Problembased Learning Approach Education Philosophy Problembased Learning Approach

Problem-based Learning Approach

Education Philosophy Problem-based Learning Approach • promote skills and attitude of self-directed learning and problem solving, e. g. , finding and framing questions, deciding strategies, searching relevant information, analyzing data and drawing conclusion • through solving an authentic problem, students would: • construct knowledge actively • learn how to redefine problem • learn how to identify and select paths for solving problems • learn how to identify and select relevant information, analyze data, organize and present findings

Education Philosophy Problem-based Learning Approach • the basic unit of problem-based learning classroom is a project, usually with a clear authentic setting but an ill-defined problem • students usually work in groups, so they are given with the chance to learn how to function cooperatively and collaboratively with others • problem-based learning emphases the metacognitive development of students rather than the learning of specific knowledge or skills

Roles of Teachers & Students Problem-based Learning Approach Students have to monitor and conduct their projects in groups, including: • redefine problem • decide ways of solving questions • collect data • analyze data • present findings Teacher plays the role of facilitator and his/her tasks include: • guide students to redefine the problem • provide feedback to students’ project plan • guide students ways of identifying and searching relevant information • provide feedback to students’ reports

Learning Process Problem-based Learning Approach It may take several lessons to go through the learning flow, including: 1. Teacher states the question 2. Students redefine the question, relate it to their prior knowledge through discussion in groups 3. Students design their project plans 4. Data collection 5. Data analyzing and report writing 6. Teacher feedback

Role of IT Problem-based Learning Approach The role of IT is empowering tools for the students to attain resources, organize and analyze data and present their findings effectively and efficiently, including: • general office software • Power. Point • world wide web • web page composing tools • other software and peripheral • software for presenting information

Examples Problem-based Learning Approach Lesson Video Clips & Analysis S. 3 Maths

S. 3 Maths Central Tendency Lesson Goals Lesson Outcome Lesson Outline Lesson Video Clips Equipment & Technological Competence Requirements Your Reflection

Teaching and learning goal Central Tendency 1. Students learn the knowledge about “Central Tendency” 2. Students can make use of their knowledge on “Central Tendency” to compare the efficiency of two fastfood shops 3. Students can make use of spreadsheet to organize and analyze data

Learning Outcome S. 3 Maths Students complete a project titled “Comparing the efficiency of two fast food shops

Lesson Outline F. 3 Maths First Lesson 1. Teacher states the question : Comparing the efficiency of 2 fastfood shops 2. Students decide their project plans Students have to decide: • what is the indicator of efficiency? • what data they have to collect? • How to collect the data? Then the teacher discusses and provides feedback to students

Lesson Outline F. 3 Maths Post-Lesson Activity 3. Students Collect Data According to Their Plan Students collect data in the 2 fastfood shops Second Lesson 4. Data Analysis Teachers demonstrates how to use spreadsheet and then students work in groups Third Lesson 5. Students’ Reporting and Teacher’s Feedback

Lesson Video Clips F. 3 Maths

Equipment & Technological Competence Requirements Venue No. of Student • Classroom & Computer Room • About 40 Teacher’s Technological Competence • Excel Operation Students’ Technological Competence • Basic Computer Operation Equipment • 20 computers for students • 1 computer for teacher • Excel • Data Projector & Screen • Printer F. 3 Maths

Your Reflection F. 3 Maths 1. What is the role of the teacher in this approach? Is it same as the role which you are playing in your lesson? 2. If you have to carry out similar lessons, what will you do to ensure that you can facilitate your students at different stages?