1.

From this problem-based learning experience, I have learnt how to solve a scenario or problem posed to us by tapping on the skills and talents of one another. Each of us was to research on a theory on our own and returned to peer-teach that particular theory to the rest of the group. Through this self-directed learning and active sharing of knowledge, we were able to work collaboratively and come out with solutions. In the midst of working on the problem, we find ourselves asking questions, providing constructive feedback and exchanging views with one another. This positive interdependence within the group creates an interactive and purposeful learning environment. I believe this problem-based learning experience has honed my communications as well as critical thinking skills especially through the individual research and peer-teaching which we have undergone during the Discovery and Reporting phase. I was also able to learn more from my peers through this collaborative learning experience as each of us have our own strengths in different areas. 2. When working with other teachers, I can apply what I have learnt during this problembased learning experience. For instance, if we are dealing with an issue, I can first brainstorm with a group of teachers about the causes of the issue. Next, each teacher can research on one of the causes and report the findings to the rest of the teachers. When I need further information, I can ask questions. In addition, I can also provide constructive feedback or exchange my perspective with the others to gain new insights. Subsequently, we can then consolidate all our knowledge and formulate possible solutions based on them. By doing so, more ideas and solutions can be generated rather than just relying on an individuals efforts. As I have gone through this experience, I can also choose to bring this into the classroom so as to engage my students in critical thinking as they analyse the problem posed to them. Thereafter, students can learn to work with one another and develop positive interdependence within their groups which can in turn foster their interpersonal skills, develop knowledge building and maximise their learning capacities. 3. I believe that students learn best in a supportive and conducive learning environment. After this problem-based learning experience, I find myself subscribing more to Brofenbrenners belief that an individual can be influenced by his or her environment. If the microsystems of a student are constantly in conflict or changing, the student can be affected by the instability in his or her environment. Though the exosystem and chronosystem does not have direct influence on the student, any changes in those systems can generate ripple effects which may still impact the student ultimately. For instance, a child who has moved house may experience difficulties in learning as compared to a child who has not due to stress, sadness and the inability to adapt to a new environment. Therefore, it is important to ensure that the students basic needs are met and that their environment is safe and conducive enough for learning to take place.