Problem based learning
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PBL is a student-centered instructional method where students work in small groups to solve open-ended problems. It drives learning through problem-solving and promotes self-directed learning as students acquire new information to address challenges. Key benefits include improved critical thinking, integration of different subject areas, and development of presentation and teamwork skills. However, some argue it may not enhance memorization of facts for exams and requires conscious effort for students to develop necessary skills.
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Problem based learning
Problem based learning (PBL) is an instructional method where students work in small groups to solve open-ended problems and gain knowledge and problem-solving skills. It has several benefits, including promoting deep learning, teamwork, and the ability to easily learn and comprehend new material. However, some drawbacks are that PBL may not perform as well on exams testing memorization of facts and students need to consciously develop skills like self-directed learning.
Learner centered lesson planning & instruction
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Skilled teachers create a positive learning environment by connecting new knowledge to prior learning and promoting cooperation. They transform students' lives and need strong communication, classroom management, and interpersonal skills. Teaching requires both art and science - it is a complex process where teachers must skillfully apply instructional activities and procedures to effectively cause desired changes in students.
Student centered
Student-centered teaching methods shift the focus from the teacher to the learners. These methods include active learning where students solve problems and discuss in class, cooperative learning where students work in teams, and inductive teaching where students learn in context of challenges. When classrooms are student-centered, students and instructors share focus, students interact equally with each other and teachers, and group work is encouraged to help students collaborate and communicate. The term arose in response to decisions that did not consider what students needed to know or effective learning methods for individual students.
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The document outlines 5 functions of curriculum development:
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Activity based curriculum (Design/Model) (https://www.youtube.com/watch?v=Og8...
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Problem based learning
Problem based learning (PBL) is an instructional method where students work in small groups to solve open-ended problems and gain knowledge and problem-solving skills. It has several benefits, including promoting deep learning, teamwork, and the ability to easily learn and comprehend new material. However, some drawbacks are that PBL may not perform as well on exams testing memorization of facts and students need to consciously develop skills like self-directed learning.
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This document discusses key aspects of student-centered learning. It notes that student-centered learning shifts the focus from the teacher to the students and emphasizes creating a positive learning environment and relationships. It also emphasizes constructing knowledge, strategic thinking, metacognition, and encouraging collaboration. The teacher takes on more of a facilitator role in guiding students and managing activities rather than direct instruction.
General skills of teaching
Skilled teachers create a positive learning environment by connecting new knowledge to prior learning and promoting cooperation. They transform students' lives and need strong communication, classroom management, and interpersonal skills. Teaching requires both art and science - it is a complex process where teachers must skillfully apply instructional activities and procedures to effectively cause desired changes in students.
Student centered
Student-centered teaching methods shift the focus from the teacher to the learners. These methods include active learning where students solve problems and discuss in class, cooperative learning where students work in teams, and inductive teaching where students learn in context of challenges. When classrooms are student-centered, students and instructors share focus, students interact equally with each other and teachers, and group work is encouraged to help students collaborate and communicate. The term arose in response to decisions that did not consider what students needed to know or effective learning methods for individual students.
Functions of the curriculum
The document outlines 5 functions of curriculum development:
1. General education which provides a common foundation of knowledge to develop thinking citizens.
2. Specialized education which focuses on a major field or professional program of study.
3. Exploratory education which provides knowledge beyond general and specialized education through electives.
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Contructivism Approach
Constructivism is a learning theory that suggests people actively construct their own understanding and knowledge through experiences. Key aspects of constructivism include learning being an active process where knowledge is constructed based on experiences, and learning being a personal interpretation of the world. Constructivist teaching methods focus on creating a democratic and interactive environment where the teacher facilitates learning and students are autonomous. Activities like films, field trips, class discussions and experiments allow students to apply concepts in multiple contexts and actively engage in building their own knowledge.
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Assignment
This document discusses cooperative learning as an educational approach that organizes classroom activities into academic and social learning experiences through small group work. It identifies five essential elements for successful cooperative learning: positive interdependence, individual and group accountability, promotive interaction, interpersonal skills building, and group processing. The document also outlines characteristics of cooperative learning including small group size, task focus, cooperation/interaction, individual responsibility, and division of labor. Benefits include improved content comprehension, reinforced skills, active learning, and boosted self-esteem.
