2 q e d520 p b l e portfolio master copy
TRANSCRIPT
HomeScenario
Problem Encounter
Problem Analysis- Generating Ideas
- Learning Issues
Discovery and ReportingSolution Presentation
Our PBL E-Portfolio
Navigation Menu
Liu, W.C., Liau, A.K. & Tan, O.S. (2007). Copyright @ 2007 National Institute Of Education.
Review and Evaluation
New Teachers on
the BLOCK
.
LAN KAILUO
YVONNE KWOK
SAMSIAH KUSHEN
HAFEZ
WONG TING EE
HomeScenario
Problem Encounter
Problem Analysis- Generating Ideas
- Learning Issues
Discovery and ReportingSolution Presentation
Our PBL E-Portfolio
Navigation Menu
Liu, W.C., Liau, A.K. & Tan, O.S. (2007). Copyright @ 2007 National Institute Of Education.
Review and Evaluation
Scenario III“Sign! What a disappointment Sec 2E is! Do you know what Meng Soon’s answer was when I asked him to tell the class how tsunami is formed? And that’s not all……..the whole class was, as they say, ‘blurr’ and their answers were ‘lame’,” Ms Rita lamented to her colleagues at their usual 10 o’clock canteen talk sessions. Ms Rita is in her fifth month of teaching since graduating from NIE.
She continued. “Hi s answer was “Tsunamis are caused by high atmospheric pressure!” When I gawped at him in disbelief, he quickly changed his answer to “No, it’s low pressure.” John told me it’s due to global warming and retreating glaciers. And Anisah,…..she usually reads up before the lesson, said that it’s volcanic eruptions but could not elaborate. To my horror, some of them don’t even know what a tsunami is! Do they read the papers after the disaster in 2004? I don’t think they understood my explanation either. Can you people help me to think up how I can explain how tsunamis are formed before my next class?”
“You can get them to search the Internet for a start. This should give them information on the origins of the word tsunami and, if they are lucky, some applets or multimedia clips on the formation of tsunamis,” Ms BBB, an IT enthusiast, volunteered.
HomeScenario
Problem Encounter
Problem Analysis- Generating Ideas
- Learning Issues
Discovery and ReportingSolution Presentation
Our PBL E-Portfolio
Navigation Menu
Liu, W.C., Liau, A.K. & Tan, O.S. (2007). Copyright @ 2007 National Institute Of Education.
Review and Evaluation
Scenario III“But are you assuming that they have the prerequisite knowledge! By the way, what are the prerequisites to understanding how tsunamis are formed? Did you build that up first? Make sure you go from concrete to abstract,” Mrs CCC spoke, in between sips of coffee.
“That reminds me of the movie Godzilla! Why don’t you start with Godzilla jumping into the ocean for a swim …… that should hold their attention …. and guide them to see how the waves would get bigger and taller as they come crashing onto the shore,” Mr Mohammed suggested, with a glint in his eyes.
“Thanks, people! Fortunately, I have this afternoon to try out some of your suggestions, maybe models or computer simulations of how the earth moves or a wave tank to demonstrate the properties of waves, and group work or jigsaw to organise the class,” answered Miss Rita happily.
“I’m sure the students will have fun but I wonder whether the activities will help them learn …. ,” muttered Miss Rita to herself.
HomeScenario
Problem Encounter
Problem Analysis- Generating Ideas
- Learning Issues
Discovery and ReportingSolution Presentation
Our PBL E-Portfolio
Navigation Menu
Liu, W.C., Liau, A.K. & Tan, O.S. (2007). Copyright @ 2007 National Institute Of Education.
Review and Evaluation
The PBL Process
The PBL process consists of 5 essential stages as shown above.
Problem Encounter
Problem Analysis and Learning Issues
Discovery and Reporting
Solution Presentation
Review and Evaluation
HomeScenario
Problem Encounter
Problem Analysis- Generating Ideas
- Learning Issues
Discovery and ReportingSolution Presentation
Our PBL E-Portfolio
Navigation Menu
Liu, W.C., Liau, A.K. & Tan, O.S. (2007). Copyright @ 2007 National Institute Of Education.
Review and Evaluation
Problem Encounter
Notes of Discussion
As part of our initial assessment of the problem, our team got together for a discussion and took note of statements of facts in the problem scenario, came up with a few hypotheses and generated a number of questions of inquiry.
Please refer to the attached Word document.
Microsoft Office Word Document
HomeScenario
Problem Encounter
Problem Analysis- Generating Ideas
- Learning Issues
Discovery and ReportingSolution Presentation
Our PBL E-Portfolio
Navigation Menu
Liu, W.C., Liau, A.K. & Tan, O.S. (2007). Copyright @ 2007 National Institute Of Education.
