This video from Making Learning Real features instructors from two community colleges discussing Problem-Based Case Learning (PBCL). Teachers describe how the authentic nature of PBCL problems appeals to students and how PBCL classes are spontaneous and unpredictable. Instructors also reflect on the challenges teachers can face with PBCL, and one praises it for bringing new life to her teaching.
In Problem-Based Case Learning, the business problem assigned to students shapes their learning experience. The instructor and a business partner generate this problem from a real-world business scenario, such as a need for a Web site. Ideally, the PBCL problem is authentic and new, making it a genuine and unique challenge for students.
After the problem has been set, students and instructors follow a series of stages called the PBCL Cycle. Students research and document their progress toward a solution. With PBCL, students develop skills beyond the subject matter as they tackle real-world challenges, such as speaking before an audience and working in teams.
At the conclusion of the cycle, students deliver a proposal to the business partner and instructor, who jointly assess the students’ performances and proposed solutions. The cycle may then be rerun, with feedback and revisions improving the solutions.
Academic standards correlations on Teachers' Domain use the Achievement Standards Network (ASN) database of state and national standards, provided to NSDL projects courtesy of JES & Co.
We assign reference terms to each statement within a standards document and to each media resource, and correlations are based upon matches of these terms for a given grade band. If a particular standards document of interest to you is not displayed yet, it most likely has not yet been processed by ASN or by Teachers' Domain. We will be adding social studies and arts correlations over the coming year, and also will be increasing the specificity of alignment.