This document describes a problem-based learning (PBL) e-portfolio created by students. It includes:
1) A scenario where a teacher, Miss Rita, is struggling with an ineffective class and wants help developing her teaching skills.
2) The students analyze the problem, propose explanations, and identify learning issues to research, such as questioning techniques, scaffolding lessons, and effective communication strategies.
3) The portfolio documents the PBL process, from encountering the problem to analyzing it, researching solutions, and evaluating their findings to help Miss Rita improve her teaching.
This document outlines a lesson plan for teaching students about the nine elements of digital citizenship. It splits the class into nine groups and assigns each group one element to research. Each group creates a presentation summarizing their element, including a main idea, example, symbol, and explanation of its importance. The teacher will evaluate the groups based on their research, understanding of the element, participation, creativity, and presentation. The goal is for students to learn and understand the nine components of responsible technology use.
- The document discusses using reflective practice to improve teaching, specifically for information literacy educators.
- It explores key theories on reflection, including reflection-in-action and reflection-on-action. Reflection provides a way to actively think about and improve one's professional development.
- Practical skills and tools for reflective practice are presented, including reflective writing, discussion, and using a pedagogic planner to design inquiry-based learning experiences and identify areas for improvement.
Feedback
Marking
Standards
Pedagogy
Assessment
literacy
Change
management
Technical skills
Evaluation
Dissemination
Sustainability
Community of
practice
Train the trainer
Cascading
training
Continuous
professional
development
Peer support
Resources and
materials
Blended
approaches
Just in time
training
Recognition
1. The ICT Seagulls Project involved a team of 10 students who identified problems faced by visually impaired students at the Atma Jyoti school for blind girls.
2. Through surveys and discussions with students, they determined that limited study materials and difficulties with exams were the most significant problems.
3. Their proposed solutions included collecting funds to donate a Braille printer, preparing audio lessons, and organizing exam writers for the blind students. They made progress on some goals but delays were caused by exam schedule changes and summer vacation.
Empower students to write with digital tools slide shareKevin Amboe
ISTE 2011 Workshop - Empower students to write with digital tools - Reviewing tools to reach the goal of students being engaged in writing. (See handout on https://iamliterate.wikispaces.com/Engage+Students+as+Writers)
Learning organisations and design thinkingemilia åström
The document discusses learning organizations and design thinking. It provides information about Hyper Island, an organization that designs learning experiences to enable companies and individuals to develop skills for tomorrow's technologies. Hyper Island uses learning by doing, problem solving, collaboration, and design thinking. Design thinking involves separating creative and analytical thinking, generating many ideas, listening, building on others' ideas, and defining problems before sketching solutions. The document includes exercises and tips for using techniques like brainstorming, feedback, and concept creation within one hour.
Engagement: The Underlying Engine of WebQuestsBernie Dodge
This document discusses engagement in education. It defines engagement as involving lots of interaction focused on the material being taught, using different parts of the brain. Engagement is maximized through interactions between students, teachers, artifacts, and data. New technologies like WebQuests can increase engagement if used to facilitate interactions rather than just watching. The key is designing activities requiring thinking at higher levels like analyzing and creating rather than just remembering facts. Measuring engagement through tools like EOP and MEOP provides feedback to improve teaching methods.
This document outlines a lesson plan for teaching students about the nine elements of digital citizenship. It splits the class into nine groups and assigns each group one element to research. Each group creates a presentation summarizing their element, including a main idea, example, symbol, and explanation of its importance. The teacher will evaluate the groups based on their research, understanding of the element, participation, creativity, and presentation. The goal is for students to learn and understand the nine components of responsible technology use.
- The document discusses using reflective practice to improve teaching, specifically for information literacy educators.
- It explores key theories on reflection, including reflection-in-action and reflection-on-action. Reflection provides a way to actively think about and improve one's professional development.
- Practical skills and tools for reflective practice are presented, including reflective writing, discussion, and using a pedagogic planner to design inquiry-based learning experiences and identify areas for improvement.
Feedback
Marking
Standards
Pedagogy
Assessment
literacy
Change
management
Technical skills
Evaluation
Dissemination
Sustainability
Community of
practice
Train the trainer
Cascading
training
Continuous
professional
development
Peer support
Resources and
materials
Blended
approaches
Just in time
training
Recognition
1. The ICT Seagulls Project involved a team of 10 students who identified problems faced by visually impaired students at the Atma Jyoti school for blind girls.
