Author Archives: Ted Kraus

Using PBCL Within the Context of Content Heavy Curriculum Converting a Traditional structure to the PBCL Strategy

Posted on December 26, 2011 by Ted Kraus

At least once during our Problem Bases Case Learning (PBCL) trainings, in either the ½ day orientation or 2-day design and development workshops, questions are raised regarding at what level of instruction can the PBCL strategy be implemented.  Is it … Continue reading →

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Teaching to the Test?

Posted on September 22, 2011 by Ted Kraus

Recently, I had the opportunity teach an entry-level AutoCAD class at an organization that provided, and required its instructors to use, the course’s final examination.  This was a new experience for me, as I had always enjoyed a certain amount … Continue reading →

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Materials from 1-28-11 web conference

Posted on February 3, 2011 by Ted Kraus

Since our last web conference on the 28th of January, I have received a number a requests for the link to the presentation that Ruth Greene from Rappahannock Community College created, as well as the documents she referenced. In response … Continue reading →

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Framing Learning Environments

Posted on January 19, 2011 by Ted Kraus

Often, when we use the phrase framing, we are referring to the classroom environment that we, as educators are creating within which our students are, or will be working.  At times though, we also use the term to define a … Continue reading →

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RUBRICS as a form of Assessment

Posted on December 6, 2010 by Ted Kraus

RUBRICS AS A FORM OF ASSESSMENT: At it’s most basic, a rubric is a scoring device that lays out the specific expectations for an assignment.  Rubrics divide as assignment into its component parts and provide a detailed description of what … Continue reading →

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