Our PBL E-Portfolio




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2 Qed520 Pbl E Portfolio Master Copy

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2 Qed520 Pbl E Portfolio Master Copy

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

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