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Assignment 2
This document discusses cooperative learning. It defines cooperative learning as a learning method where students work together in small groups to achieve a common academic goal. The document outlines the key characteristics of cooperative learning, including students working in small groups, positive interdependence, face-to-face interaction, individual accountability, and equal participation. It also discusses the basic elements of cooperative learning, such as positive interdependence, face-to-face interaction, individual accountability, equal participation, and group processing. Finally, the document explains the important role of the teacher in facilitating cooperative learning activities and groups.
Qualities of a professional teacher
A professional teacher must have:
1. Mastery of their subject so they can effectively teach students and gain knowledge through formal education or other means.
2. An understanding of each student as an individual by appreciating how a student's needs and experiences impact their learning.
3. Enthusiasm, high standards and expectations for students, praise and recognition to motivate students, and strategies to promote positive interactions among students.
Principles and Maxims of teaching
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RELATIONSHIP BETWEEN TEACHING & LEARNING
The document discusses the relationship between teaching and learning. It states that teaching is an intentional activity aimed at inducing learning, though teaching activities do not guarantee learning. Effective teaching involves understanding the relationship between teaching and learning in order to make the process successful. Both teaching and learning are goal-oriented and require skills, though only good learners can become good teachers. The teaching-learning process involves diagnostic, prescriptive, and evaluative functions and follows principles like encouraging student-faculty contact and active learning.
Teaching and instruction
The document discusses definitions of teaching and effective teaching. Teaching is defined by several scholars as an interactive process aimed at influencing and changing another's behavior. Effective teaching is difficult to define as different styles can be equally effective. Principles of effective teaching include promoting student interest, concern for students, clear goals, intellectual challenge, and independence. Characteristics of an effective teacher include strong communication, cultural competence, assessment skills, technology integration, and subject matter expertise.
Elements of Learning
Elements of Learning help the perspective teacher to enable students learning capabilities and overcome their learning problems. These elements enables the teacher to understand the bigger factors which are the barriers of reading and learning.
Child centered approach in curriculum
1) A child-centered curriculum focuses on developing students' individual and social qualities through their interests and passions, rather than prescribed subjects.
2) Key thinkers like Rousseau, Dewey, and Montessori emphasized allowing children to learn through self-directed activities and experiences rather than direct instruction.
3) In a child-centered approach, the teacher acts as a guide who supports students' natural curiosity and facilitates their learning, while students determine the direction of their learning.
Characterstics of teaching and learning
This document discusses the characteristics of teaching and learning. It defines teaching as the interaction between teachers and students, where the teacher's role is to encourage learning. Effective teaching is defined as communicating and learning, while ineffective teaching is communicating without learning.
Some key characteristics of teaching mentioned are that it provides guidance, is an interactive and artistic process, is continuous, and should encourage students to learn and adjust to their social environment.
Learning is defined as a relatively permanent change in behavior resulting from experience. It occurs through direct practice and observation. Learning is a lifelong process that shapes our knowledge, language, habits and skills. Characteristics of learning mentioned are that it is universal, continuous, purposive, and based on experience
Problem Based Learning
Problem-based learning (PBL) is an instructional method that presents students with real-world problems to solve. It develops critical thinking and self-directed learning skills. Key aspects of PBL include students working in small groups on an open-ended problem, with teachers acting as facilitators rather than lecturers. PBL aims to develop problem-solving, self-directed learning, collaboration, and integration of knowledge across different subject areas. Groups have assigned roles like leader, scribe, and members to keep discussions organized and on track. While PBL enhances skills like communication and lifelong learning, it also requires significant time and effort from both students and teachers.
Workshop PBL Unand
The document discusses the history and characteristics of problem-based learning (PBL). It explains that PBL was first introduced in the late 19th century and gained popularity in medical education starting in the 1960s. It then defines PBL as a student-centered learning strategy that uses problems to stimulate learning. The document also outlines the characteristics of PBL, including small group discussions, self-directed learning, and the integration of basic and clinical sciences. Finally, it discusses the implementation of PBL at the Medical Faculty of Andalas University.
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Teaching is defined by experts as an interactive process of influencing and guiding students to overcome gaps and obstacles in their learning. Effective teaching requires careful planning with clear objectives and engaging activities to meet students' individual needs and promote learning. While teaching involves both imparting knowledge and causing students to learn, the most important aspect is how the teaching is delivered through a supportive relationship between teacher and student.
