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    Savannahpbmodel

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    Problem-Based learning (pbl) is a set of teaching models that uses problems as the focus for developing problemsolving skills, content, and selfregulation. Assessment Alternate testing is important and crucial with the model because it allows the teacher to grade process outcomes. Planning Identify Topic Must be complex and abstract compared to other models, they won't have specific characteristics. Identifying problem Most effective if clear, concrete, and personalized, students must have enough prior knowledge to solve the problem.

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    Savannahpbmodel

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    Problem-Based learning (pbl) is a set of teaching models that uses problems as the focus for developing problemsolving skills, content, and selfregulation. Assessment Alternate testing is important and crucial with the model because it allows the teacher to grade process outcomes. Planning Identify Topic Must be complex and abstract compared to other models, they won't have specific characteristics. Identifying problem Most effective if clear, concrete, and personalized, students must have enough prior knowledge to solve the problem.

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    Problem-Based learning (pbl) is a set of teaching models that uses problems as the focus for developing problemsolving skills, content, and selfregulation. Assessment Alternate testing is important and crucial with the model because it allows the teacher to grade process outcomes. Planning Identify Topic Must be complex and abstract compared to other models, they won't have specific characteristics. Identifying problem Most effective if clear, concrete, and personalized, students must have enough prior knowledge to solve the problem.

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    38 views1 page

    Savannahpbmodel

    Uploaded by

    api-284281704
    Problem-Based learning (pbl) is a set of teaching models that uses problems as the focus for developing problemsolving skills, content, and selfregulation. Assessment Alternate testing is important and crucial with the model because it allows the teacher to grade process outcomes. Planning Identify Topic Must be complex and abstract compared to other models, they won't have specific characteristics. Identifying problem Most effective if clear, concrete, and personalized, students must have enough prior knowledge to solve the problem.

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    of 1

    Reading: Phonemics

    Box frame

    TM

    Makes Sense
    Sense Strategies
    Strategies
    Makes
    Name: Savannah Smith

    2008 Edwin Ellis, All Rights Reserved Published by Makes Sense Strategies, LLC, Northport, AL www.MakesSenseStrategies.com

    Date: March

    ProblemSolvingModel

    19, 2015

    Is about

    Asetofteachingmodelsthatusesproblemsasthefocusfordevelopingproblemsolvingskills,content,andselfregulation.

    TheoreticalFoundation
    Problem-Based Learning can be thought of as a
    combination of cognitive and social constructivist theories
    that were developed by Piaget and Vygotsky.
    Problem-Based Learning and the Models that go along with
    it (PBL) were introduced not only by those two theorists
    but was also improved by Howard Burrows, an American
    physician and medical educator, in the late 60s within the
    framework of the medical program at McMaster University
    in Canada.

    Assessment
    Alternatetestingisimportantandcrucialwiththemodel
    becauseitallowstheteachertogradeprocessoutcomes.
    Performanceassessments,systematicobservations,
    checklists,andratingsarealsoadditionalwaysassessment
    canbedonetogradetheprocesses.
    Casesstudiesareanadditionalwaytoassesslearning
    duringthismodelaswellbecauseitallowsteachersto
    assessthedifferentcomponentprocessesinInquiry.

    Planning
    IdentifyTopicMustbecomplexandabstractcomparedtoother
    models,theywonthavespecificcharacteristics.
    SpecifyLearningObjectivesTherearetwotypesoflearning
    objectives,onecanbemetduringonelessonandtheothertakes
    time(developingproblemsolvingabilitiesandbecomingself
    learners.
    IdentifyProblemMosteffectiveifclear,concrete,and
    personalized,studentsmusthaveenoughpriorknowledgetosolve
    theproblem.
    AccessMaterialsStudentsmusthaveaccesstomaterialstosolve
    theproblem.

    Implementing
    Phase1:ReviewandPresentProblemTeacherwillreviewknowledge
    neededtosolvetheproblem,thenwillgiveaspecific,concreteproblem
    forthestudentstosolve.
    Phase2:DeviseaStrategyStudentswilldeviseastrategytosolvethe
    concreteanddetailedproblemandthentheteacherwilloffereffective
    feedback.
    Phase3:ImplementingtheStrategyStudentsimplementtheirstrategies
    whiletheteachercontinuouslymonitorsandmaygivesomefeedback.
    Phase4:DiscussandEvaluateResultsTheteacherguidesadiscussion
    ofthestudentsstrategiesandtheresultsortheireffortsthattheyhave
    found.

    Motivation
    AuthenticTaskRequireunderstandingthatcanbeused
    outsideoftheclassroom,whichmotivatesstudents
    becausetheywilluseitsomewhereelse.
    InvolvementandAutonomyMotivationincreases
    whenstudentshaveachoice,whentheyareabletohave
    thechoiceofchoosingtheirownroutessuchas
    problemstoparticipateon,hypothesestogenerateand
    ininvestigatingandreportingonthem.

    So what? What is important to understand about this?

    Thismodelisimportantandcrucialtoteachingbecauseitallowsstudentstoworkindependentlyintheirlearning,shapesthefoundationfor
    problemsolvingandtheskillsthatgoalongwithit.

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