By David Newble, Robert Cannon
First released in 2000. Routledge is an imprint of Taylor & Francis, an informa corporation.
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Extra info for A Handbook for Teachers in Universities and Colleges 4th Ed
3. The teacher then gathers together the ideas from this analytical exercise in an interactive manner from representatives of the groups. 4. Agreement is reached on the information that students require to proceed with the problem. 5. If the exercise is to be completed in one session, this can then be provided by the teacher or an invited colleague who is the 'expert'. On the other hand, the full process of PBL can be continued with students departing to report back at a subsequent session, having completed their independent learning tasks.
If you wish to be more cautious, another alternative is to introduce PBL as a component of the curriculum or into individual courses with or without the expectation that the whole course will eventually change to PBL. In any case, you should be aware that one of the most common sources of failure in PBL courses is to neglect the preparation of both other staff and students for this approach. Staff and students alike will need time and assistance to develop their understanding of the 'whys and hows' of PBL before they begin.
Maintenance of the group: This refers to the achievement of a good 'climate' for discussion. It must be one that is open, trusting and supportive rather than closed, suspicious, defensive and competitive. It is important to establish that the responsibility for this factor rests with the students as well as with the teacher. The firm but pleasant handling of the loquacious or dominating students early in the session or the encouragement of the quiet student to contribute are examples of what must be achieved to produce the required environment for effective group discussion.
A Handbook for Teachers in Universities and Colleges 4th Ed by David Newble, Robert Cannon