Download - PBL- EDU TOPIC 5.pptx
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PREPARED BY :-
ALAMELU MANGGAI PONNUSAMY
SANTHA KUMARI KRISHNAN
Problem Based Learning Integrating21st
Century Skills
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DESCRIBE HOW YOUWOULD USE THE PBL
APPROACH FOR EFFECTIVEINSTRUCTION WITH YOUR
STUDENTS ?
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WHAT ISIT ?
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The lear!" #h!$h re%&l'% (r)* 'he
+r)$e%% )( #)r,!" ')#ar% 'he&er%'a!" )(. )r re%)l&'!) )(. a+r)/le*0
(Barrow & Tamblyn 1980)
“ The most powerful learningoccurs when the student isdealing with uncertainty.
ohn "ewe
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DEFINITION OF PBL
An instructional student-centered approach whichuses carefully constructed clinical problems as
a context for students to:
a. define their learning needs.
b. conduct self-directed enquiry.
c. integrate theory and practice.
d. apply knowledge and skills to develop a
solution to a defined problem.
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The “flow” of problem-based learning:
ProblemEngagement
nquiry and
nvestigation
problemdefinition
Problem!esolution
Problem"ebriefing
Stepien & Gallagher
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Why Use Problem-Based Learning?
# Makes learning relevant to the realworld.
# Moves learning from a assive
a!tivity to an a!tive a!tivity " learningbe!omes the a!t of dis!overy.
# In!reases motivation " students aremore engaged# interested# and
energeti! learners as they make aersonal investment in the out!omeof their in$uiry.
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# Promotes an interdis!ilinaryaroa!h to learning.
# Promotes !ollaborative learning.
# %e$uires advan!ed !ognitive skills#higher order thinking.
# %e$uires resear!h from multilesour!es.
# Ideal for heterogeneous !lassrooms.
# %everses tea!her and student roles.
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The Tea$her1% R)le
# Serve as fa!ilitator.
# Model thinking and roblem"solvingstrategies e&e!tively.
# Stru!ture meaningful tasks.# 'ork with students to frame worthwhile
$uestions .
# Manage the stru!ture of multile day"to"day a!tivities to rodu!e high $ualityout!omes.
# (ea!h students to set goals.
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The S'&e'1% R)le
# Set goals.
# )*lore and ask $uestions.
# 'ork well with eers.# Stay a!!ountable to self#
eers# and tea!her for ro+e!t
out!omes.
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H)# ') &%e PBL e2e$'!3el4 !$la%%r))* !%'r&$'!) ?
50 De3el)+ a Pr)/le* 'ha'
# Is develomentallyaroriate
# Is grounded in studente*erien!e
# Is !urri!ulum based
# ,!!ommodates
various learning andtea!hing strategies
# Is ill"stru!tured
# -oes not result in one
!orre!t solution
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60 Pre%e' 'he Pr)/le*
# igure out howstudents will meetthe roblem
# /ook the studentsthrough theroblem format
# 0ive students arole in the roblem
# ,llow students todene the realroblem forthemselves
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70 Se' &+ 'he %'r&$'&re
# n!e students have dened the roblem#they !an begin to break it down $ Ideas3 ,ny initial ideas students have about
ossible solutions to the roblem
$ a!ts3 a!ts students know about the roblem4from roblem statement# e*erien!e# ordis!ussion56what students know
$ Learning issues3 7uestions students still havethat will re$uire resear!h6what students needto know
$ ,!tion lan3 Sour!es students will use6eole#la!es# agen!ies# et!. students will !onsult forresear!h
8 G 'h Sh
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80 Ga'her a ShareI()r*a'!)
• (ea!her should !he!k availability of
resour!es in advan!e.
• Students tyi!ally work in!ollaborative grous of 8"9.
• Student grous !an assign resear!htasks to individual grou members.
• Information shared through !harts#abstra!ts# dis!ussion grous# +igsawing# et!.
•
Students and !lass as a whole!ontinuall revisit the roblem.
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90 Geera'e S)l&'!)%
# Learners begin tore!ommend solutionsbased on theinformation they havegathered
# Students: goal is todevelo best solutiona!!ording to roblem!onditions
# %esonsible thinkersare able to +ustifysolution4s5 withsuortive eviden!e
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0 er )r*a$eA%%e%%*e'
# 0oal is for tea!her to assess L),%;I;0.
# ngoing assessments throughout ro!essare ideal "good for assessing bothindividual and grou a!!ountability.
# (ea!hers embed instru!tion to helstudents e*lore imortant informationrelated to the roblem.
# (ea!her tyi!ally assesses !ulminating
erforman!e via a rubri! "" on !ontent#resentation skills# teamwork# and t ofsolution.
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;0 De/r!e
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