PRESENTED BY
STACI KRAPE, HEALTH INSTRUCTOR
& ATHLETIC TRAINER
SANDY SUTTY, LIBRARIAN
AGENDA
I. What is it?
II. Problem vs. Project
III. What Makes a PBL Effective?
IV. Why?
V. The PBL Process
VI. Organ List Example Model
VII.Other Examples
VIII. How We Collaboratively Worked Together
IX. PBL Resources
QUESTIONS???
FEEL FREE TO INTERRUPT ANYTIME
WHAT IS IT?
 PBL is a process when students are given a
problem that they have to discover what new
knowledge must be acquired before solving it.
PROJECT VS. PROBLEM
WHAT MAKES A PBL EFFECTIVE?
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Relates to real world, motivates students
Requires decision-making or judgments
Multi-page, multi-stage
Designed for group-solving
Poses open-ended initial questions that encourage
discussion
 Time to investigate topic
 Incorporates course content objectives, higher
order thinking, and oral or written communication
 Formative and Summative Assessment
Information obtained from PBL@UD
WHY?
• To acquire knowledge, you must apply it
• Shift away from lecturing to active learning
• Increase learning through experiences that are not
perfect in real world situations.
THE PBL PROCESS
Information obtained from PBL@UD
BEFORE THE LESSON
 Introduce and study the Respiratory System
 Structure
 Function
 Diseases and Disorders
ORGAN LIST EXAMPLE MODEL
The Organ List, An Interactive Student Web Quest
 Adapted to fit our classes
 A Web Quest for 12th Grade Anatomy
 5 parts:
 Introduction
 Task
 Process
 Evaluation
 Resources
Information obtained from the following website:
Quinn, Margaret. "The Organ List, An Interactive Student Web
Quest." The Organ List. N.p., n.d. Web. 26 Sept. 2014.
INTRODUCTION
“Time of death - 11:50pm,” sighed the doctor as he pulled off his
mask and gloves. “Let’s close him up and go speak to his family.”
“Sir,” interjected the nurse, “The man’s an organ donor. If we’re
going to harvest his organs in time for them to be used, we need
to do it now.”
“Good call Nurse Olivia. Do you happen to know who this man’s
organs are going to go to?” asked Dr. Hunt.
“Dr. Bailey is waiting anxiously for his lungs, but the board still
hasn’t agreed on who, on the list, best qualifies for the lungs.
They have it narrowed down to 3 people, but the jury is still out.
We’ll need to keep them viable as long as possible, and hope
they make a decision soon.”
Information obtained from the following website:
Quinn, Margaret. "The Organ List, An Interactive Student Web
Quest." The Organ List. N.p., n.d. Web. 26 Sept. 2014.
TASK
It is your job to decide which of the 3 patients best qualifies to receive the
lungs. There are many aspects that go into the decision.
Using the information you will gather, your team will decide which patient is
best qualified to receive the lungs. You will then present your findings to
the board. Your findings must include the reasoning as to why your chosen
patient should receive the lungs compared to the other patients. If the
board agrees with your findings and reasoning, the patient you have
designated will get prepped right away and sent into surgery. The available
donor lungs match all three patients.
Keep in mind, you don’t know the next time lungs are going to be available
for the other patients on the list. Your decision, literally, can be the
difference between life and death.
Information obtained from the following website:
Quinn, Margaret. "The Organ List, An Interactive Student Web
Quest." The Organ List. N.p., n.d. Web. 26 Sept. 2014.
THE PROCESS
 You will break up into groups of 3 and
assign members of your group one of the
following roles:
 Mid-West Organ Donor Liaison
 Chief of Medicine
 Doctor
Information obtained from the following website:
Quinn, Margaret. "The Organ List, An Interactive Student Web
Quest." The Organ List. N.p., n.d. Web. 26 Sept. 2014.
THE PATIENTS
 Laura Bingale- 15 year old with Cystic Fibrosis
 Diagnosed when she was 10
 Roger Forest- 57 year old with Lung Cancer Diagnosed almost two years ago
 Chronic smoker
 Ellen Wrangle- 60 year old with Emphysema Diagnosed one year ago
Information obtained from the following website:
Quinn, Margaret. "The Organ List, An Interactive Student Web
Quest." The Organ List. N.p., n.d. Web. 26 Sept. 2014.
PATIENT INFORMATION CHART
 Students will need to complete in their groups.
Information obtained from the following website:
Quinn, Margaret. "The Organ List, An Interactive Student Web
Quest." The Organ List. N.p., n.d. Web. 26 Sept. 2014.
GRADING BREAKDOWN
 Share in advance.
Information obtained from the following website:
Quinn, Margaret. "The Organ List, An Interactive Student Web
Quest." The Organ List. N.p., n.d. Web. 26 Sept. 2014.
RESOURCES
 Organ Donation
 http://organdonor.gov/about/index.html
 Organ Waiting List
 http://optn.transplant.hrsa.gov/converge/data/
 Lung Transplant Article from database
 Direct Link to Article
HOW WE COLLABORATIVELY WORKED
TOGETHER
 Shared Faculty Presentation on PBL@UD
Conference
 Continued sharing ideas through conversations and
email
 Found digital resources to match the information
needed from the library
 UD/Lib Search Website
 Mayo Clinic
 Scheduled classes to co-teach
KIDS, CHEMICALS, AND CANCER
This investigation is based on the true story of a boy in Toms
River, New Jersey who developed childhood leukemia at the age
of nine.
 What's the connection between environmental pollutants and
cancer?
 How do you decide if there's more cancer in an area than you
would normally expect?
 Topics Covered:
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Cells and the cell cycle*
DNA*
Cancer
Cancer clusters
Biogeochemical cycles*
Organic chemistry
Soils
Ground water
DRUGS
This investigation is based on the effects of drug
abuse. A group of students take ecstasy during a
party. One of the students has an adverse reaction
and dies.
 What is the real cost of drugs when it is abused by
members of our community?
 Topics Covered:
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Drug abuse
Signs and symptoms of drug overdose
Ecstasy
Ethical responsibility
PBL RESOURCES
 PBL@UD
 http://www.udel.edu/inst/
 Buck Institute for Education PBL
 http://bie.org/
 Don Woods: Leading expert in field
 http://chemeng.mcmaster.ca/problem-based-learning
REFLECTIONS AND QUESTIONS
 Contact information
 Staci Krape
 [email protected]
 Sandy Sutty
 [email protected]