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Problem based learning
The document discusses constructive learning principles, emphasizing problem-solving, critical thinking, and metacognitive skills developed through project-based learning (PBL). It outlines the benefits of collaborative work and active learning environments while acknowledging challenges such as time requirements and potential stress. The role of educators as facilitators and the importance of real-world problem scenarios are highlighted to foster deeper understanding and retention of knowledge.
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Problem based learning
- 4. The Principles OfConstructive Learning The Overall curriculum Principles of Problem Solving Critical Thinking and Metacognitive Skills PBL Tutorial Process Learning Objectives Ecpected of the Students Rationale and Techniques of Independent Learning Basic Principles and Methods of Evaluation Available Respective useful Resources Importance of Collborative Work
- 5. “The theory suggests that humans construct knowledgeand meaning from their experiences. “
- 6. “The total learning experience which children are exposedto in school hours”
- 7. “To improve theirproblem solving skills”
- 8. “The ability tothink clearly and rationally, understanding the logical connection between ideas.”
- 11. “Create deeper understandingof concepts covered in core content class”
- 22. CONTINUE LEARNING PROCESS • NOT A DISJOINT ACTIVITY COMPLETE BREAKIN ACTIVITY • THERE IS AN ASSESSMENT REMEMORIZATION SKILLS • ACTIVE LEARNING PROCESS
- 31. “ The PBLlearning environment is more stimulating and human” • Acquiring subject matter knowldge • Motivating students to learning • Developing student's thinking skills. • Helping students with retention
- 32. “ Learning and teachingis more enjoyable for learners and facilitator.”
- 33. • Nonlecture formate withthe teacher as a facilitator. • The presentation of real world situation or problems that expand on previous learning. • student group work and discussion.
- 34. “ Promotes interaction between learnersand facilitator” • Developing student's key skills relevant to employment such as interpersonal communication skills. • Fostering professional competence and confidence together with professional identity
- 35. “ Promotes deeperrather than superficial learning”
- 36. • Learning isinitiated by a problem • Problems are based on complex, real- world situation • Learning is active, integrated, cumulative and connected
- 37. “ Fosters self-directedlearning skills.” • All information needed to solve the problem is not given initially • Students identify, find and use appropriate resources
- 38. “Prior learning experiencesmay not prepare learners well for PBL”
- 39. “PBL requires moretime and takes away study time from other subjects” • Demanding Staff time for preparation.
- 40. “It creates someanxiety because learning is messier” • Students lack in basic knowledge as they are directly proceed to real time problems. • Stress full activities for students and staff.
- 41. “Sometimes group dynamicsissues compromise PBL effectiveness Less”
- 42. “Sometimes easy contentknowledge may become complex by creating difficult problem scenarios”
- 43. “Class size andmaturity of students matters”
- 44. “Costly with significantstartup and maintenance”