Discuss the newest timetable Discuss Book review Session
• • Discuss the newest timetable Discuss Book review Session Report of Singapore, Brunei and Thailand (division of 6 hours time- 1 -2 -2 -1(WRITESHOP)
Your country…. . Other countries Your self A B C D
1. I want you to enjoy the workshop and be stimulated by each other’s company. 2. I want you to have new choices by the end of the workshop about ways of teaching 3. But I don’t want you to change your practice … … unless I can persuade you, using evidence, that it is worth trying some of these new things. 4. I hope you will try new things in your work, make them work for you, and then spread the word among your colleagues.
1. You’ll be acting as students PBL in action 2. You’ll be a teacher Summarize, reflect and internalize Q&A Write shop Overview 5
• Feed your soul • Feed your body (Physical) • Feed your mind Policy to stay awake and alive Hi, response is Hello and vice versa If I say OK, response is Alright, Understood? ? ? If I say 6
The Impossible structure
Situation (video) PBL 4 c PROBLEM DESIGN
CONTEXT
Problem Title nd “I was there: 22 Century Smart City”
Case 1 A new 22 nd Century SMART State will be develop in Malaysia which ultimately became the model place to live in the world.
Scenario 1 (20 mins) As one of the member of the Construction firm, Create a 3 -D model of your 22 nd Century Smart State for a sustainable and tourist wise place of your beloved friends. With in the construction site a stream is present and passes to the entire area. The budget is 40 Malaysia Ringgit
FILA TEMPLATE Group Name: ___________
Now its time for you to do Scenario 1 but remember, ? ?
MATERIALS THAT YOU MAY NEED AND COST PER PIECE Other Object not in the list : 5 RM 1) 0. 4 RM 6) 1. 5 RM 2) 2. 0 RM 7) 2. 0 RM 3) 1. 0 RM 8) 2. 0 RM 4) 1. 5 RM 9) 1. 75 RM 5) 2. 5 RM 10) 1. 0 RM
Materials 1 2 3 4 5 6 7 8 9 10 Grand Total Quantity Price (RM) Total
STARTS NOW!! Duration is 20 minutes
Scenario 2 – EXPERTS INSPECTION (5 minutes) It is 2210 years! The 22 nd Century Smart State you designed has been actualised! A delegation of experts are flying in for a visit to your State. Show case your model Smart State by convincing them that the model you develop is the best, cost wise, sustainable and peaceful place to live in
Name of Expert _______________ HOW YOU WILL BE GRADED? Group 1 Criteria Group 2 Sustainability of Design Efficiency (Cost) of Design Presentation skills Team work Calculations(Numeracy) Geometricity Presence of Energy Utilization Tourism Recyclability of Energy Wise Maximization of area Safety site place Total RESULTS Group 3 Group 4
GUIDE QUESTIONS • In what way that your model became sustainable, newest, peaceful and organize state to live? • Share a sample mathematical /scientific/ linguists or geographical quote that will best fit to your state. • What is the specific unique features or design in your model explain what scientific / mathematical knowledge we can get from it? • How about Science, Technology, Arts, and engineering? Do you consider it in making your model? Explain what part of the model • How much does it consume in making the model? Does the capital of 30 RM enough? Why or why not? • What is the area of the state in square kilometers? Note: You can formulate your own questions relating to the educational aspect of the model (geographical location, in the aspect STEM, trends in the 22 nd century…)
HOW YOU WILL BE GRADED? (see assessment sheet)
Learning outcomes: STEM CONTENT Science Momentum - Stability and strength of the model tower Technology Selecting advance materials for future Engineering Constructing the model tower Mathematics Measuring the model tower in cm and calculation of the cost of the materials
Scenario 3 What if the amount is not sufficient to build the 22 nd century Smart State?
Scenario 4 (15 mins) Artistically draw the 22 nd century Smart State on a piece of mahjong paper, according to scale. Please make sure that the map is as informative as possible.
Scenario 5(1 min) • Destroy the 3 D model How did you feel when you destroy the model? (4 C)
THANK YOU VERY MUCH!!!
Before I start …… well have magic sum activity Student 1: Write a five digit number, say 35647 Teacher: Give the sum ( hint: affix digit 2 in the beginning of the 5 -digit number given by the student and subtract two from the last digit. 235645 (sum) Student 2: Write another five digit number, say 35647 32456 Teacher: Continue by the teacher but make the sum of digit into 9, say 67543 Student 3: Write his 5 digit number, say 25376 Teacher: Continue by the teacher but make the sum of digit into 9, say 74623 Magic sum is………………………. 235645
• What have you learnt in the demonstration? • Can you enumerate the sequence of presentation? • Can you guess what is the learning outcome? Is it solely for mathematics subject? • What about the presentation from the situational video to the contextual Power. Point, to the case until scenarios…How can you conclude the presentation in terms of scope? • What is the role of the teacher? • What about the role of the students? Do you think its is beneficial to them? • What about the assessment? How do the learner was assess? • Can you do teaching using PBL as an approach, now?
