• 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
• 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