2. Through surveys and discussions with students, they determined that limited study materials and difficulties with exams were the most significant problems.
3. Their proposed solutions included collecting funds to donate a Braille printer, preparing audio lessons, and organizing exam writers for the blind students. They made progress on some goals but delays were caused by exam schedule changes and summer vacation.
Empower students to write with digital tools slide shareKevin Amboe
ISTE 2011 Workshop - Empower students to write with digital tools - Reviewing tools to reach the goal of students being engaged in writing. (See handout on https://iamliterate.wikispaces.com/Engage+Students+as+Writers)
Learning organisations and design thinkingemilia åström
The document discusses learning organizations and design thinking. It provides information about Hyper Island, an organization that designs learning experiences to enable companies and individuals to develop skills for tomorrow's technologies. Hyper Island uses learning by doing, problem solving, collaboration, and design thinking. Design thinking involves separating creative and analytical thinking, generating many ideas, listening, building on others' ideas, and defining problems before sketching solutions. The document includes exercises and tips for using techniques like brainstorming, feedback, and concept creation within one hour.
Engagement: The Underlying Engine of WebQuestsBernie Dodge
This document discusses engagement in education. It defines engagement as involving lots of interaction focused on the material being taught, using different parts of the brain. Engagement is maximized through interactions between students, teachers, artifacts, and data. New technologies like WebQuests can increase engagement if used to facilitate interactions rather than just watching. The key is designing activities requiring thinking at higher levels like analyzing and creating rather than just remembering facts. Measuring engagement through tools like EOP and MEOP provides feedback to improve teaching methods.
This document discusses a program called "Tools at Schools" which is a partnership between a creative consultancy called aruliden and The School at Columbia University. The program introduced eighth grade students to design thinking as a problem solving tool. Students were asked to redesign classroom objects like desks, chairs, and lockers. They went through the design thinking process of defining problems, researching, ideating solutions, prototyping, and creating final products. The students created innovative classroom furniture designs. The program was successful in teaching design thinking skills but faced challenges integrating it into the traditional curriculum due to scheduling, skills required, and measuring success.
This session explores effective teacher’s rigorous teaching and testing practices. The presenter discusses the importance of professional learning communities, differentiation, multiple intelligences, revised Bloom’s taxonomy, data driven instruction, performance based assessment, and formative assessment. The presenter provides practical solutions to educational leaders who want to improve the achievement level of all students.
Learning matlab in the inverted classroom Robert Talbert
A look at a use of the inverted classroom model to teach introductory scientific programming to freshmen using MATLAB. (Talk delivered to the Computers in Education Division, American Society for Engineering Education conference, 13 June 2012, San Antonio, TX USA.)
The document discusses integrating technology into classroom instruction. It describes how participants will learn to incorporate technology to support higher-order thinking skills and 21st century skills like collaboration. An agenda is provided covering topics like technology planning, project-based learning, Google tools, games for learning, and differentiated instruction using technology.
Why having a theory of learning changes what I do in class on MondayJoe Redish
The document discusses how having a theory of learning changes what an instructor does in their physics class. It explains that considering theories of neuroscience, cognitive science, and behavioral science leads the instructor to focus on building student intuition, using peer instruction differently, assigning less homework with more writing, and designing quizzes and exams to support developing appropriate epistemological views of physics.
This document outlines an investigation into creating pre-test activities to assess student learning needs in ICT skills. Typing tests, PowerPoint tasks, and Word assignments were used to evaluate individual students' proficiency in these areas. Results were analyzed to develop targeted instruction based on each student's strengths and weaknesses. Captivate lessons were created to help students improve skills like using animations and transitions in PowerPoint. Feedback aimed to encourage mastery of skills and monitor student progress over time. The pre-test activities allowed for differentiated teaching tailored to students' existing ability levels.
This document provides a template for a WebQuest designed to teach special education students about transportation options for traveling to Disneyland in California. The WebQuest guides students through a 3-step process: 1) finding Disneyland's address, 2) using Google Maps to determine travel time by car, and 3) determining travel time by walking or airplane. It includes sections for the title, introduction, task, process, evaluation, conclusion, and credits. The overall goal is for students to use the internet to research and compare different methods of transportation to Disneyland.
