Hmmm......lots of folks have emailed me to say that they or their colleagues have had similar problems using problem-based learning--low evaluations, strong push-back from students, etc. This is in spite of what many claim are extensive efforts (as I believe I made) to be explicit in stating goals and objectives, etc. A few folks even wrote to say that conferences they have attended where PBL was the theme have acknowledged these difficulties.
If students resist learning in this way, why do we persist in trying to teach them this way? What are the data we can use to convince them that this might be a better way of doing things than the old "we talk, you listen" approach? --Kathy Morgan Wheaton College Norton, MA 02762 [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
