+ All Categories
Home > Documents > Problem-based Learning Approach. promote skills and attitude of self-directed learning and problem...

Problem-based Learning Approach. promote skills and attitude of self-directed learning and problem...

Date post: 20-Dec-2015
Category:
View: 218 times
Download: 0 times
Share this document with a friend
Popular Tags:
15
Problem-based Learning Problem-based Learning Approach Approach
Transcript

Problem-based Learning ApproachProblem-based Learning Approach

• promote skills and attitude of self-directed learning and problem solving, e.g., finding and framing questions, deciding strategies, searching relevant information, analyzing data and drawing conclusion

• through solving an authentic problem, students would: • construct knowledge actively • learn how to redefine problem • learn how to identify and select paths for solving problems• learn how to identify and select relevant information, analyze data, organize and present findings

Education PhilosophyEducation Philosophy Problem-based Learning ApproachProblem-based Learning Approach

• the basic unit of problem-based learning classroom is a project, usually with

a clear authentic setting but an ill-defined problem

• students usually work in groups, so they are given with the chance to learn how to function cooperatively and collaboratively with others

•problem-based learning emphases the metacognitive development of students

rather than the learning of specific knowledge or skills

Education PhilosophyEducation Philosophy Problem-based Learning ApproachProblem-based Learning Approach

Students have to monitor and conduct their projects in groups, including:

• redefine problem• decide ways of solving questions• collect data • analyze data • present findings

Teacher plays the role of facilitator and his/her tasks include:

• guide students to redefine the problem• provide feedback to students’ project plan • guide students ways of identifying and searching relevant information

• provide feedback to students’ reports

Roles of Teachers & StudentsRoles of Teachers & Students Problem-based Learning ApproachProblem-based Learning Approach

It may take several lessons to go through the learning flow, including:

1. Teacher states the question

2. Students redefine the question, relate it to their prior knowledge through discussion in groups

3. Students design their project plans

4. Data collection

5. Data analyzing and report writing

6. Teacher feedback

Learning ProcessLearning Process Problem-based Learning ApproachProblem-based Learning Approach

The role of IT is empowering tools for the students to attain resources, or

ganize and analyze data and present their findings effectively and efficient

ly, including:

•general office software

•PowerPoint

•world wide web

•web page composing tools

•other software and peripheral

•software for presenting information

Role of ITRole of IT Problem-based Learning ApproachProblem-based Learning Approach

S.3 Maths

ExamplesExamples Problem-based Learning ApproachProblem-based Learning Approach

Lesson Video Clips & AnalysisLesson Video Clips & Analysis

S.3 MathsS.3 Maths Central TendencyCentral Tendency

Equipment & Technological Competence Requirements Equipment & Technological Competence Requirements

Your ReflectionYour Reflection

Lesson OutcomeLesson Outcome

Lesson GoalsLesson Goals

Lesson OutlineLesson Outline

Lesson Video ClipsLesson Video Clips

1. Students learn the knowledge about “Central Tendency”

2.Students can make use of their knowledge on “Central Tendency” to

compare the efficiency of two fastfood shops

3.Students can make use of spreadsheet to organize and analyze data

Teaching and learning goal Central TendencyCentral Tendency

Learning OutcomeLearning Outcome

Students complete a project titled “Comparing the efficiency of two fast food shops

S. 3 MathsS. 3 Maths

First LessonFirst Lesson

1.Teacher states the question1.Teacher states the question

Teacher states the question :

Comparing the efficiency of 2 fastfood shops

2.Students decide their project plans2.Students decide their project plans

Students have to decide:•what is the indicator of efficiency?•what data they have to collect?•How to collect the data?

Then the teacher discusses and provides feedback to students

F.3 MathsF.3 MathsLesson OutlineLesson Outline

Second LessonSecond Lesson

4.Data Analysis

Teachers demonstrates how to use spreadsheet and then students work in groups

Third LessonThird Lesson

5.Students’ Reporting and Teacher’s Feedback

Post-Lesson ActivityPost-Lesson Activity

3.Students Collect Data According to Their Plan3.Students Collect Data According to Their Plan

Students collect data in the 2 fastfood shopsStudents collect data in the 2 fastfood shops

Lesson OutlineLesson Outline F.3 MathsF.3 Maths

F.3 MathsF.3 MathsLesson Video ClipsLesson Video Clips

• 20 computers for students

• 1 computer for teacher

• Data Projector & Screen

• Printer

• Excel

• Excel Operation

• Basic Computer Operation

• Classroom & Computer Room

• About 40

Equipment & Technological Competence Requirements Equipment & Technological Competence Requirements F.3 MathsF.3 Maths

Teacher’s Technological Competence Technological Competence

Students’ Technological CompetenceStudents’ Technological Competence

VenueVenue

No. of StudentNo. of Student

EquipmentEquipment

1. What is the role of the teacher in this approach? Is it same as the role which you are playing in your lesson?

2. If you have to carry out similar lessons, what will you do to ensure that you can facilitate your students at different stages?

Your ReflectionYour Reflection F.3 MathsF.3 Maths


Recommended