Guidelines for Designing PBL Introductions
This framework for designing PBL introductions has been developed by a working group with representatives from all faculties of UM. Its purpose is to provide support for those who develop or review PBL introductions for students – and to facilitate knowledge exchange and collaboration between faculties and programmes. The five steps present a cycle: the final stage, evaluation, circles back to the first, mapping pedagogies. For each of the steps in this framework we provide examples from current practice at UM.
Make explicit how you teach in your programme, and how students learn: projects, collaboration, lectures, discussion, research?
How is teaching & learning in our pogramme different to what students have done before: methods, culture, process?
What do students need to know before they begin? Blend explanation and exercise as much as possible: walk the talk of CCCS.
Create opportunities students and staff to reflect on the teaching and learning, within or outside the curriculum.
Evaluate with staff and students. Qualitatively, quantitatively: whatever helps you keep your teaching & learning engaging and effective.
Examples from across UM faculties
Oscar van den Wijngaard