Review and Evaluation
Problem Encounter
Mind Map
A mind map was created to provide an overview of the pertinent issues in the scenario.
Please refer to the attached PowerPoint document.
Microsoft Office PowerPoint Presentation
HomeScenario
Problem Encounter
Problem Analysis- Generating Ideas
- Learning Issues
Discovery and ReportingSolution Presentation
Our PBL E-Portfolio
Navigation Menu
Liu, W.C., Liau, A.K. & Tan, O.S. (2007). Copyright @ 2007 National Institute Of Education.
Review and Evaluation
Problem Encounter
Our Problem Statement:
Miss Rita is an ineffective classroom teacher. As a beginning teacher, it is important for Miss Rita to understand and acquire the attributes of an effective classroom teacher.
HomeScenario
Problem Encounter
Problem Analysis- Generating Ideas
- Learning Issues
Discovery and ReportingSolution Presentation
Our PBL E-Portfolio
Navigation Menu
Liu, W.C., Liau, A.K. & Tan, O.S. (2007). Copyright @ 2007 National Institute Of Education.
Review and Evaluation
Problem Analysis Explanations and Hypotheses
To address the problem(s) in the scenario more thoroughly, our group brainstormed and came up with the following explanations/hypotheses, which will define the focus of our research.
• Miss Rita should learn to ask the right questions the right way
• It is important to recognize the importance the use of scaffolding for engaged learning.
• Miss Rita should consciously practise effective classroom communication.
• Miss Rita should be more receptive of constructivist/alternative style of teaching as well as the use of ICT.
• It is important Miss Rita acquire attributes of effective teachers.
• It is vital that Miss Rita develop skills and strategies to help motivate her students
HomeScenario
Problem Encounter
Problem Analysis- Generating Ideas
- Learning Issues
Discovery and ReportingSolution Presentation
Our PBL E-Portfolio
Navigation Menu
Liu, W.C., Liau, A.K. & Tan, O.S. (2007). Copyright @ 2007 National Institute Of Education.
Review and Evaluation
Problem Analysis Learning Issues
The following are some of the learning issues we gathered from our hypotheses. Based on these issues, we will formulate learning objectives that will help us solve the problem.
• To determine the right techniques in asking questions and responding to students’ answers.
• To find out how to scaffold lessons for engaged learning• To determine what strategies are available to garner
effective classroom communication• To find out how effective ICT and student-centred teaching
strategies are in engaging students• To find out what attributes teachers should strive to acquire
and how these attributes can contribute to effective teaching and learning
• To find out some causes of student demotivation and to investigate what teachers could do to motivate their students
HomeScenario
Problem Encounter
Problem Analysis- Generating Ideas
- Learning Issues
Discovery and ReportingSolution Presentation
Our PBL E-Portfolio
Navigation Menu
Liu, W.C., Liau, A.K. & Tan, O.S. (2007). Copyright @ 2007 National Institute Of Education.
Review and Evaluation
Problem Encounter
Journal of Problem-Inquiry
• Identify specific problems in the scenarios• Generate questions of inquiry• Your questions should consider application of learning
theories
KND
What we Know What we Need to Know What we Need to DoMiss Rita does not know how to ask questions effectively and respond to her students’ replies.Miss Rita lacks effective communication skills.Miss Rita has preconceived ideas and makes assumptions about her students’ prior knowledge and learning ability.Miss Rita makes negative value judgement of her students.Miss Rita does not make use of scaffolds to engage her students.Her students cannot understand her explanation in class.Miss Rita is not able to motivate her studentsMiss Rita is an ineffective classroom teacher.
The right questioning techniques and how to respond to students effectively.How does effective classroom communication determine a teacher’s success.How to use scaffolds to engage students and allow them to reach a new plateau of knowledge.How important ICT and student-centred teaching strategies are.What attributes do effective teachers possess and why is it important to develop and acquire such attributes as a classroom teacher.The importance of motivation in the learning process.
To examine the various strategies in engaging students through questioning.To find out what strategies are available to garner effective classroom communication.To examine how to activate students’ schemata through scaffolds in order to teach them effectively.To find out how effective ICT and student-centred teaching strategies are in engaging students.To find out how attributes of effective teacher contribute to effective teaching and learning in the classroom.To find out the causes of student demotivation and what teachers could do to motivate their students.
