Problem based learning (or PBL) is a student-centered pedagogical theory of classroom learning where small group of students study (and discuss) complex problems, and work together to formulate suitable solutions to cases.
Problem based learning is one of the approaches used in presenting the lesson. In this presentation you will know the advantages of using this approach. This also tackles the models needed in implementing this strategy. I have provided an example problem for a more adequate learning.
Problem based learning (or PBL) is a student-centered pedagogical theory of classroom learning where small group of students study (and discuss) complex problems, and work together to formulate suitable solutions to cases.
Problem based learning is one of the approaches used in presenting the lesson. In this presentation you will know the advantages of using this approach. This also tackles the models needed in implementing this strategy. I have provided an example problem for a more adequate learning.
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.
Problem-based Learning: PBL is any learning environment in which the problem drives the learning. That is, before students learn some knowledge they are given a problem. The problem is posed so that the students discover that they need to learn some new knowledge before they can solve the problem. Some example problem-based learning environments include:
•research projects
•engineering design projects that are more than a synthesis of previously learned knowledge
Flipped classroom - A quick guide to concepts and practice Richard Grieman
Flipped classroom, inverted classroom, blended classroom, flipped class, inverted class, flipped class basics, how to flip a class, how to flip a classroom, flipped class guide, flipped classroom guide, flipped classroom basics, experience with flipped classroom, experience with flipped classes, what is a flipped class, what is a flipped classroom, partially flipped classes, tools needed to flip a class, examples of flipped classroom, examples of flipped classes, flipped classroom design, designing a flipped class, designing a flipped classroom, curriculum,
PBL is a student-centered approach to learning that involves groups of students working to solve a real-world problem, quite different from the direct teaching method of a teacher presenting facts and concepts about a specific subject to a classroom of students. Through PBL, students not only strengthen their teamwork, communication, and research skills, but they also sharpen their critical thinking and problem-solving abilities essential for life-long learning.
Lesson Planning - An Overview of the ImportanceBeth Sockman
This is a basic presentation of the purpose of lesson planning. The Third slides uses the "Jain Story" - Story: A Jain version of the story:
Six blind men were asked to determine what an elephant looked like by feeling different parts of the elephant's body.
The blind man who feels a leg says the elephant is like a pillar; the one who feels the tail says the elephant is like a rope; the one who feels the trunk says the elephant is like a tree branch; the one who feels the ear says the elephant is like a hand fan; the one who feels the belly says the elephant is like a wall; and the one who feels the tusk says the elephant is like a solid pipe.
A wise man explains to them:
"All of you are right. The reason every one of you is telling it differently is because each one of you touched the different part of the elephant. So, actually the elephant has all the features you mentioned."[1]
From: http://en.wikipedia.org/wiki/Blind_men_and_an_elephant
Remember - “lesson planning can be like feeling parts of the elephant. If you do not understand the whole, you only understand the part - the the particular lesson plan…”
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.
Problem-based Learning: PBL is any learning environment in which the problem drives the learning. That is, before students learn some knowledge they are given a problem. The problem is posed so that the students discover that they need to learn some new knowledge before they can solve the problem. Some example problem-based learning environments include:
•research projects
•engineering design projects that are more than a synthesis of previously learned knowledge
Flipped classroom - A quick guide to concepts and practice Richard Grieman
Flipped classroom, inverted classroom, blended classroom, flipped class, inverted class, flipped class basics, how to flip a class, how to flip a classroom, flipped class guide, flipped classroom guide, flipped classroom basics, experience with flipped classroom, experience with flipped classes, what is a flipped class, what is a flipped classroom, partially flipped classes, tools needed to flip a class, examples of flipped classroom, examples of flipped classes, flipped classroom design, designing a flipped class, designing a flipped classroom, curriculum,
PBL is a student-centered approach to learning that involves groups of students working to solve a real-world problem, quite different from the direct teaching method of a teacher presenting facts and concepts about a specific subject to a classroom of students. Through PBL, students not only strengthen their teamwork, communication, and research skills, but they also sharpen their critical thinking and problem-solving abilities essential for life-long learning.