This document summarizes a presentation on staff development workshops aimed at stimulating academics' teaching practices. It discusses common staff development formats, more innovative formats explored in 6 HEA workshops, and themes that emerged from participant feedback. Workshops incorporating creative and interactive activities facilitated new ways of thinking and discussion that prompted some changes to participants' continuing professional development and consideration of implementing new approaches. However, the workshops' short duration and lack of follow up posed challenges to transferring learning and changing practice. The document recommends providing explicit theory, lengthening workshops, and follow up to better support impacts on teaching.
CU Berkeley Workshop #1: Writing Great Clicker QuestionsStephanie Chasteen
How does a teacher use questioning effectively? This workshop will focus on writing those questions that engage students, spark their curiosity, help recap material, give you insight into their thinking, or help them learn critical ideas in your discipline. We will focus on the use of clickers with "peer instruction" -- a research-tested method of requiring students to discuss challenging questions with one another. We will discuss how clickers can help facilitate this teaching strategy, investigate the surprising power of multiple-choice questions to achieve critical thinking skills, plus spend time discussing the elements of effective questions and practicing writing and improving questions for our classes.
The document provides tips for teachers on engaging students in Moodle. It suggests creating assignments, quizzes, forums, and videos to provide interactive content. Embedding content from other platforms and adding SCORM learning objects are also recommended. The document stresses making the course visually appealing through images and colors. It advises creating a course glossary to support learners. Overall, the tips aim to help teachers design rich multimedia experiences and collaborative activities to engage students in online learning through Moodle.
The document provides an overview of week 7 of the LTHE module for the PGCAP program at the University of Salford. It outlines that students will participate in small group problem-based learning with a focus on assessment and feedback, identify and analyze issues related to the given problem, and present findings to another team. It then provides guidance on applying the 5-stage Mills model to structure the PBL process, including focusing on the problem, investigating learning issues, sharing findings, and reflecting on learning. Students are asked to work through a sample problem scenario about a lecturer's concerns with student engagement and feedback.
This document discusses six core principles for creating memorable presentations: 1) have students dig deep into the material by linking it to things they care about, 2) introduce emotion to make people care about the topic, 3) show enthusiasm for the subject, 4) link the material to things students already value, 5) ask students what they value to understand how to engage them, and 6) make emotion the intended outcome of the presentation. It emphasizes using stories and storytelling techniques to help explain concepts and inspire students in a way that fosters emotional involvement.
This WebQuest assigns students historical mathematicians and tasks them with researching the mathematician and presenting their findings to the class. It provides resources for students to research four important mathematicians. The WebQuest evaluates students based on how well organized, thorough, and engaging their presentations are. It aims to educate students on the important contributions of historical mathematicians.
The document describes a problem-based learning (PBL) activity for a module. Students will work in small groups to investigate issues related to a trigger presented by the facilitator. The trigger describes a lecturer who is frustrated by students' poor performance on an essay assignment they have used for 10 years. Students will apply the 5 stages of the Mills PBL model to identify problems, learning outcomes, research the issues, and present their findings to another group. They will be assigned roles like chair, reader, and scribe. The facilitator will help get them started and direct them to online PBL resources.
The document discusses the potential for improving PowerPoint presentations through more interactive and engaging techniques. It provides examples of faculty who have successfully enhanced their PowerPoint lectures with techniques like visual narratives, images, and activities that focus on the learner. However, it notes that some images in the presentation were purchased from third parties and cannot be reused without permission due to copyright law.
The document summarizes the AuthorSpeak 2011 conference, which brought together 96 educators and experts over 3 days with sessions, panels, and presentations. Key topics included professional development, exemplary teaching, assessment, differentiation, grading practices, teacher leadership, and more. Over 1,500 educators attended the event, which engaged over 1,600 contributors on Twitter, reaching 1.2 million people.
The document provides tips from teachers on how to create engaging content and activities in Moodle like assignments, quizzes, forums, chats, blogs, wikis, and podcasts to improve the learning experience and promote student collaboration, communication, and reflection. It emphasizes making the Moodle course visually appealing and including things like a glossary and videos to keep students engaged both inside and outside the classroom. The document concludes by stating you don't need to be a technical expert to use Moodle successfully and provides resources for learning how to set up the recommended activities.