HomeScenario
Problem Encounter
Problem Analysis- Generating Ideas
- Learning Issues
Discovery and ReportingSolution Presentation
Our PBL E-Portfolio
Navigation Menu
Liu, W.C., Liau, A.K. & Tan, O.S. (2007). Copyright @ 2007 National Institute Of Education.
Review and Evaluation
Summary
We decided to approach this project mostly with respect to the teacher’s perspectives:
Hence, most of the hypotheses dealt with what we perceived as Ms Rita’s flaws. Research was also done on these flaws, and solutions offered too were based on them.
However, one hypothesis dealt with a fault that could have arisen on the students’ side. We looked at it from both the teacher’s and students’ perspectives.
Even so, the solutions offered for this one specific problem showed how Ms Rita as the teacher could also step in to aid students, even if she were not the main cause of their de-motivation.
HomeScenario
Problem Encounter
Problem Analysis- Generating Ideas
- Learning Issues
Discovery and ReportingSolution Presentation
Our PBL E-Portfolio
Navigation Menu
Liu, W.C., Liau, A.K. & Tan, O.S. (2007). Copyright @ 2007 National Institute Of Education.
Review and Evaluation
Problem Analysis- In analyzing the problem(s) in the scenario,
each member looked into one of the hypotheses and came up with supporting theories to explain them. Research was also done to present plausible solutions to the learning issues and objectives.
- Please refer to attached Notes for Sharing.
Microsoft Office Word Document
Hafez
Microsoft Office Word Document
Samsiah
Microsoft Office Word Document
Yvonne
Microsoft Office Word Document
Kai Luo Ting Ee Kai Luo
Microsoft Office Word Document
Microsoft Office Word Document
HomeScenario
Problem Encounter
Problem Analysis- Generating Ideas
- Learning Issues
Discovery and ReportingSolution Presentation
Our PBL E-Portfolio
Navigation Menu
Liu, W.C., Liau, A.K. & Tan, O.S. (2007). Copyright @ 2007 National Institute Of Education.
Review and Evaluation
Discovery & Reporting
Statement on sources of learning, information and research
Books- Quek, Wong & Tay. (2008) Engaging and Managing
Learners- Means, B. (2000) Education Leadership- Santrock, J.W. (2008) Education Psychology (3rd ed.)- Stronge, J.H. (2002) Qualities of Effective Teaching- Jensen, E. (2005) Teaching with the Brain in Mind
(2nd ed.)- Anderson, R.C. & Spiro R.J. (1977) Schooling and the
Acquisition of Knowledge- Otto, Wayne & White, S. (1982) Reading Expository
Materials- Armbruster, B. (1996) Education Psychologist- Price, E. & Driscoll M. (1997) Contemporary
Education Psychology- Raymond, E. (2000) Learners with Mild Disabilities
HomeScenario
Problem Encounter
Problem Analysis- Generating Ideas
- Learning Issues
Discovery and ReportingSolution Presentation
Our PBL E-Portfolio
Navigation Menu
Liu, W.C., Liau, A.K. & Tan, O.S. (2007). Copyright @ 2007 National Institute Of Education.
Review and Evaluation
Discovery & Reporting
Statement on sources of learning, information and research
Journals- Goh, S.C. & Fraser, B.J. (2000) Teacher Interpersonal
Behaviour and Elementary Students’ Outcomes. In Journal of Research in Childhood Education.
Internet Articles- “Giving undivided attention to a speaker in a genuine effort
to understand the speaker’s point of view’ in http://tynerblain.com/blog/2007/03/15/ten-active-listening-skills- Widmayer, S.A. ‘Schema Theory: An Introduction’ inhttp://www2.ykpsu.edu/^jlg18/506/SchemaTheory.pdf- Van Der Stufy, R.R. (2002) ‘Scaffolding as a Teaching
Strategy’ inhttp://condor.admin.ccny.cuny.edu/^group4/Van%20Der%20Stuyf/Van%20Der%20Stuyf%20Paper.doc- Mckenzie, J. (2000) ‘Scaffolding for Success’ inhttp://fno.org/dec99/scaffold.html
HomeScenario
Problem Encounter
Problem Analysis- Generating Ideas
- Learning Issues
Discovery and ReportingSolution Presentation
Our PBL E-Portfolio
Navigation Menu
Liu, W.C., Liau, A.K. & Tan, O.S. (2007). Copyright @ 2007 National Institute Of Education.
Review and Evaluation
Solution PresentationFrom the various discussions we had, together
with several hypotheses that our group came up with, we narrowed our areas of focus into 6 main learning issues. We tested our hypotheses by researching for relevant theories to help us understand each issue better. For each issue, we came up with several plausible solutions that can be implemented. We also included the limitations of the solutions proposed in order to provide a more holistic and realistic view to the problem-based learning process.