Lesson Planning - An Overview of the ImportanceBeth Sockman
This is a basic presentation of the purpose of lesson planning. The Third slides uses the "Jain Story" - Story: A Jain version of the story:
Six blind men were asked to determine what an elephant looked like by feeling different parts of the elephant's body.
The blind man who feels a leg says the elephant is like a pillar; the one who feels the tail says the elephant is like a rope; the one who feels the trunk says the elephant is like a tree branch; the one who feels the ear says the elephant is like a hand fan; the one who feels the belly says the elephant is like a wall; and the one who feels the tusk says the elephant is like a solid pipe.
A wise man explains to them:
"All of you are right. The reason every one of you is telling it differently is because each one of you touched the different part of the elephant. So, actually the elephant has all the features you mentioned."[1]
From: http://en.wikipedia.org/wiki/Blind_men_and_an_elephant
Remember - “lesson planning can be like feeling parts of the elephant. If you do not understand the whole, you only understand the part - the the particular lesson plan…”
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http://sandymillin.wordpress.com/iateflwebinar2024
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Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
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2. Why Teach?
To impart knowledge & skills
To share ideas and concepts
To encourage, motivate and inspire
To promote critical & creative thinking
To create autonomous learners
nagaRAJU
TEACH TODAY
to CHANGE
TOMORROW
3. Different Pedagogies
Traditional Methods
nagaRAJU
Teach Memorize Assess
Modern Methods
Student-Centered Learning
Collaborative Learning
Project-Based Learning
Inquiry-Based Learning
Anchored Instruction
Self-Directed Learning
Problem Based Learning
4. Icebreaker
Reflect
What ails the police stations in the state today?
Pair
Share with each other (2+2 minutes)
Share with class
nagaRAJU
5. What is a Problem?
You have a fever.
Is that a disease or symptom?
Your office is messy.
Is that the problem?
nagaRAJU
6. Why and Who?
Should we solve problems?
Who should solve problems?
Why should students solve
them?
Can problem solving be taught?
nagaRAJU
8. What is PBL?
A student-centred, inquiry-based learning method
in which students are stimulated to learn to learn
through
reflection and reasoning,
problem solving techniques,
self-directed learning (SDL) strategies,
team participation skills
to solve real world, open-ended problems.
nagaRAJU
9. Process of PBL
nagaRAJU
Solve the problem
Report findings
Develop an action plan
(consider options, plan events)
List possible solutions and
choose the best option
Determine & gather
what is needed
List what you
know
Brainstorm
and
analyze
10. Skills Developed in PBL
to think critically
to analyse and solve real-world problems
to find, evaluate, and use appropriate
learning resources, knowledge and skills
to work cooperatively in teams
to learn effective communication skills
to become independent learners
to hold leadership roles
nagaRAJU
11. Good PBL Problems
motivate to explore comprehension of concepts
incorporate the content objectives
connect to previous courses / knowledge
suit the level of complexity
lend to collaborative learning, reasoned discussion
open-ended and engaging
from a variety of sources: newspapers, magazines,
journals, books, textbooks, and television / movies
nagaRAJU
12. Characteristics of PBL
• Authentic problems drive the curriculum
• Problems do not test skills, but develop skills
(communication, problem-solving, responsibility, shared learning)
• Problems are fuzzy
• No fixed formula - dynamic process, multiple
possible solutions
• Self directed students - teachers facilitate
• Authentic, seamless, performance based
assessment
• Small groups, specific roles
nagaRAJU
13. Advantages to Students
Builds communication skills
Reinforces interpersonal and leadership skills
Augments empowered self-learning
Improves problem solving, critical thinking skills
Nurtures research skills
nagaRAJU
Motivation to solve problems
becomes motivation to learn
14. Advantages for Teachers
Teaching becomes exciting
Enriches the teacher-student relationship
Augments student-centred learning
Connects disciplinary knowledge to real world
Heightens in-depth comprehension
nagaRAJU
15. Limitations of PBL
Time-consuming
Information overload
Resource intensive
(more staff, more space, more facilities)
Inspirational role of instructor limited
Needs attitudinal, structural changes
Grading students is difficult
nagaRAJU
16. Role of Instructor
• Support, guide, and monitor the learning process
(Refrain from spoon feeding. Become a “guide on the side,’ not a
“source of solutions” or a “sage on the stage”)
• Hold brainstorming sessions, allow alternative views
• Anchor all learning to ill-structured, authentic problems
• Promote peer feedback, assess authentically
• Enable learner ownership for the overall problem
• Redesign learning environment
nagaRAJU
17. Discuss
Is it a problem/task?
