In this professional learning session, the presenter will share strategies for using Problem-based Learning (PBL) to enhance curriculum design, assessment practice, and student success. Real examples include PBL curriculum materials, assessment tasks, rubrics, and student work samples. The presenter will also share her experiences of using PBL as the signature pedagogy to prepare U of C student teachers to be competent, reflective, and thoughtful practitioners in an increasingly complex and diverse learning environment. Toward the end of the workshop, participants will be invited to share their perspectives or experiences of using PBL or other learner-centered pedagogical approaches to facilitate student success at U of C.
Learning outcomes:
1. To gain a deeper understanding of the potential of Problem-based Learning as the Signature Pedagogy for preparing future professionals
2. To gain insight into the practical strategies of using Problem-based Learning in curriculum design and assessment practice
3. To share experiences of using Problem-based Learning or other learner-centered pedagogical approaches in our teaching and facilitating of student success
Kim Koh, PhD, is an Associate Professor at the Werklund School of Education (WSE). Her research interests include teacher professional learning, classroom assessment, test development and validation, and mixed-methods design. She has taught assessment courses and mentored both undergraduate and graduate students in Canada and Singapore. Her large-scale empirical study on classroom assessment and student learning has informed assessment-related policies in Singapore. Since joining U of C, she has adopted problem-based learning (PBL) approach in her curriculum design and teaching. In collaborating with her WSE colleagues, she has won a U of C Teaching and Learning Grant to examine the impact of PBL on the development of preservice teachers' assessment literacy.