Contructivism Approach
Constructivism is a learning theory that suggests people actively construct their own understanding and knowledge through experiences. Key aspects of constructivism include learning being an active process where knowledge is constructed based on experiences, and learning being a personal interpretation of the world. Constructivist teaching methods focus on creating a democratic and interactive environment where the teacher facilitates learning and students are autonomous. Activities like films, field trips, class discussions and experiments allow students to apply concepts in multiple contexts and actively engage in building their own knowledge.
Why teacher centered learning instead of child- centered learning
The document summarizes research conducted on applying a learner-centered approach to teaching English to 35 second grade students aged 7-10 at Camilo Lamadrid Fabra School. The goals of taking this approach were to promote active, meaningful learning and provide a better language learning environment by using new, attractive materials. Key aspects of the learner-centered approach focused on individual learners' experiences and needs rather than teacher-centered lessons. Results found students were more active, self-sufficient learners who freely expressed what they wanted to learn through hands-on activities.
Multiple roles of teacher
The document outlines the multiple roles of teachers, which include leader, knowledge worker, facilitator, supervisor, mentor, scaffolder, social engineer, and reflective practitioner. As a leader, teachers take on roles like instructional specialist and catalyst for change. As knowledge workers, they think critically in their subject area. As facilitators, they encourage independent learning and maintain a balance of direction and freedom. Other roles involve supervising students, mentoring new teachers, structuring learning through scaffolding, socializing students, and engaging in self-reflection to continually improve. Overall, the teacher's role in society is pivotal for transmitting knowledge between generations.
Specific teaching skills
Microteaching is important set of teaching skills which deals with specific situations of teaching and learning
Shishu
This document discusses different types of curriculum, including subject-centered, child-centered, task-centered, objective-centered, experience-centered, correlated, and integrated curriculums. It provides examples of theorists who advocated for different types, such as John Dewey suggesting experience-centered and Kilpatrick suggesting project-based learning. The document also discusses debates around curriculum integration and whether the focus should be on integrating subjects, societal goals, or the child's experiences.
Teaching strategies(power point)
The document discusses different active learning instructional approaches that engage students more than passive listening. These include students working together in small groups, learning by doing through direct experiences designed by educators, discovery learning where students arrive at understanding concepts themselves, and student-centered learning where students assume responsibility for learning and instructors facilitate. These active learning approaches improve understanding, retention, develop higher-order thinking skills, and enable new means of communication between faculty and students.
Assignment
This document discusses cooperative learning as an educational approach that organizes classroom activities into academic and social learning experiences through small group work. It identifies five essential elements for successful cooperative learning: positive interdependence, individual and group accountability, promotive interaction, interpersonal skills building, and group processing. The document also outlines characteristics of cooperative learning including small group size, task focus, cooperation/interaction, individual responsibility, and division of labor. Benefits include improved content comprehension, reinforced skills, active learning, and boosted self-esteem.
Collaborative learning
Cooperative learning involves small groups working together to improve their understanding of a subject. Each member is responsible for their own learning and helping others. Collaborative learning also involves groups working together, but is based on the idea that learning occurs through social interaction and discussion within the group. Both approaches aim to make learning more participatory by giving students active roles rather than having them passively receive knowledge. The key differences are that cooperative learning divides work among group members, while collaborative learning involves more discussion and joint problem solving.
Assignment 2
This document discusses cooperative learning. It defines cooperative learning as a learning method where students work together in small groups to achieve a common academic goal. The document outlines the key characteristics of cooperative learning, including students working in small groups, positive interdependence, face-to-face interaction, individual accountability, and equal participation. It also discusses the basic elements of cooperative learning, such as positive interdependence, face-to-face interaction, individual accountability, equal participation, and group processing. Finally, the document explains the important role of the teacher in facilitating cooperative learning activities and groups.
Qualities of a professional teacher
A professional teacher must have:
1. Mastery of their subject so they can effectively teach students and gain knowledge through formal education or other means.
2. An understanding of each student as an individual by appreciating how a student's needs and experiences impact their learning.
3. Enthusiasm, high standards and expectations for students, praise and recognition to motivate students, and strategies to promote positive interactions among students.
Principles and Maxims of teaching
The document discusses principles and maxims of teaching. It defines teaching as helping students acquire knowledge and skills while developing their personality, mind, spirit, and character. The purposes of teaching include immediate mastery of subjects as well as overall growth. Key principles of teaching outlined are having clear aims, being activity-based, linking to real life, planning, motivating students, and having a supportive environment. Characteristics of good teaching include appropriate responsibility, indirect control by teachers, well-managed classrooms, and personal relationships between teachers and students. Maxims of teaching provide guidance on moving from known to unknown concepts and from simple to complex ideas.
