• The development of PBL instructional materials to support PBL classroom implementation has been one significant outcome of this entire project period. We began this initiative with approximately 10-12 PBL lesson plans that could be shared among teachers. There are currently 387 individual lesson plans available for distribution. Additionally, PBL units have been created to support use of the methodology to deliver full units of instruction. The original goal was to have 12 units per year developed. That number has been exceeded during each year of the initiative and, now at project's end, there are a total of 83 PBL units, nearly doubling the number of the original goal.
• As a result of the PBL material developments component, a materials distribution system was developed and made available to all teachers who participate in PBL professional development. The system allowed for tracking of requested materials which indicates materials usage and PBL implementation. Each year the requested materials have increased going from 333 requests at the end of the first program year to 359 at the end fo the second year, then to 545 at the end of the third year and to 711 at the end of this fourth year of funding.
• The number of participating teachers who have implemented PBL in their classrooms and continued their professional development by participating in materials development teams is another significant outcome. Each year additional funding has supported the opportunity to recruit additional teachers for these professional development opportunities. The original goal was to have 50 teachers participate in professional development activities each year. The first program year was the only year that number was not exceeded bringing the total number of trained teachers to 230, significantly more than the original goal of 200.

• Due to the enthusiastic response of teachers to develop new materials, their energy outlasted the funded stipends for this component by about 6 weeks. This challenge has been addressed in the new design by providing an additional tier of professional development that is well supported with adequate stipends.
• Again, as a result of the interest and dedication of the participating teachers to work on materials development teams, a strain in terms of time commitment was placed on CERTL's professional staff. For the past year we have been able to address this by contracting with PBL peer experts and using additional funding to support them. In the new initiative, adequate salary support has been provided to address this as a potential issue.

• 2. The Center of Excellence for Research, Teaching, and Learning (CERTL) at the Wake Forest University School of Medicine offers professional development programs in Problem-Based Learning for K-12 and beyond teaching professionals. Programs are 3-8 days in length. Programs can be delivered to a school or school system or participants may attend programming at the CERTL in Winston-Salem, N.C. Professional staff at the CERTL will work with staff development specialists to customize a program for described needs. Professional development sessions include: - The Background and Philosophy of PBL: What and Why - Facilitation Skills - Integrating PBL With Your Curriculum - Developing PBL Instructional Materials - PBL and Educational Technology - PBL and Authentic Assessments Fees are based on the number of participants and the length and location of the program. The CERTL is a non-profit organization and has the flexibility to create programs designed for the specific needs of teacher groups. Fees include an appropriate number of the CERTL's professional staff to deliver the programming, all instructional materials, a PBL manual, and registered access to PBL teaching materials through the CERTL web site. Fees do not include travel and daily living expenses for the professional staff. For more information on customizing a CERTL program in Problem-Based Learning for teachers in your area contact the Center by phone at (336)713-7723 or e-mail the program director at alambros@wfubmc.edu.
• This is an example of a PBL problem case for science instruction. The problem has features that distinguish it as a PBL: students have a role, the problem is 'real world'; students do inquiry to obtain information; multiple solutions will resolve the problem. Grades 6-8: Amphibian Anxiety Mr. Jack Dewey, director of Camp Malf, received a letter from a concerned parent. Their child came home from camp and described deformed frogs in the area where camp activities were taking place. The parents want to know if frogs in the area are indeed deformed, and, if so, is there child at any risk. You are on the consultant team Mr. Dewey has hired to advise him on an appropriate response. Mr. Dewey wants you to study the frogs and determine if there is a potential hazard to the campers. You may wish to gather data as well as interpret data collected from other scientists. What do you think the parent means by "deformed"? What would it be helpful to know to start your investigation?

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