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PROBLEM BASED LEARNING Lecturer Edition. A RATIONALE FOR PBL. Researches: Student retain little of what they learn (BOK, 1989) Knowledge learned in one context is often either not recalled in a new context or when it is recalled, it is often inappropriately applied. (SCHIMDT, 1983).

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PROBLEM

BASED

LEARNING

Lecturer Edition


A rationale for pbl
A RATIONALE FOR PBL

  • Researches:

    • Student retain little of what they learn (BOK, 1989)

    • Knowledge learned in one context is often either not recalled in a new context or when it is recalled, it is often inappropriately applied. (SCHIMDT, 1983)


The change
THE CHANGE!

  • BODIES OF KNOWLEDGE

  • “applied” to

  • Problems

  • PROBLEMS

  • Generate

  • Bodies of Knowledge


Characteristics of pbl
CHARACTERISTICS OF PBL

  • 1 The starting point for learning is a problem

  • 2 New knowledge is learned during the process of solving the problem

  • 3 Subject matter is organized around the problems rather than subjects


cont

  • 4 The problem is one that students are likely to face in their future employment

  • 5 Students assume a major responsibility for their own instructions and learning

  • 6 Most learning occurs within the context of small groups

    (Hallinger, 1992)


Pbl the process
PBL: THE PROCESS

  • 1 Small groups of students are presented with a problem or situation or simulation

  • 2 Students discuss the problem to determine:

    • The precise nature of the problem

    • The learning issues to be explored

  • 3 Leave to research the learning issues


  • cont

    • 4 Return to engage in peer teaching and discussion

    • 5 Arrive at a consensus about their conclusions

    • 6 Engage in reflective evaluation of the process and their own performance


    Pbl facilitation process
    PBL FACILITATION PROCESS

    • First Meeting

    • Brief introductions

    • Describe the learning environment

    • Establish ground rules – expectations and responsibilities


    Conditions for pbl
    CONDITIONS FOR PBL

    The 4 conditions to optimize meaningful learning:

    • 1 Prior knowledge is activated

    • 2 New relevant knowledge is learned during the process of solving the problem


    cont

    • 3 Learning is in a context resembling that in which the knowledge will be applied

    • 4 Information is better understood, processed and recalled if students have an opportunity to elaborate on that information (Hallinger, 1992)


    Facilitating the pbl
    FACILITATING THE PBL

    • ROLE OF FACILITATOR/LECTURER

      • Help students to become independent, self-directed learners (learning to learn, learning management)

      • Help develop student's thinking or reasoning skills (problem solving metacognition, critical thinking) while they learn


    Facilitator cycle
    FACILITATOR CYCLE

    • ROLE IN RELATIONSHIP TO STUDENTS

      • Models the questions and thinking processes (early stage)

      • Coaches by intervening when students miss a step or fail to challenge

      • Fades by progressively withdrawing


    Assessing evaluatiing the pbl
    ASSESSING & EVALUATIING THE PBL

    • Has a direct effect on the learning process

    • Should match with the learning objectives

    • Assess GROUP and INDIVIDUAL

      • See attachment


    Sample of assessment
    Sample of Assessment

    • AIS 630/530 ( Sem. Jun – Oct 2003) -New


    Sample of assessment1
    Sample of Assessment

    • AIS 630/530 ( Sem. MAY 2002) - Old


    Learning issues journal
    LEARNING ISSUES JOURNAL

    • Professional:

      • What I know about this case/problem ? – for that session

      • What I do not know about this case/problem? – for that session

    • Personal

      • What I like about this PBL session?

      • What I do not like about this PBL session?


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