RELATIONSHIP BETWEEN TEACHING & LEARNING
The document discusses the relationship between teaching and learning. It states that teaching is an intentional activity aimed at inducing learning, though teaching activities do not guarantee learning. Effective teaching involves understanding the relationship between teaching and learning in order to make the process successful. Both teaching and learning are goal-oriented and require skills, though only good learners can become good teachers. The teaching-learning process involves diagnostic, prescriptive, and evaluative functions and follows principles like encouraging student-faculty contact and active learning.
Teaching and instruction
The document discusses definitions of teaching and effective teaching. Teaching is defined by several scholars as an interactive process aimed at influencing and changing another's behavior. Effective teaching is difficult to define as different styles can be equally effective. Principles of effective teaching include promoting student interest, concern for students, clear goals, intellectual challenge, and independence. Characteristics of an effective teacher include strong communication, cultural competence, assessment skills, technology integration, and subject matter expertise.
Elements of Learning
Elements of Learning help the perspective teacher to enable students learning capabilities and overcome their learning problems. These elements enables the teacher to understand the bigger factors which are the barriers of reading and learning.
Child centered approach in curriculum
1) A child-centered curriculum focuses on developing students' individual and social qualities through their interests and passions, rather than prescribed subjects.
2) Key thinkers like Rousseau, Dewey, and Montessori emphasized allowing children to learn through self-directed activities and experiences rather than direct instruction.
3) In a child-centered approach, the teacher acts as a guide who supports students' natural curiosity and facilitates their learning, while students determine the direction of their learning.
Characterstics of teaching and learning
This document discusses the characteristics of teaching and learning. It defines teaching as the interaction between teachers and students, where the teacher's role is to encourage learning. Effective teaching is defined as communicating and learning, while ineffective teaching is communicating without learning.
Some key characteristics of teaching mentioned are that it provides guidance, is an interactive and artistic process, is continuous, and should encourage students to learn and adjust to their social environment.
Learning is defined as a relatively permanent change in behavior resulting from experience. It occurs through direct practice and observation. Learning is a lifelong process that shapes our knowledge, language, habits and skills. Characteristics of learning mentioned are that it is universal, continuous, purposive, and based on experience
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Unit3 a1 organization and management of learner-centered classrooms
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Why teacher centered learning instead of child- centered learning
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Similar to Problem based learning
Problem Based Learning
Problem-based learning (PBL) is an instructional method that presents students with real-world problems to solve. It develops critical thinking and self-directed learning skills. Key aspects of PBL include students working in small groups on an open-ended problem, with teachers acting as facilitators rather than lecturers. PBL aims to develop problem-solving, self-directed learning, collaboration, and integration of knowledge across different subject areas. Groups have assigned roles like leader, scribe, and members to keep discussions organized and on track. While PBL enhances skills like communication and lifelong learning, it also requires significant time and effort from both students and teachers.
Workshop PBL Unand
The document discusses the history and characteristics of problem-based learning (PBL). It explains that PBL was first introduced in the late 19th century and gained popularity in medical education starting in the 1960s. It then defines PBL as a student-centered learning strategy that uses problems to stimulate learning. The document also outlines the characteristics of PBL, including small group discussions, self-directed learning, and the integration of basic and clinical sciences. Finally, it discusses the implementation of PBL at the Medical Faculty of Andalas University.
Problem based learning, A teaching strategy
Problem Based Learning or PBL is a self directed process of learning which enables students to learn from real life experiences and enhances their problem solving skills under guidance of teacher as the facilitator.
Bibliography-
• Kaur Sodhi Jaspreet, Comprehensive Textbook of Nursing Education, 1st ed. New Delhi, India :Jaypee Brothers Medical Publishers (P) Ltd.; 2017, Page No.- 70
• R Promila, Nursing Communication and Educational Technology, 1st ed. New Delhi, India :Jaypee Brothers Medical Publishers (P) Ltd.; 2010, Page No.- 270
• Suresh S. Communication and educational technology in nursing. 2nd ed. New Delhi, India: Elsevier; 2016., Page No.- 272-276
Problem based learning
This document provides an overview of problem-based learning (PBL). It defines PBL as a student-centered learning strategy where students collaboratively solve problems, reflecting on their experiences. The key components of PBL include presenting real-world problems in small discussion groups, with students engaging in self-directed learning to understand and resolve the problem. PBL aims to develop students' problem-solving skills, self-directed learning, collaboration skills, and motivation to learn. The document outlines the PBL cycle and roles of students and tutors in PBL. It discusses advantages such as improved critical thinking and application of knowledge, as well as disadvantages like high costs and difficulty evaluating outcomes.
