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Post problems on flipchart pages around the room. Students work in small groups to respond and complete carousel activity, visiting each flip chart poster in turn. Hold a 'gallery' activity at the end, award ticks/upvotes/ stars for best responses. Works well to allow quieter/ introverted students' voices to be heard. Useful for topics where there are many ads/disads to be considered

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Some useful creative Commons resources and examples at https://www.itue.udel.edu/resources/pbl-resources
E.g. Saving for a Rainy Day -a family want to choose a system for solar energy storage - group needs to interpret the data and make recommendations; can be a divergent problem if students create own solutions (tweak problem to make more open-ended); Team work, discussion, authentic task

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The PBL Clearinghouse is a collection of problems that assist educators in using problem-based learning. The problems are peer reviewed by PBL experts in the disciplinary content areas. Teaching notes and supplemental materials accompany each problem, providing insights and strategies that are innovative and classroom-tested. Find challenging problems for your class in the PBL Clearinghouse.

Featured Sample Problems

Biology

Chemistry/Biochemistry

Physics

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The PBL Clearinghouse is a collection of problems that assist educators in using problem-based learning. The problems are peer reviewed by PBL experts in the disciplinary content areas. Teaching notes and supplemental materials accompany each problem, providing insights and strategies that are innovative and classroom-tested. Find challenging problems for your class in the PBL Clearinghouse.

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Set a complex problem
Create a quiz in groups
Design a product
Design a product launch
Plan an event
Redesign a public urban site
Role play a public enquiry
Develop assessment criteria
Debate a topic
...

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Very short group work tasks with low stakes - i.e. not assessed and looking for ideas rather than definitive 'answers' are very successful in my opinion

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Very short group work tasks with low stakes - i.e. not assessed and looking for ideas rather than definitive 'answers' are very successful in my opinion

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It works well when different skills/knowledge is needed to produce a piece of groupwork and different students bring different expertise to the task.

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Common to positive group work experiences were:
- clearly defined tasks
- group work contained within class
- work not marked / assessed

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Assessed group work changes the dynamics completely, especially heavily weighted elements - the positive atmosphere of sharing ideas and getting immediate feedback on them in lectures and classes is certainly something that stimulates good group work

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Assessed group work changes the dynamics completely, especially heavily weighted elements - the positive atmosphere of sharing ideas and getting immediate feedback on them in lectures and classes is certainly something that stimulates good group work

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Group work that lends itself to being split up into tasks for each member.

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High stakes but tests s variety of skills. Can be nerve wracking but students get a real sense of achievement afterwards. Works well if they chose their own case study.

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Good for dividing up tasks. Provides depth of learning.

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A colleague does this very successfully. Students love it. Takes a lot of work to set up and facilitate.