Microsoft Office PowerPoint Presentation
HomeScenario
Problem Encounter
Problem Analysis- Generating Ideas
- Learning Issues
Discovery and ReportingSolution Presentation
Our PBL E-Portfolio
Navigation Menu
Liu, W.C., Liau, A.K. & Tan, O.S. (2007). Copyright @ 2007 National Institute Of Education.
Review and Evaluation
Review and Evaluation
Lan Kai Luo’s Reflection:
Through the PBL project, I’ve come to realize how fun cooperative learning can be. I appreciate the input of everyone in the group. Even though sometimes we might have disagreed on some points, the discussion that ensured helped me learn to see things from other perspectives. Not only was the content we researched on useful to our future work as teachers, going through the entire PBL process has also inculcated in me an increased sense of tolerance and an understanding or what my future students might have to go through. I would say that this project has attained not only its reflective goals, it also has achieved its affective goals.
HomeScenario
Problem Encounter
Problem Analysis- Generating Ideas
- Learning Issues
Discovery and ReportingSolution Presentation
Our PBL E-Portfolio
Navigation Menu
Liu, W.C., Liau, A.K. & Tan, O.S. (2007). Copyright @ 2007 National Institute Of Education.
Review and Evaluation
Review and Evaluation
Yvonne Kwok’s Reflection:
Looking at this scenario, it is clear that even a teacher with a class that is relatively free of problem kids will face challenges getting them to learn. Firstly, the teacher must motivate the students to learn on their own by providing incentives and removing social and cognitive sources of demotivation. Next, the teacher must learn how to set achievable goals for the students and structure their lessons in such a way that students know exactly how to reach a higher level of understanding by building on what they already know. Furthermore, in order to engage the 21st century student, the teacher must learn how to effectively communicate with them and adopt new methods of teaching via the use of ICT. It’s safe to say that teachers have a full plate facing these challenges alone.
HomeScenario
Problem Encounter
Problem Analysis- Generating Ideas
- Learning Issues
Discovery and ReportingSolution Presentation
Our PBL E-Portfolio
Navigation Menu
Liu, W.C., Liau, A.K. & Tan, O.S. (2007). Copyright @ 2007 National Institute Of Education.
Review and Evaluation
Review and Evaluation
Samsiah’s Reflection:
Doing a project through PBL has been an enriching experience for me. PBL provides a very structured manner in approaching a project. PBL offers a step-by-step approach, giving rise to a highly organized way of working. PBL helps in encouraging student-teachers to think of various solutions to a problem. PBL also provides the chance to test out our hypotheses and solutions, therefore challenging the validity, relevance and strength of our ideas. I like the fact that we are able to pool different opinions from our members, and consequently, learn to respect one another’s varying views and style of work.
HomeScenario
Problem Encounter
Problem Analysis- Generating Ideas
- Learning Issues
Discovery and ReportingSolution Presentation
Our PBL E-Portfolio
Navigation Menu
Liu, W.C., Liau, A.K. & Tan, O.S. (2007). Copyright @ 2007 National Institute Of Education.
Review and Evaluation
Review and Evaluation
Hafez’s Reflection:Problem-based learning (PBL) challenges us to "learn to learn," working cooperatively in groups to seek solutions to real world problems. It is a great way to engage students' curiosity and initiate learning the subject matter. PBL also allow us to think critically and analytically rather than being dependent on the teacher for knowledge. We learn to identify problems, generate hypotheses and formulate learning issues As such, we develop self-directed learning skills when acquiring knowledge across different sources and learn to apply new knowledge to the problem. In the PBL process, we constantly critique and revise our prior reasoning, decision and discussion based on solving the problem.
HomeScenario
Problem Encounter
Problem Analysis- Generating Ideas
- Learning Issues
Discovery and ReportingSolution Presentation
Our PBL E-Portfolio
Navigation Menu
Liu, W.C., Liau, A.K. & Tan, O.S. (2007). Copyright @ 2007 National Institute Of Education.
Review and Evaluation
Review and Evaluation
Wong Ting Ee’s Reflection:
PBL is a good way to examine a problem holistically and collaboratively through different perspectives. Through this exercise, I learn to respect the diverse views and prior knowledge of my team mates in open discussion. In the process of working out plausible solutions to the problem, I also acquire specific skills pertinent to processing & structuring knowledge and contents, verifying the validity of information, and consolidating and presenting findings in a coherent manner. Most important of all, PBL allows members of the group to take charge of the process of problem inquiry and pool our knowledge together to engage in meaningful problem solving.