Innovative methods of teaching
The document compares conventional and non-conventional teaching methods. Conventional methods include lecture-based instruction, memorization, and individual work. Non-conventional methods incorporate more active learning approaches like problem-based learning, peer instruction, group projects, and flipped classrooms. While conventional methods are efficient, non-conventional methods promote critical thinking, collaboration, and develop skills like communication. The document advocates that modern classrooms should integrate non-conventional, student-centered methods to engage today's learners.
Problem-based learning
Problem-based learning is a student-centered pedagogy where students learn through solving open-ended problems. Students develop flexible knowledge and problem-solving skills while working in small groups with a tutor to guide research and discussion. At its core, PBL presents a problem that stimulates cognitive processes and self-directed learning as students collaborate to understand new domains and find solutions.
Problem-based learning
Problem-based learning is a student-centered pedagogy where students learn through solving open-ended problems. Students develop flexible knowledge and problem-solving skills while working in small groups with a tutor to guide research and discussion. The goal is for students to gain self-directed learning, collaboration skills, and intrinsic motivation by applying new knowledge to problematic scenarios in a paradigm that shifts away from traditional lecture-based teaching.
Problem based Learning (PBL) .pptx
The problem based learning was developed in the university of McMaster, Canada, in 1976.
It emphasizes on the problem as the starting point for the acquisition and integration of new knowledge. This enables the students to earn critical thinking and problem solving skills, which are essential to nursing practice.
4 discussion issues on teaching approaches.
This document discusses different teaching approaches used in mathematics education, including cooperative learning, problem-based learning, and case studies. Cooperative learning involves students working in small groups to achieve common goals, emphasizing positive interdependence, interaction, individual accountability, collaborative skills, and group processing. Problem-based learning frames instruction around non-routine problems that require students to discover new knowledge to solve. Case studies present real-world situations for students to analyze and resolve, applying theoretical concepts. These active learning strategies encourage students to directly engage with course content.
Project based learning-(pbl)
Project-Based Learning (PBL) is a student-centered approach that engages students in exploring meaningful questions through investigations and collaborations. PBL involves students investigating authentic problems in an open-ended manner over a long-term period using interdisciplinary skills which requires critical thinking, incorporates feedback and revision, and results in a publicly presented product. PBL relies on learning groups where students determine their own projects and take responsibility for their learning in a constructivist manner by working together to accomplish goals. Benefits of PBL include increased attendance, academic gains, development of complex skills and access to broader learning, while risks include lack of preparation, requiring more time, potential anxiety and group dynamics issues.
Problem based learning yang pertama
Problem-based learning (PBL) is a student-centered pedagogy where students learn through the experience of problem solving. In PBL, students work in small collaborative groups and are given an ill-structured problem to work through without a single correct answer. They identify what they need to learn, engage in self-directed study, share what they learned, and work together to solve the problem. PBL aims to help students develop problem solving, self-directed learning skills and apply knowledge from different areas to ambiguous, real-world problems. The tutor facilitates the process instead of providing information directly.
Bernaneth report TTL2.pptx
Problem-based learning (PBL) is a student-centered pedagogy where students learn through solving open-ended problems. It was first developed by Barrows in 1968 at McMaster University. The goals of PBL are for students to acquire usable knowledge, develop reasoning skills, and stay current by applying knowledge to new problems. PBL follows principles like self-directed learning, group-based learning with teachers as facilitators, and learning skills like problem-solving and teamwork. It involves a six-stage process from identifying problems to refining solutions. Technology serves as a mediator for collaboration but the quality of learning depends more on the thinking processes students engage in.
Pbl
This document discusses problem-based learning (PBL), an active learning method where students learn through solving real-world problems. It defines PBL, outlines its key characteristics such as being student-centered and collaborative. The process of PBL involves students confronting problems, identifying what they know and need to learn, researching solutions, and presenting them. Advantages include deeper engagement and comprehension and better problem-solving and lifelong learning skills through a more meaningful learning process. Disadvantages can include heavy demands on staff time and stress for students and staff, as well as difficulties implementing with large class sizes.
