With Problem-Based Case Learning (PBCL), students work in teams to develop and present solutions to real-world problems. In this video from Making Learning Real ...
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With Problem-Based Case Learning (PBCL), the instructor and a business partner identify a real-world problem and present it to students. Students work through the nine stages of the PBCL process in teams. They analyze the problem, conduct field research, make revisions based on their research, form hypotheses about the solution, and finalize their decisions in preparation for presenting them.
In the ninth and final stage of PBCL, Feedback and Evaluation, all participants evaluate student performance. They consider whether any of the teams need to revise their solution or their analysis of the problem. The business partner can also decide to use any of the solutions and to see if any of the teams can help implement them.
At the very end, the business partner and the instructor get together and evaluate various aspects of the project: the content of the course, the instructional approach (including the use of PBCL), and the value of all participants’ efforts. They might also plan work on future PBCL projects.
- How does the instructor in this video give consideration to her students’ technical achievements as well as to their presentation skills?
- While PBCL originated in two-year colleges’ technical education programs, secondary schools have applied the methodology with success to a wide range of STEM content. What sorts of criteria would you use to evaluate students’ performance in a PBCL project in your school setting?
Making Learning Real: "Feedback & Evaluation"
This media asset is from Making Learning Real: "Feedback & Evaluation."
From Making Learning Real: "Feedback & Evaluation"