Miss Rita's Effective Teaching

Our PBL E-Portfolio

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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.

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.


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.
“I‟m sure the students will have fun but I wonder whether the
activities will help them learn …. ,” muttered Miss Rita to herself.


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
Review and Evaluation Review and Evaluation

The PBL process consists of 5 essential stages as shown above.


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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


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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


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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
attributes of an effective
Review and Evaluation classroom teacher.


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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.
• 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

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


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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
students do to motivate their students.
Miss Rita and an ineffective
Review is Evaluation
classroom teacher.


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.
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.


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
Kai Luo Ting Ee Kai Luo


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


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


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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.


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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
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.


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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.


Our PBL E-Portfolio
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
from our members, and consequently, learn to
respect one another‟s varying views and style of
work.


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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
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.


Our PBL E-Portfolio
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
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.


Miss Rita's Effective Teaching

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