Problem-Based Case Introduction


Yesterday, I introduced my projects to my students. They were put into 2 ‘Engineering Firms’, 3 ‘Medical Teams’ and 1 “Crime Scene Investigation Unit” with Physics-based problems to solve. They were PUMPED!

The students took their booklets and worked as a team to find the basic information of each case. Even the medical team, which I was worried would be overwhelmed with the amount of research, was busy sharing facts about food irradiation and sickness. I was so impressed, and excited to learn what they learned!

The students came in to class today with their booklets out, and ready to talk with the other students in their groups. Unfortunately, we weren’t working on our projects. However, when I asked the students why they wanted to work on it, I got responses such as “Because I found it interesting”, and “Because I liked teaching myself about stuff we hadn’t done in class.” Students obviously like this type of learning, and I’m excited to see how things turn out.

However, I do have a question for everyone out there, any ideas on how I should be assessing this thing? I have students handing in a report, which we will develop rubrics for – but I don’t know if I should be assessing their daily contributions or not. Any thoughts?

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