Is it meaningful and interesting?
Is it related to real-life?
Does it involve collaboration and
communication?
Is finding a solution a priority?
Does it allow multiple solutions?
Can the outcome be assessed?
nagaRAJU
18. Problem Solving Activities
nagaRAJU
Have you had any professional problems?
Identify the most pressing one of them.
Discuss in groups, invite solutions, choose the best
Share your ideas. What is the best solution? Why?
Review language use
(you could, you should, you may, you need to, why
don’t you?, this worked for me, try this)
I have a professional problem, what should I do?
20. Thanks
nagaRAJU
this slideshow is available at
www.authorstream.com/tag/lionnagaraju
www.slideshare.net/lionnagaraju
write to me at
lionnagaraju@gmail.com
Editor's Notes
1. Explore the issues:Your teacher introduces an "ill-structured" problem to you. Discuss the problem statement and list its significant parts. You may feel that you don't know enough to solve the problem but that is the challenge! You will have to gather information and learn new concepts, principles, or skills as you engage in the problem-solving process.
2. List "What do we know?"What do you know to solve the problem? This includes both what you actually know and what strengths and capabilities each team member has.Consider or note everyone's input, no matter how strange it may appear: it could hold a possibility!
3. Write out the problem statement:A problem statement should come from your/the group's analysis of what you know, and what you will need to know to solve it. You will need:
a written statement, the agreement of your group on the statement, feedback on this statement from your instructor. (This may be optional, but is a good idea)
Note: The problem statement is often revisited and edited as new information is discovered, or "old" information is discarded.
4. List out possible solutionsList them all, then order them from strongest to weakest. Choose the best one, or most likely to succeed
5. List actions to be taken with a timeline
What do we have to know and do to solve the problem? How do we rank these possibilities? How do these relate to our list of solutions? Do we agree?
List "What do we need to know?"Research the knowledge and data that will support your solution. You will need information to fill in missing gaps.
Discuss possible resources. Experts, books, web sites, etc.
6. Write up your solution with its supporting documentation, and submit it. You may need to present your findings and/or recommendations to a group or your classmates. This should include the problem statement, questions, data gathered, analysis of data, and support for solutions or recommendations based on the data analysis: in short, the process and outcome.
7. Presenting and defending your conclusions:The goal is to present not only your conclusions, but the foundation upon which they rest. Prepare to state clearly both the problem and your conclusion.
Summarize the process you used, options considered, and difficulties encountered. Convince, not overpower.Bring others to your side, or to consider without prejudice your supporting documentation and reason.
Help others learn, as you have learned. If challenged, and you have an answer, present it clearly; and if you don't have an answer, acknowledge it and refer it for more consideration.
8. Review your performanceThis debriefing exercise applies both to individuals and the group.Take pride in what you have done well; learn from what you have not done well. Thomas Edison took pride in unsuccessful experiments as part of his journey to successful outcomes!
9. Celebrate your work!
What will the first stage look like? What open-ended questions can be asked? What learning issues will be identified?
How will the problem be structured?
How long will the problem be? How many class periods will it take to complete?
Will students be given subsequent information as they work through the problem?
What resources will the students need?
What end product will the students produce?
Write a teacher's guide detailing the instructional plans on using the problem in the course. If the course is a medium- to large-size class, a combination of mini-lectures, whole-class discussions, and small group work with regular reporting may be necessary.
The final step is to identify key resources for students. Students need to learn to identify and utilize learning resources on their own, but it can be helpful if the instructor indicates a few good sources to get them started.
Through PBL learners are progressively given more and more responsibility for their own education and become increasingly independent of the teacher for their education.