Problem-based learning (PBL) begins with students working in groups to solve an authentic, complex, real-world problem. Students identify what they need to know to solve the problem through self-directed learning. The process enhances retention through exploration, invention, and application of concepts. PBL contrasts with traditional, subject-based learning by applying knowledge to solve problems rather than first learning concepts separately. Effective PBL balances learning objectives and assessment of both content mastery and soft skills like teamwork and problem-solving.
Developing critical thinking with WebQuestsPhilip Saxon
This short presentation discusses critical thinking and its relevance to our daily lives; it then proposes WebQuests as tool teachers can use to promote it with learners.
The document outlines a problem-based learning scenario discussing effective teaching methods. It identifies issues a teacher, Ms. Rita, faced in her lesson on tsunamis, including not checking students' cognitive development levels and lacking understanding of their learning processes. Various learning theories are applied to help Ms. Rita, such as Piaget's cognitive development theory, Vygotsky's social development theory, connectivism, Gagne's 9 events of instruction, Bloom's taxonomy, Bruner's concrete-pictorial-abstract approach, and Mayer's cognitive theory of multimedia learning. The document concludes with a skit and summary of how to engage students' prior knowledge, understand their learning, and use effective teaching pedagogies
This document outlines the tasks, process, and evaluation for a student project to design a city on another planet. Students will be divided into groups to research planets, design livable cities, plan activities and jobs, address environmental factors, and present their designs. They will use suggested online resources and cite any non-original work. Groups will be evaluated on organization, detail, mechanics, internet use, and diagrams/illustrations. The goal is for students to successfully create hypothetical off-world colonies and communities.
This document discusses a program called "Tools at Schools" which is a partnership between a creative consultancy called aruliden and The School at Columbia University. The program introduced eighth grade students to design thinking as a problem solving tool. Students were asked to redesign classroom objects like desks, chairs, and lockers. They went through the design thinking process of defining problems, researching, ideating solutions, prototyping, and creating final products. The students created innovative classroom furniture designs. The program was successful in teaching design thinking skills but faced challenges integrating it into the traditional curriculum due to scheduling, skills required, and measuring success.
This session explores effective teacher’s rigorous teaching and testing practices. The presenter discusses the importance of professional learning communities, differentiation, multiple intelligences, revised Bloom’s taxonomy, data driven instruction, performance based assessment, and formative assessment. The presenter provides practical solutions to educational leaders who want to improve the achievement level of all students.
Learning matlab in the inverted classroom Robert Talbert
A look at a use of the inverted classroom model to teach introductory scientific programming to freshmen using MATLAB. (Talk delivered to the Computers in Education Division, American Society for Engineering Education conference, 13 June 2012, San Antonio, TX USA.)
The document discusses integrating technology into classroom instruction. It describes how participants will learn to incorporate technology to support higher-order thinking skills and 21st century skills like collaboration. An agenda is provided covering topics like technology planning, project-based learning, Google tools, games for learning, and differentiated instruction using technology.
Why having a theory of learning changes what I do in class on MondayJoe Redish
The document discusses how having a theory of learning changes what an instructor does in their physics class. It explains that considering theories of neuroscience, cognitive science, and behavioral science leads the instructor to focus on building student intuition, using peer instruction differently, assigning less homework with more writing, and designing quizzes and exams to support developing appropriate epistemological views of physics.
This document outlines an investigation into creating pre-test activities to assess student learning needs in ICT skills. Typing tests, PowerPoint tasks, and Word assignments were used to evaluate individual students' proficiency in these areas. Results were analyzed to develop targeted instruction based on each student's strengths and weaknesses. Captivate lessons were created to help students improve skills like using animations and transitions in PowerPoint. Feedback aimed to encourage mastery of skills and monitor student progress over time. The pre-test activities allowed for differentiated teaching tailored to students' existing ability levels.
This document provides a template for a WebQuest designed to teach special education students about transportation options for traveling to Disneyland in California. The WebQuest guides students through a 3-step process: 1) finding Disneyland's address, 2) using Google Maps to determine travel time by car, and 3) determining travel time by walking or airplane. It includes sections for the title, introduction, task, process, evaluation, conclusion, and credits. The overall goal is for students to use the internet to research and compare different methods of transportation to Disneyland.
