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
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?