Prepare students for collaborative learning before PBL cases and require reflection on the PBL process as assessment¶

Strategy · All strategies
Evidence · no claims cited

Description¶

Before the PBL cases began, the course prepared students for collaboration through preparatory reading, lecture input on related research, class discussion of previous positive and negative group work experiences, and in-class modelling and practice in forming and facilitating effective teams. Students were also required to "pay attention to the process of PBL teaching and learning as part of the assessment requirements of the course, to critique their PBL experience". This made group processes an explicit object of learning rather than an assumed by-product of grouping.

Design Implications¶

Context¶

Requirements¶

• Tutors experienced as facilitators; assessment tasks that require students to critique and reflect on the PBL process itself

Constraints¶

• In this course the PBL cases were confined to one course over one semester and delivered concurrently with lectures, a hybrid form of the Maastricht model

Target Learners¶

• teacher education students in PBL tutorials

Target Learning Goals¶

• collaborative group work skills and meta-learning about facilitating collaboration as future teachers

Affordances¶

• Ask Framework Collaborative Learning Pbl

Related Strategies¶

• Problem Based Learning

Examples¶

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Key Sources¶

• Murray-Harvey, R., Pourshafie, T., & Santos Reyes, W. (2013). What teacher education students learn about collaboration from problem-based learning. Journal of Problem Based Learning in Higher Education, 1(1), 114-134. https://eric.ed.gov/?id=EJ1108330