This document summarizes a presentation on staff development workshops aimed at stimulating academics' teaching practices. It discusses common staff development formats, more innovative formats explored in 6 HEA workshops, and themes that emerged from participant feedback. Workshops incorporating creative and interactive activities facilitated new ways of thinking and discussion that prompted some changes to participants' continuing professional development and consideration of implementing new approaches. However, the workshops' short duration and lack of follow up posed challenges to transferring learning and changing practice. The document recommends providing explicit theory, lengthening workshops, and follow up to better support impacts on teaching.
CU Berkeley Workshop #1: Writing Great Clicker QuestionsStephanie Chasteen
How does a teacher use questioning effectively? This workshop will focus on writing those questions that engage students, spark their curiosity, help recap material, give you insight into their thinking, or help them learn critical ideas in your discipline. We will focus on the use of clickers with "peer instruction" -- a research-tested method of requiring students to discuss challenging questions with one another. We will discuss how clickers can help facilitate this teaching strategy, investigate the surprising power of multiple-choice questions to achieve critical thinking skills, plus spend time discussing the elements of effective questions and practicing writing and improving questions for our classes.
The document provides tips for teachers on engaging students in Moodle. It suggests creating assignments, quizzes, forums, and videos to provide interactive content. Embedding content from other platforms and adding SCORM learning objects are also recommended. The document stresses making the course visually appealing through images and colors. It advises creating a course glossary to support learners. Overall, the tips aim to help teachers design rich multimedia experiences and collaborative activities to engage students in online learning through Moodle.
The document provides an overview of week 7 of the LTHE module for the PGCAP program at the University of Salford. It outlines that students will participate in small group problem-based learning with a focus on assessment and feedback, identify and analyze issues related to the given problem, and present findings to another team. It then provides guidance on applying the 5-stage Mills model to structure the PBL process, including focusing on the problem, investigating learning issues, sharing findings, and reflecting on learning. Students are asked to work through a sample problem scenario about a lecturer's concerns with student engagement and feedback.
This document discusses six core principles for creating memorable presentations: 1) have students dig deep into the material by linking it to things they care about, 2) introduce emotion to make people care about the topic, 3) show enthusiasm for the subject, 4) link the material to things students already value, 5) ask students what they value to understand how to engage them, and 6) make emotion the intended outcome of the presentation. It emphasizes using stories and storytelling techniques to help explain concepts and inspire students in a way that fosters emotional involvement.
This WebQuest assigns students historical mathematicians and tasks them with researching the mathematician and presenting their findings to the class. It provides resources for students to research four important mathematicians. The WebQuest evaluates students based on how well organized, thorough, and engaging their presentations are. It aims to educate students on the important contributions of historical mathematicians.
The document describes a problem-based learning (PBL) activity for a module. Students will work in small groups to investigate issues related to a trigger presented by the facilitator. The trigger describes a lecturer who is frustrated by students' poor performance on an essay assignment they have used for 10 years. Students will apply the 5 stages of the Mills PBL model to identify problems, learning outcomes, research the issues, and present their findings to another group. They will be assigned roles like chair, reader, and scribe. The facilitator will help get them started and direct them to online PBL resources.
The document discusses the potential for improving PowerPoint presentations through more interactive and engaging techniques. It provides examples of faculty who have successfully enhanced their PowerPoint lectures with techniques like visual narratives, images, and activities that focus on the learner. However, it notes that some images in the presentation were purchased from third parties and cannot be reused without permission due to copyright law.
The document summarizes the AuthorSpeak 2011 conference, which brought together 96 educators and experts over 3 days with sessions, panels, and presentations. Key topics included professional development, exemplary teaching, assessment, differentiation, grading practices, teacher leadership, and more. Over 1,500 educators attended the event, which engaged over 1,600 contributors on Twitter, reaching 1.2 million people.
The document provides tips from teachers on how to create engaging content and activities in Moodle like assignments, quizzes, forums, chats, blogs, wikis, and podcasts to improve the learning experience and promote student collaboration, communication, and reflection. It emphasizes making the Moodle course visually appealing and including things like a glossary and videos to keep students engaged both inside and outside the classroom. The document concludes by stating you don't need to be a technical expert to use Moodle successfully and provides resources for learning how to set up the recommended activities.