• How do you teach mathematics as a subject? • How do you encourage your students to love mathematics? • What are the methods, strategies, or even technique in teaching mathematics that you are using in your classes so that your students get your message clearly?
• Problem Based Learning
…. the who, , , and the when?
Educational origins • Donald Woods of Mc. Master University Medical School in Canada has been credited for coining the term problem-based learning and Mc. Master generally is credited with bringing it to the forefront of education. • it was firstly used by Ann Lambros at Wake Forest University in the School of Medicine • how a doctor works and diagnoses medical conditions • Lambros presented medical students with symptoms and asked students to learn through exploratory research to make a diagnosis.
PBL - History • Started in Medical Schools, 1960 s • Terminologies • Context • Cases • Scenarios • PBL 4 C model – in Mathematics Education, RESCAM, 2008
…. . The what?
• Problem-based learning is teaching model designed to develop problem-solving skills and self-directed learning. • A specific problem is the focal point for problembased lessons, during which students design and implement investigations and solutions (Krajcik, Bluemenfeld, Marx, & Soloway, 1994).
• Problem-based learning (PBL) is a powerful vehicle for authentic, inquiry-based learning, in which a real world problem becomes a context for students to investigate, in depth, what they need to know and want to know. • In PBL as a teaching model, the students are viewed as active participants of their learning, create their own decisions as driven by “ill-defined” problems, and continuously respond to each others as well as to the teachers and to the new content information they encounter.
……. The why?
In today’s classrooms Why PBL? • classroom teacher “innovative idea” • multifaceted approach • it raises basic literacy to a level of inquiry, where struggling and unmotivated readers intrinsically want to learn • teacher as a facilitator of learning • commence the search for new information on a specific topic • minimally direct instructional methods • maximizing learning with investigation, explanation, and resolution by starting from real and meaningful problems. Therefore, PBL is the art of problem solving. • Today, the method is using in science lesson plans follows Bybee's (In 1997) five steps of Engagement, Exploration, Explanation, Elaboration, and Evaluation
…. The how? …. (The Process of using PBL as a teaching model)
Key components in PBL approaches: 1. Problem/case/scenario presentation 2. Problem/case/scenario triggers inquiry 3. PBL stages a. initial analyses b. generation of learning issues c. interations of independent and collaborative problem solving d. integration of new knowledge 4. Solution presentation and evaluation(Oon-Seng Tan, 2003)
PBL Cycle Ann Lambros (2004) : • A student reads the problem/case/scenario aloud in a group. • Students identify the facts, “What they know”. • Students identify learning issues, “What they don’t know”. • Students identify what could be going on, their ideas to move them forward in exploration. • Students make decisions about how to proceed.
Problem Title “Establishing & Sustaining a new STEM City” Case 1 A new STEM CITY will be develop in the Asia and South Pacific Region (maybe somewhere) which ultimately became the newest city in the world. Scenario 1 Being the pioneers of that place, construct a 3 -D model of your visionary STEM city for sustainable and responsible living of your beloved brothers and sisters. A river, you found, passes through the big City.
The Authentic PBL FILA Template ( Wee Keng Neo, Lynda( 2004).
(1) Facts Series list of facts given in the problem Helps them to begin identify what they know (2) Need to Know List all information they would like to have to better understand the problem and their role on resolving the problem (3) Learning Issues List of the things they need to look up, research, or explore in order to move forward with problem resolution (4) Plan of Action List of next steps to be taken in order to obtain new information
(5) Possible Solution List of ideas (hypothesis) about how to resolve the problem and should require the development of New Learning Issues list (6) New Learning Issues New list is used to gather additional information that will allow the students to rule in or rule out the possible solution they created (7) Defendable Solution(s) (Ann Lambros (2004)
PBL – Example a Medical Model & Context • TB Physical Examination Case 1 • Blood test results • Chest x-Ray results Scenario 1 Scenario 21 Scenario 32 Scenario 1 Scenario 2 • Lung Cancer Problem • Fever • Persistent Blood Cough Case 21 Scenario • Whooping cough Case 3
PBL – Models Problem Scenario 1 Scenario 2
PBL – Models Proble m Collaborative Model Case 1 Case 2 Case 3
PBL – EXAMPLE of Models Case 1 Village Home Building a House Case 2 City Home Case 3 Futuristic Home
PBL – EXAMPLE of Models Building a House Collaborative Model Case 1 Design Case 2 Material s Case 3 Budget
PBL – EXAMPLE OF Models Building a House Collaborative Model Architect training Engineer training Accountant training
• In short, PBL involves using realworld problems to trigger learning and optimizing on the power of problems to incorporate key learning processes. The design of PBL will depend on the goals and outcomes that we wish to accomplish to impact on learning.
