Abstract
This chapter describes the process of designing problem based learning cases within a newly revised teacher education program. It outlines how the development of a matrix to identify course objectives drawn from across the teacher education program was used to redesign the cases and to make explicit the objectives embedded within the set of cases developed for the PBL cohort. Seven principles of effective case design for a problem-based curriculum were used to describe and illustrate how these principles assisted in crafting effective cases (Dolmans D, Snellen-Balendong H, Wolfhagen I, Van Der Vleuten C, Seven principles of effective case design for a problem-based curriculum. Medical Teacher 19(3): 185–189. doi:10.3109/01421599709019379, 1997). This review of the case design process employed in PBL to meet the changing curricular requirements of a revised teacher education program at the University of British Columbia, with the design matrix, principles of case design, and use of existing cases, may be of interest to and helpful for teacher educators wanting to implement PBL pedagogy or to those engaged in teacher education reform.
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Notes
- 1.
These five strands and the summary of each of the strands are taken from a report generated by the Committee for Re-imagining Teacher Education at the University of British Columbia in May 2009. This report formed the basis for the new B.Ed. program at the University of British Columbia and can be accessed at http://teach.educ.ubc.ca/files/2013/07/CREATE-Faculty-Meeting-Sept-2009.pdf
- 2.
The Haisla First Nations community has lived on British Columbia’s North Coast for hundreds of years.
- 3.
Making Space: Teaching for Diversity and Social Justice throughout the K-12 Curriculum (2008) is a B.C. Ministry of Education Curriculum document. Making space is designed to help K-12 teachers to find ways to promote awareness and understanding of diversity and support for the achievement of social justice.
- 4.
In his book, The Different Drum: Community Making and Peace (1987), Dr. M. Scott Peck an American Psychiatrist, the community-building process goes through four predictable phases: pseudo-community in which conflict is avoided, chaos in which individual differences emerge, emptiness in which individuals begin to share deep emotions and experiences, and community in which a place of true acceptance and where differences are appreciated.
References
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Dolmans, D., Snellen-Balendong, H., Wolfhagen, I., & van der Vleuten, C. (1997). Seven principles of effective case design for a problem-based curriculum. Medical Teacher, 19(3), 185–189. doi:10.3109/01421599709019379.
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Filipenko, M. (2016). Negotiating the Content of Problems in Tell/PBL. In: Filipenko, M., Naslund, JA. (eds) Problem-Based Learning in Teacher Education. Springer, Cham. https://doi.org/10.1007/978-3-319-02003-7_5
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DOI: https://doi.org/10.1007/978-3-319-02003-7_5
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