Problem based learning
Problem-based learning (PBL) is a student-centered instructional strategy where students collaboratively solve problems and reflect on their experiences. It shifts the focus from teachers to students and encourages students to take responsibility for their own learning. PBL can be used to enhance content knowledge and develop skills like communication, problem-solving, and self-directed learning. In PBL, students work in small groups with a tutor to identify learning needs from real-world problems and independently research the issues to find solutions. Assessment focuses on higher-order thinking versus factual recall alone. While PBL has advantages like active learning and motivation, it also has disadvantages such as resource intensive nature and information overload for students.
aqsa CURRICLUM ppt.pptx eduction based l
The document discusses lesson planning, outlining the key components of a lesson plan including learning objectives, activities, and assessment. It describes several approaches to lesson planning such as the Herbartian, Unit, and Project approaches. The document also covers factors that influence lesson planning, common types of lesson plans, ideas for effective planning, and the benefits of implementing effective plans.
Problem_Based_Learning what is principles and examples.ppt
its all about PBL what is principles and examples
Assignment
1) Problem-based learning is a student-centered approach where students learn through solving authentic problems and reflecting on their experiences. It develops critical thinking and problem solving skills.
2) In PBL, students work in groups to seek solutions to real-world problems. The teacher takes on the roles of facilitator and coach rather than lecturer. Learning is active and collaborative rather than passive.
3) PBL starts with an ill-structured problem that requires students to engage in self-directed learning. It develops skills like self-directed learning, collaboration, and communication that are useful for life-long learning and career success.
Problem based learning
This document discusses problem-based learning (PBL). It defines PBL as a student-centered learning approach where students learn through solving open-ended problems. Key features of PBL include using real-world problems to initiate learning, not providing all information up front, and requiring students to work in groups to identify resources and solve problems. The document also outlines uses, advantages, and disadvantages of PBL, noting it improves problem-solving skills but requires significant time and guidance from teachers.
Promoting active learning in your teaching lecture
Active learning is any instructional method that engages students in the learning process through meaningful activities and requires students to think about what they are doing. It is contrasted with traditional lectures where students passively receive information. Collaborative learning refers to instructional methods where students work together in small groups toward a common goal. Cooperative learning is a structured form of group work where students pursue common goals while being assessed individually, focusing on cooperative incentives rather than competition. Team-based learning allows a single instructor to conduct multiple small groups simultaneously through repeating sequences of preparation, readiness assurance, and application of concepts. Case-based learning uses factually based, complex problems to stimulate discussion and analysis, while problem-based learning introduces problems at the
Promote active learning in your teaching culture
The document defines several active learning strategies and their benefits. It begins by defining active learning as any instructional method that engages students in the learning process through meaningful activities and thinking about what they are doing, contrasted with traditional passive lectures. It then provides definitions and key elements of collaborative learning, cooperative learning, team-based learning, case-based learning, and problem-based learning. Research cited finds active learning increases content retention and develops problem-solving skills compared to passive lectures. Barriers to implementing active learning include instructor resistance to change and perceptions of increased workload.
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Problem_Based_Learning what is principles and examples.ppt
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Promoting active learning in your teaching lecture
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Problem based learning
- 3. Problem based learning (PBL) is the basic human learning process that allowed primitive man to survive in his environment. PBL is an instructional method in which students work in small groups to gain knowledge and acquire problem- solving skills.
- 4. “Problem based learning can have many different meanings depending or the design of the educational method employed and skills of the lecturer” (Barrows 1986) “PBL is a complex mixture of a general teaching philosophy, learning objectives faculty attitudes and values all and goals and of which are difficult to regulate and are often not well defined in research reports” (Vernon & Blake 1993)
- 6. ‡ Problem solving ‡ Self directed learning ‡ Small group learning ‡ Critical thinking skills ‡ Integration of different parts of the curriculum
- 7. 1) Learning is driven by challenging, open- ended problems. 2) Learning is student centered. 3) Students work in small collaborative groups. 4) New information is acquired through self- directed learning.
- 12. i. It increases retrievability ii. It promotes deep learning in students iii. It improves presentation and feedback skill, promoting team- working iv. PBL helps them to learn and comprehend new material more easily
- 13. i. PBL- style courses do not perform any better in national examinations ii. PBL does not promote the memorization of factual material for test iii. Student have to develop the skill consciously