Part I - Introduction to PBL and to Course

1.  Participant introductions
     Name, major, course in which you'll be a peer facilitator, why you chose to be a facilitator

2.   Some "nuts & bolts" issues
       Getting on the payroll for HHMI if eligible
       Registering for this course

3.   What is problem-based learning? Why are we using it at UD?

4.  Variations on a theme - PBL course models on the UD campus

5.    Introduction to this course and its goals
      What's ahead for the semester
        Syllabus, assignments, readings
 

Part II - Setting the Stage for PBL

1.  Creating a good environment for learning
     Question I for groups, then whole class discussion - Think back to the first day of the college courses that
        you have taken. What first day/week events lead you to think that any course will be a positive experience? A not so positive one?

       Question II for groups, then whole class discussion - What needs to happen on the first day of a PBL class to set up
       a positive climate for learning? What role can a group facilitator play in this process?

2.    Some sample group activities for the first week of a PBL class
 

Part III - Looking Ahead

1.    Consult syllabus for links to online readings for next week
       Applying development theory to teaching and learning
         Progress report on first experiences with groups
         Case study and trigger tape on first days working with groups
 
2.    Questions for reflection during the week - How does one know if a group is working well or not so well?
         What evidence can a group facilitator look for to answer this question?