_____ Become familiar with the module you plan to use:   

• Read the background information for content available to the students.

• Review background information on the topic that ensures you have a thorough understanding of the extended concepts of the problem-based learning (PBL) topic.

• Be ready to remind the students that background information and a list of online resource sites are available for reference, but they may have to search other sources as needed. (Review the characteristics of a “good” science source.)

 

_____ Decide what types of final report formats you will accept. Some choices include:

• Written submissions

• Electronic submissions

• Classroom presentations

• Classroom question/answer sessions

• Debates

• Poster sessions

 

Note: In problem-based learning, poster sessions include presentations during which student content knowledge can be assessed. It is not just displaying posters.)

  

   A combination of formats may be used quite effectively and can produce a more thorough assessment opportunity. For example, classroom presentations along with questions from you and other students will allow you to assess content knowledge from each group member. 

 

_____ Provide a timeline for the project, including any checkpoints on progress and final product presentation:

• Status of guiding questions addressed (as many as you want)

• Presentation due date

• Other assessments appropriate to the specific problem-based learning module. (Case-interrupted activities usually have additional checkpoints.)

 

 _____ Assemble a briefing package:

• Handouts of scenario

• Handouts of background material included in the PBL module or listing of sites included in the module. (Students should have access to a computer for at least some of the class periods during module work. Arrange for students to go to the school media center if they do not have a classroom set of computers.)

• Timeline with due dates

• Final report options

• Formats/requirements for all options

• Evaluation criteria or rubric

(Printing of handouts of the scenario and background material can be eliminated if students have internet access during class.)

 

_____  Arrange access to various resources:

• Books

• Periodicals

• Online resources (Resource sites for additional information are included in each NDHC PBL module.)

• Videos from educational sources

 

_____ Determine the working environment:

• How are teams chosen? (Do you choose teams or do teams self-select?)

• How many members are on each team?

• Where will the class meet if the classroom does not have the necessary resources (such as computers for online work)?

• How will student roles within the team be decided?

• What are the resource or technology allocation protocols?

• Do computers, printers, and other equipment (including software programs) have to be reserved?

 

_____ Choose appropriate assessment methods:

• Content knowledge achieved

• Check of resources used

• Evaluation form checklists

• Technological competence

• Team participation

• Team member contribution

• Final project quality

 

 

 

 

 

 

 

 

 

 

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