Instructional design/Spotting PBL/Discovering

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Spot PBL
Spotting PBL

Discovering

Ready to practice what you have been learning? First, Let me show you how to apply the concepts of Authentic Problem, Tutor Group, and Problem Solving. Check out this worked example.

When you are ready to practice, review the examples below and choose which of the feature(s) of PBL are illustrated in these examples. Can you spot which of the three examples best represents PBL? Be sure to read the feedback to check yourself.

1

Students at Arcadia Middle School in central Ohio are asked to design a menu for a local restaurant that includes a healthy selection of meals and represents all areas of the food group. They work individually on creating menus for a local restaurant. The students have lots of fun.

A. Authentic-problem
B. Tutor group
C. Problem-solving
D. None of the above

2

Students in a graduate law school classroom are assigned to read a case that describes the issues surrounding eminent domain. The students are asked to study the case, consider the points in the lawsuit, and apply the law they are studying in class. The professor provides a series of discussion questions about the case, and the students work together in small groups to answer the questions. They have to provide the best solutions to the case.

A. Authentic-problem
B. Tutor group
C. Problem-solving
D. None of the above

3

Students in a middle classroom are investigating the school garden and notice that the plants are wilted. One student points this out at the beginning of science class and begins to asks several questions about the garden. The instructor asks, what is going on with our garden? The students and instructor investigate the reasons why the plants may be wilting and ways they may be able to help the garden thrive. The class splits into small groups to look at what could be causing the garden problem.

A. Authentic-problem
B. Tutor group
C. Problem-solving
D. None of the above


Be sure you read the feedback.>>