Problem-based learning (PBL) begins with students working in groups to solve an authentic, complex, real-world problem. Students identify what they need to know to solve the problem through self-directed learning. The process enhances retention through exploration, invention, and application of concepts. PBL contrasts with traditional, subject-based learning by applying knowledge to solve problems rather than first learning concepts separately. Effective PBL balances learning objectives and assessment of both content mastery and soft skills like teamwork and problem-solving.
Developing critical thinking with WebQuestsPhilip Saxon
This short presentation discusses critical thinking and its relevance to our daily lives; it then proposes WebQuests as tool teachers can use to promote it with learners.
The document outlines a problem-based learning scenario discussing effective teaching methods. It identifies issues a teacher, Ms. Rita, faced in her lesson on tsunamis, including not checking students' cognitive development levels and lacking understanding of their learning processes. Various learning theories are applied to help Ms. Rita, such as Piaget's cognitive development theory, Vygotsky's social development theory, connectivism, Gagne's 9 events of instruction, Bloom's taxonomy, Bruner's concrete-pictorial-abstract approach, and Mayer's cognitive theory of multimedia learning. The document concludes with a skit and summary of how to engage students' prior knowledge, understand their learning, and use effective teaching pedagogies
This document outlines the tasks, process, and evaluation for a student project to design a city on another planet. Students will be divided into groups to research planets, design livable cities, plan activities and jobs, address environmental factors, and present their designs. They will use suggested online resources and cite any non-original work. Groups will be evaluated on organization, detail, mechanics, internet use, and diagrams/illustrations. The goal is for students to successfully create hypothetical off-world colonies and communities.
This document discusses using digital storytelling to support student learning and meaning making. It provides examples of how digital stories have been used in different academic contexts, such as to document student experiences, demonstrate conceptual understanding, and reflect on course learning. The document also reflects on the benefits of digital storytelling for learning, such as encouraging reflection, demonstrating learning progression, and engaging students through an authentic process. Educators are challenged to help students spend more time reflecting, articulate what they are learning, and make their learning memorable through approaches like digital storytelling.
ESL and Learning Communities at Kingsborough Community CollegeBarbara Walters
This document discusses ESL and learning communities at Kingsborough Community College. It provides background on the diversity of the student population and describes the evolution of programs to support ESL students over time, including the initial ESL intensive model, opening doors learning communities, and emphasis on reflective practices. Assessment data is presented showing benefits of learning communities such as higher GPAs, pass rates, and retention compared to students not in learning communities. The qualitative findings highlight benefits students experienced like relationships with faculty and making interdisciplinary connections, as well as some drawbacks.
This document provides information about a student web quest on weather and tornados. The introduction outlines that students will learn about different types of tornados, how they form, the damage they cause, and where they are most likely to occur. The task section assigns students into groups to research specific tornados on a scale of F1 to F6 and severe storms. They are instructed to create a presentation with pictures and cited sources. The evaluation section provides a rubric to score presentations. It concludes by congratulating students and hoping they found the topic interesting and want to learn more about storms.
This document provides information about a student web quest on weather and tornados. The introduction outlines that students will learn about different types of tornados, how they form, the damage they cause, and where they most frequently occur. The task section assigns students into groups to research specific tornados on a scale of F1 to F6 or severe storms. Students are directed to create a presentation with pictures and cited sources. Their work will be evaluated on research, presentation design, explanation of the theory, and group participation. The conclusion expresses hope that students found the topic interesting and may continue learning about storms.
This document discusses various approaches and resources for inquiry-based learning, with a focus on catering to young learners and those with limited literacy skills. It provides examples of simple inquiries that can be completed in a short time frame, as well as recommendations for using ongoing classroom displays, peer collaboration, and technology tools to support the inquiry process. Recommendations are also given for using purpose-driven literacy instruction aligned with curriculum topics to enhance student outcomes.
This document outlines the 5 E instructional model for inquiry-based science instruction. It describes the 5 phases (Engage, Explore, Explain, Elaborate, Evaluate) and provides examples of activities for each phase. It also lists science process skills and types of questions teachers can use at different phases of instruction. The 5 E model provides a framework to incorporate science concepts, process skills, and questioning into inquiry-based lessons.
Similar to 2 Qed520 Pbl E Portfolio Master Copy (20)
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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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.