Q @ A and Writeshop a) choosing your topic, b) determining objectives, c) writing the problem statement, d) preparing for deep questioning, e) anticipating learning issues, f) determining resources, g) assigning students, and h) putting PBL into action.
Variations in PBL • Role of the facilitator: varies from the case-method teaching style to the facilitator teaching style used in small groups. There are variations to the extent of information the facilitator provides, ranging from providing information such as resource list and advice to providing no information at all. • Size of student group: varies from a small group of maximum of six students to a large class of more than 100 students.
Variations in PBL • Degree to which students are given responsibility for their own learning: varies from teacher-controlled to student-controlled. • Assessment methods: varies from multiple-choice questions to performance-based assessments/Authentic. • Graduation requirement: varies from the use of grades to pass-fail decisions/rubric.
Generic PBL Essentials (1) Students must have the responsibility and accountability for their own learning and so with the team (2) The problem simulations used in problem-based learning must be ill-structured and allow for free inquiry. (3) Learning should be integrated from a wide range of disciplines or subjects. (4) Collaboration is essential. (5) What students learn during their self-directed learning must be applied back to the problem with re-analysis and resolution.
(6) A closing analysis of what has been learned from work with the problem and a discussion of what concepts and principles have been learned are essential. (7) Self and peer assessment should be carried out at the completion of each problem and at the end of every curricular unit. (8) The activities carried out in problem-based learning must be those valued in the real world. (9) Student assessment must authentic and measure student progress towards the goals of problem-based learning. (10) Problem-based learning must be the pedagogical base (how best to teach) in the curriculum and not part of a didactic curriculum (only to the science of teaching).
(11) A focus on the processes rather than the products of knowledge acquisition (12) A change in the tutor’s role from that of instructor to that of facilitator (13) A change in focus from tutors’ assessment of outcomes of learning to student self-assessment and peer-assessment (14) A focus on communication and interpersonal skills so that students understand that in order to relate their knowledge, they require skills to communicate with others, skills that go beyond their area of technical expertise. (15) Small teams of 3 -4 students
SIMILARITIES AND DIFFERENCES
Comparison of IBL and PBL in many aspects
for your kind attention 69
…. . The Variations in PBL
Variations in PBL • Curriculum design: varies in the extent that the curriculum is PBL; whether PBL is adopted for all the years of studies, specified years, part of a subject, a whole subject, a parallel track, alternative track, and so on. • Problem format: varies from the printed form, case studies, vignettes, problem scenarios, simple to complex simulation, and so on.
PBL Process Chart Facts Integratio n Apply learned information to the problem “What do we know? ” Synthesize content; generate ideas and explanations Problem Pursuit Acquire new information Ann Lambros (2004) Hypotheses Learning Issues “What do we need to know? ”
PBL Scenario Design and Development
• • Problem in a topic of novelty to students Problem involving multiple topics in a subject Cross disciplinary problem Multidisciplinary problem
Design features of Problem Characteristics Issues to Address: • What is the real-world relevance of the problem? • What is the curriculum relevance? • What is the level of difficulty? • What is the level of complexity? • Is it an interdisciplinary problem? • Does the problem call for integration of multiple disciplines (or topics)? • How open is the problem (in terms of possible solutions)? • Does it call for a final product?
Design features of Problem Context Issues to Address: • Is the problem unstructured (ill-structured)? • Does it trigger curiosity? • Will it motivate ownership? • Does it appear challenging? • Are there sufficient elements of novelty?
To give you the clearer view of How PBL is use as a teaching model
References • Lambros, Ann (2004). Problem-based learning in middle and high school classrooms: A teacher’s guide to implementation. Corwin Press, Inc. California, USA • Oon-Seng Tan (2003). Problem-based learning innovation: Using problems to power learning in the 21 st century (2003). Thomson Learning, Singapore • Wee Keng Neo, Lynda & Kek Yih Chyn, Megan (2002). Authentic problem- based learning. Prentice Hall Pearson Education South Asia Pte Ltd, Singapore • Wee Keng Neo, Lynda (2004). Jump start authentic problem -based learning. Prentice Hall Pearson Education South Asia Ltd, Singapore
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