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€ instructional (and curricular) learner-
€ Students must have the responsibility for
their own learning
€ The problem simulations used in PBL must be
ill-structured and allow for free inquiry
€ Learning should be integrated from a wide
range of disciplines or subjects
€ Collaboration is essential
€ What students learn during their self-
directed learning must be applied back to
the problem with reanalysis and resolution.
€ the role of the tutor as a facilitator of
learning
€ the responsibilities of the learners to be
self-directed and self-regulated in their
learning
l i
€ the essential elements in the design of ill-
structured instructional problems as the
driving force for inquiry
centered approach
€ empowers learners to conduct research,
integrate theory and practice, and apply
k
knowledge
l d and d skills
kill
€ (In order to) develop a viable solution to a
defined problem
€ PBL evolved from health sciences curricula
introduced in McMaster University in Canada
over 30 years ago.
€ 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.
€ Self and peer assessment should be carried out
at the
h completion
l i off eachh problem
bl andd at the
h
end of every curricular unit
€ The activities carried out in PBL must be those
valued in the real world
€ Student examinations must measure student
progress towards the goals of PBL
€ PBL must be the pedagogical base in the
curriculum and not part of a didactic curriculum.
€ learners new to PBL require significant
instructional scaffolding to support the
development of problem-solving skills, self-
directed learning skills, and
teamwork/collaboration skills to a level of
self-sufficiency where the scaffolds can be
removed.
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€ ZPD is the difference between what a €Levels and types of scoffolding

learner can do without help and what he or
she can do with help. ƒ Soft
€ A concept developed by the Soviet ƒ Hard
psychologist
h l i t and d social
i l constructivist
t ti i t L Lev
Vygotsky (1896 – 1934). ƒ Reciprocal
ƒ Technical

See Handout

To produce learners who will: To produce learners who will:

1. Engage the problems they face in life and 4. Continuously monitor and assess the
career with initiative and enthusiasm adequacy of their knowledge, problem-
2. Problem-solve
Problem solve effectively using an solving
g and self-directed learning
g skills
integrated, flexible and usable knowledge 5. Collaborate effectively as a member of a
base group
3. Employ effective self-directed learning
skills to continue learning as a lifetime
habit

€ Think of 2 problems you face in our teaching € See Handout

€ Define the problems
€ Write down the representation of the
problem:
1. A description of the initial state of the
problem
2. A description of the goal state
3. A set of allowable operators
4. A set of constraints

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FACTS IDEAS LEARNING ISSUES ACTION PLAN € BIG: Beyond the Information Given
What are What are some of What are some of the How do you
the facts the ideas that learning issues that you intend to obtain
ƒ Direct instruction is followed by thought-oriented
stated in the you can propose would like to find out in the information activities
problem? based on the order to manage this to manage this ƒ Challenge students to apply, generalise and
identified facts? problem? problem?
refine their understanding.
understanding
List them Generate as many Identify what you do Identify the € WIG: Without the Information Given
out. of them as you not know and need to possible sources ƒ Goes beyond direct instruction
can. learn to manage the of information.
problem. Be specific Formulate an ƒ Students are encouraged by questioning and
and present your information- support to find they own way out.
learning issues in a seeking plan.
question format. ƒ E.g. PBL
Prioritise your learning
issues.

€ This is fuzzy problem; how can I reformulate € Individual experience

it in a way that relates to first principles, ƒ Prior experience of learner
and leads to good solutions? ƒ Created experience in the classroom (TLAs)
€ What do I know that might be relevant? What € Critical reflection
problems
bl lik
like thi
this h
have I mett b
before?
f ? WhWhatt ƒ question deeply held assumptions and beliefs
did I do then? based on prior experience
€ How can I find out further information? From ƒ Prompted by conflicting thoughts, feelings, and
where? How do I test it? actions.
€ Let’s try this solution. Does it work? How € Dialogue (with self and others)
could I improve it? ƒ Relational and trustful communication
ƒ Usually highly personal and self-disclosing

€ Holistic orientation
ƒ Engaging with the affective and relational
ƒ Learners are rarely change through analyse-
think-change but rather see-feel-change
€ Awareness
A off context
t t
ƒ Immediate surroundings
ƒ Personal/professional situation of the learners
ƒ Background societal context
€ Authentic relationship/practice
ƒ Establish meaningful, genuine relationships
among team members/between teacher-student