PBL in a nutshell

The seven step approach

Preparation
- Find the concepts that are not clear and confusing and write down their meanings.
- Formulate a main question that represents the essence of the case and that
defines the subject and record this.
- With some cases you will be asked to read an extra piece of text beforehand.

Step 1: Discuss difficult concepts

Discuss the explanations found of the difficult concepts.

Step 2: Determine the main question

Reach agreement on the main question.

Step 3: Analyse problem / brainstorm

Explanations, related subjects, et cetera: brainstorm extensively on the main
question! Go into what is said by others; empty slogans are of little use. Work
according to the Mindmap-method: the main question (or some essential words) is
put in the middle of the board and around this the parts of the brainstorm are
arranged.

Step 4: Make an inventory of the problem analysis systematically

Establish order and make connections between matters that have come up during
the brainstorm, in so far as this has not already been done during Step 3. In the
Mindmap connections between parts are made visible by grouping them together
or by means of arrows.

Step 5: Formulate sub-questions

Formulate sub-questions to complement knowledge that is lacking and to clear up
things that are not clear. At the end you (briefly) look back at how the meeting has
come along.

Step 6: Do self-guided study

Look for answers to the sub-questions and the main question. Record these
answers in a written working out (in Word) of two pages, in which you answer
successively the sub-questions and the main question (nothing more: no
introduction, no summary). Mention the sources, in the way you are taught this
term by your teacher English. Produce the working out individually. The tutor
might indicate that in a complex case, more than two pages are required. He can
also set other preconditions, for instance, concerning the use of sources (make
certain sources obligatory or forbid use of them). The bigger part should be your
own work, only a smaller part may be copied from sources. Use more sources
than one.

Step 7: Winding up the case

Give feedback on the minutes. In a discussion with your fellow-students, you
report and discuss your answers to sub-questions and main question. If you find
mistakes or shortcomings in your working out, make notes on the working out (in
such a way that it is clear that those notes are not part of the working out). At the
end you (briefly) look back at how the meeting came along and you hand in the
working out. Not handing in your work in time may have results for the
assessment. If you have failed to hand in a working out (for whatever reason) it
should be handed in as quickly as possible. You receive back your working out at
the very latest after one week, with comment.

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Tasks in a PBL-meeting

Chairperson/Ketua
The chairperson is a student, but in the first few cases in period 1, the chairperson
is the tutor. The chairperson sees to it that all steps of the seven step approach
are completed in the right way. His task in this is to monitor the structure of the
meeting, ask questions, stimulate the group and summarise clearly what is said.
The chairperson of the closing meeting is the same as the chairperson of the
initial meeting. His own contribution, as regards content, may be less than that of
other group members, but must not be lacking.
During one case meeting per period, the chairperson is observed. Here each
student observes one single aspect; at the end of the meeting the findings are
discussed.
Board writer/Penulis
The board writer is a student. During the meetings he writes all relevant
information on the board. The board writer in the closing meeting is the same as
in the initial meeting. His own input, as regards content, may be less than of the
other group members, but must not be lacking.
Minutes secretary/sekretaris cepat
(only in the initial meeting) The minutes secretary is a student. He makes a report
in Word and emails it at the latest on the following working day to students and
tutor (format in module book, appendix 2). His own contribution, as regards
content, may be less than of the other group members, but must not be lacking.
Group member/Anggota group
Group members give and ask for information. They listen to each other critically
and together try to complete the seven step approach successfully. An active
attitude of all group members makes an important contribution to this.
Tutor
The tutor is a lecturer. He sees to it that cases are carried out in the right way and
with sufficient depth. He is reluctant to intervene forcefully and only steps in when
the group gets stuck or is on completely the wrong track. He regularly provides
feedback on students’ performance.

General arrangements
- For every period, the PBL-coordinator provides a schedule of chairperson, board
writer and minutes secretary and for each PBL-group appoints one student who
monitors the schedule and records mutations.
- If a tutor is ill, the meeting normally takes place.
- Attendance at meetings is compulsory. Report non-attendance beforehand. If you are
delayed on your way to school, phone or send a text-message to a fellow group
member so that this person can report this. Non-attendance may mean that you have
to make up for this and/or an adjustment of the assessment; frequent non-attendance
may result in no PBL-mark being given.
- (Only) the minutes secretary is allowed to use a laptop during the initial meeting. Use
of the laptop must not disturb the process.
- The first case in the modules in period 1 is (qualitatively) assessed, but does not
count.
- It is only possible 1x per academic year to catch up on arrears for a case and only if it
is not a matter of negligence and a limited number of cases is involved.

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