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  1. 1. QED520 <br />PBL Group Assignment<br />Scenario 1<br />
  2. 2. Problem Statement<br />A teacher, who lacks proper priority setting, time management and awareness to students' diverse needs for meaningful learning; will inhibit the social, emotional and cognitive development of the students.<br />
  3. 3. Characters<br />
  4. 4. Ms Jia<br />HOD<br />
  5. 5. Minah(the one who tries to ask about a math question)<br />Lucy (the one who reads magazines in class)<br />
  6. 6. John (the smoker)<br />MYSTERY GUEST<br />
  7. 7. Scene 1<br />
  8. 8.
  9. 9.
  10. 10.
  11. 11. Self-determination Theory<br />“Self determination theory addresses 3 basic needs: autonomy, competence and relatedness. These fulfilment is necessary for optimal psychological well-being and development.” (Tan, 2011)<br />
  12. 12. Self-determination Theory<br />Autonomy: involves self-initiation and self-regulation of one’s own behaviour<br />Competence: ability to interact proficiently or effectively with her work environment<br />Relatedness: feelings of closeness and belonging to a social group<br />
  13. 13. “Too much negativity can cause the receiver to lose sight of what is good, to lose confidence, or even to give up. Too little negativity can make the feedback unbelievable and can also deprive receivers of the information they need to get better.” (Britton, 2011)<br />
  14. 14. Problems Encountered<br />Lack of self-regulation and control<br />No channel for support<br />Incompetent in understanding and engaging her students<br />No sense of belonging with both her colleagues and students<br />
  15. 15. Solution<br />
  16. 16. Scene 2<br />By three methods we may learn wisdom:<br />First, by reflection, which is the noblest;<br />Second, by imitation, which is the easiest;<br />And third, by experience, which is the bitterest<br />Confucius (c. 551 - c. 479 BC)<br />
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  18. 18. Sternberg’s Triarchic Theory of Intelligence<br />Contextual intelligence:<br /> Reflected in one’s ability to adapt, select or shape one’s environment<br />Experiential intelligence:<br /> The ability to relate to novel tasks or new ideas in one’s environment.<br />Componential intelligence:<br /> The processes that underlie behaviour.<br />
  19. 19. Learning environment<br />No proper class rules established in class<br />Unable to make good use of the physical learning environment<br />Classroom seating arrangement<br />No fair assessment of students’ learning progress<br />Ask her favourite student, Annie to answer the question on the whiteboard<br />Linear way of teaching<br />Teacher teaching centered<br />Expects students to repeat what the teacher says <br />Discourages students to ask questions in class<br />FAIL<br />
  20. 20. Solution<br />
  21. 21. Personal Reflection<br />“One advantage is that when we explore ideas ourselves without being a top-down approach, we tend to remember it better. Everyone contributes actively and gathers idea that one person may not be capable of achieving it. Also, students can learn through justifications of their ideas”<br /> -- Eileen<br />
  22. 22. Personal Reflection<br />“Problem-based learning has exposed to real-world scenarios in which beginner teachers may face when they graduate in National Institute of Education (NIE). It also allows me to highlight some of the “taboos” made by beginner teachers as a third person perspective. Thus, I will consciously avoid following the featured teacher’s wrong footsteps.”<br /> -- Shu Ling<br />
  23. 23. All of us contribute a small section of our reflection?<br />
  24. 24. References<br />Bluefireonix. (2011). Strem of Consciousness: A Quote by Confucius on Wisdom, from Retrieved on 22 March, 2011)<br />Britton, K. (2011). Motivation and Self-determination Theory, from (Retrieved on 22 March, 2011)<br />Chini, Julie. (2001). The Educational Theory of Robert Sternberg, from (Retrieved on 23 March, 2011)<br />McFarland-McDaniels, Michelle. (2009). Creating a Positive Learning Environment, from (Retrieved on 22 March, 2011)<br />Tan,OonSeng., Parsons, Richard D., Hinson, Stephanie Lewis, & Sardo-Brown, Deborah. (2011). Educational Psychology, A Practitioner-Researcher Approach. 2nd ed. Cengage Learning.<br />
  25. 25. Q&A<br />