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This problem has been utilized in Human Anatomy classes with an enrollment ranging from 40
to 80 students. The following documents accompany this problem:
- "The Group Process." During the 25+ years I have been teaching by PBL I have come to find
that students do not understand how to work in a group and, as a result, I have come to spend
time in class teaching students how to work in a group. Over the past five or so years this
process and accompanying document have been successfully developed and implemented.
- The step-by-step PBL process that I utilize in my classes. This is provided for information
only; each instructor needs to develop his/her own process for teaching by PBL. Over the
years I have found that three-part problems work best with my students. In addition, I have
found that a detailed grading rubric (see accompanying rubric) is essential for students to
understand how they will be graded on any and all PBL reports.
- Individual and team assessment. Again, these documents are provided for information only;
each instructor needs to develop his/her own process for teaching by PBL and assessing
student progress. I have found that students need to assess the quality of the work of their
tema members, as well as reflect on the quality of their own work as a team member. I do not
utilize these forms in the assignment of grades for the PBL reports or for the overall course
grades. I do use them, however, in the event that one or more members of a PBL group have
a complaint regarding the quality (or lack thereof) of the work of one of their PBL group
members.
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