Problem-based learning (PBL) is a type of active learning modality involving a student-centered approach that encompasses small group settings in order to promote learning via critical thinking and discussion as opposed to via direct presentation of facts and concepts. Through PBL, students engage actively in their learning. Facilitated PBL…

The "Framework" (NRC 2012) and "Next Generation Science Standards" (NGSS Lead States 2013) require science teachers to think differently. Specifically, NGSS's performance expectations now require that three domains (disciplinary core ideas (DCI), crosscutting concepts (CCC), and scientific and engineering practices (SEP)) be…

This paper shares a practice of encouraging critical analysis in science students by comparing mobile applications and peripherals to traditional tools to record physiological variables such as heart rate and blood pressure. A progressive series of case studies is described with learning outcomes mapped to the benchmark statement for Bioscience…

When the author returned to teaching after several years in graduate school, she came armed with knowledge and visions of a student-centered classroom. Her experiences in a doctoral program taught her much about effective mathematics instruction and rekindled her desire to teach. However, a student-centered classroom reflected a major shift in…

Legal reasoning is a type of problem solving, and is situated within thinking skills, one of the six threshold learning outcomes established under the auspices of the Australian Learning and Teaching Council's Bachelor of Laws Learning and Teaching Academic Standards Statement. The threshold learning outcomes define what law graduates are…

For years, anchor charts have been commonly used in literacy instruction. They also can be a powerful tool for learning mathematics. Anchor charts help create excitement for learning, establish real-world connections, and furnish a reference during work time as well as a solid foundation for later lessons. In this article, the author explores…

This paper is based on the deliberations of the Assessment Working Group at EDUsummIT 2015 in Bangkok, Thailand. All of the members of Thematic Working Group 5 (TWG5) have contributed to this synthesis of potentials, concerns and issues with regard to the role of technology in assessment as, for and of learning in the 21st century. The group…

This paper describes the introduction of Problem-Based Learning (PBL) into a final-year option module in psychology. The background and rationale for the changes introduced are discussed and the experience of PBL is considered from the point of view of tutor and students. The introduction of PBL considerably increased student attainment in the…

While a range of research has been done on hybrid learning and online discussions, few studies have examined the voice of students in regard to their perceptions of these types of learning experiences. This article presents current research findings gathered from part-time graduate students enrolled in a hybrid course. The students' perceptions…

Due to the student-centered nature of problem-based learning (PBL) and project-based science (PBS), it is easy for teachers "not" to provide students with adequate feedback or enough support to promote critical thinking. However, research has shown that PBL and PBS are most effective when appropriate learning goals are defined, embedded supports…

Teaching and assessing large classes can be reframed from focusing on overcoming difficulties with large classes, to seeking the unique educational opportunities provided by such learning environments. We discuss data and examples illustrating how active learning and formative assessment can be successfully embedded into the teaching of large…

In order to be successful in problem-or project-based learning (PBL), students must take responsibility for the learning process by setting goals, monitoring, reflecting, and sustaining their motivation from the beginning of the project until the end. However, for many students, these processes do not occur naturally or easily. Therefore, the…

Over the last decade, WebQuests have grown in popularity in educational environments. In order to effectively implement a WebQuest in the classroom, best pedagogical practices must be employed; however, these best WebQuest practices should reflect the exigent 21st century skills students need to be successful, productive members of the global…

Assessment partnerships between staff and students are considered a vital component of the student-centred educational process. To enhance the development of this partnership in a problem-based learning curriculum, all first-year students were involved in generating a bank of formative assessment questions with answers, some of which were included…

Despite several years of successfully applying problem-based learning at Maastricht University, the Faculty of Medicine observed a slow erosion of problem-based practices and "PBL fatigue" among themselves and students. In response to this fatigue and new research into the development of the young adult brain, Active Self-Directed…