based Learning in the Life Science Classroom, K- 12 offers a great new way to ignite your creativity. Authors Tom McConnell, Joyce Parker, and Janet Eberhardt show you how to engage students with scenarios that represent real-world science in all its messy, thought-provoking glory. The scenarios prompt K- 12 learners to immerse themselves in analyzing problems, asking questions, posing hypotheses, finding needed information, and then constructing a proposed solution. In addition to complete lesson plans supporting the Next Generation Science Standards, the book offers extensive examples, instructions, and tips. The lessons cover four categories: life cycles, ecology, genetics, and cellular metabolism. But Problem-Based Learning in the Life Science Classroom, K- 12 doesn' t just explain why, how, and when to implement problem-based learning (PBL). It also provides you with what many think is the trickiest part of the approach: rich, authentic problems. The authors facilitated the National Science Foundation- funded PBL Project for Teachers and used the problems in their own science teaching, so you can be confident that the problems and the approach are teacher tested and approved.

Lambros gives teachers all the tools they need for PBL instruction to boost reading comprehension, social skill development, content retention, and student motivation.

Teaching at Its Best This third edition of the best-selling handbook offers faculty at all levels an essential toolbox of hundreds of practical teaching techniques, formats, classroom activities, and exercises, all of which can be implemented immediately. This thoroughly revised edition includes the newest portrait of the Millennial student; current research from cognitive psychology; a focus on outcomes maps; the latest legal options on copyright issues; and how to best use new technology including wikis, blogs, podcasts, vodcasts, and clickers. Entirely new chapters include subjects such as matching teaching methods with learning outcomes, inquiry-guided learning, and using visuals to teach, and new sections address Felder and Silverman's Index of Learning Styles, SCALE-UP classrooms, multiple true-false test items, and much more. Praise for the Third Edition of Teaching at Its BestEveryone veterans as well as novices will profit from reading Teaching at Its Best, for it provides both theory and practical suggestions for handling all of the problems one encounters in teaching classes varying in size, ability, and motivation." Wilbert McKeachie, Department of Psychology, University of Michigan, and coauthor, McKeachie's Teaching TipsThis new edition of Dr. Nilson's book, with its completely updated material and several new topics, is an even more powerful collection of ideas and tools than the last. What a great resource, especially for beginning teachers but also for us veterans!" L. Dee Fink, author, Creating Significant Learning ExperiencesThis third edition of Teaching at Its Best is successful at weaving the latest research on teaching and learning into what was already a thorough exploration of each topic. New information on how we learn, how students develop, and innovations in instructional strategies complement the solid foundation established in the first two editions." Marilla D. Svinicki, Department of Psychology, The University of Texas, Austin, and coauthor, McKeachie's Teaching Tips

Developed in the context of health sciences education in the late 1960s, problem-based learning (PBL) is now widely deployed as an education methodology. Its problem-solving, collaborative, student-centred ethos is seen as a more appropriate system of pedagogy than earlier ‘chalk-and-talk’ modes. Focusing on its use in clinical education, this collection of recent scholarship on PBL examines the ways in which PBL is both conceived and implemented in clinical education. The work has a dual emphasis, research-driven on the one hand, while on the other assessing new methodologies to explore how problem-based curricula support the achievement of students’ learning outcomes in the context of clinical education. The chapters draw on studies that explore PBL both theoretically and empirically. The volume’s eclecticism capitalises on the growing body of empirical research into PBL evaluations. It balances this with studies analysing the relatively new area of discourse-based research on PBL-in-action, whose focus has been to interrogate the ‘how’ of student learning in curricula with PBL content.This publication will be of interest to clinical teachers, curriculum designers and those interested in innovations in the scholarship of teaching and learning in PBL curricula.

Problem-based learning is a powerful classroom process, which uses real world problems to motivate students to identify and apply research concepts and information, work collaboratively and communicate effectively. It is a strategy that promotes life-long habits of learning.The University of Delaware is recognized internationally as a center of excellence in the use and development of PBL. This book presents the cumulative knowledge and practical experience acquired over nearly a decade of integrating PBL in courses in a wide range of disciplines.This "how to" book for college and university faculty. It focuses on the practical questions which anyone wishing to embark on PBL will want to know: "Where do I start?"???"How do you find problems?"???"What do I need to know about managing groups?"???"How do you grade in a PBL course?"The book opens by outlining how the PBL program was developed at the University of Delaware--covering such issues as faculty mentoring and institutional support--to offer a model for implementation for other institutions.The authors then address the practical questions involved in course transformation and planning for effective problem-based instruction, including writing problems, using the Internet, strategies for using groups, the use of peer tutors and assessment. They conclude with case studies from a variety of disciplines, including biochemistry, pre-law, physics, nursing, chemistry, political science and teacher educationThis introduction for faculty, department chairs and faculty developers will assist them to successfully harness this powerful process to improve learning outcomes.