Paper Reflection

Problem Based Learning

Students:
Ronal Mendoza
Evelyn Espinosa
Liyen Vargas

Teacher: Laura Paola Ortiz

Fundación Universitaria Minuto de Dios

Bogotá D.C
 We want to emphasize, first and foremost, that adults have less cognitive flexibility,

which is a significant factor in their ability to learn or relearn new skills or redefine

previously learned concepts over time. Additionally, we highlight adults' fear of failure, as

they have already assimilated events based on experience. It is worth noting the lack of

time as a factor that hinders methods such as repetition or collective learning, which fosters

learning, for example, in children who adapt and, from a lack of understanding, utilize their

environment as a catalyst for active language practice.

On the other hand, it is important to emphasize how to implement a problem-

solving strategy so that it can be applied in the ESL classroom.

As a first step, a strategy that is very beneficial for problem solving is

brainstorming. This strategy encourages creative thinking, breaks inhibitions, promotes

collaboration and generates a wider range of solutions for problem solving.

Similarly, for the implementation of this strategy, the scenario must first be

prepared, i.e.:

 Present the problem scenario clearly and concisely.

 Establish ground rules for brainstorming, such as encouraging all ideas, not

allowing criticism and focusing on quantity over quality.

 Provide images or indications if necessary to generate initial ideas.

Second, generate ideas:

 Use brainstorming techniques, such as mind maps, where students write

down their initial thoughts and then connect them as ideas branch out.
  Play "word association games" in which students say words related to the

problem, based on the ideas of others.

 Consider using stopwatches to encourage quick suggestions, preventing

students from thinking too much.

Third, Capturing ideas:

 Have students write their own ideas or appoint a scribe to record

suggestions on the board or on a large paper.

 Encourage students to translate their ideas into English, even if the grammar

is not perfect at this stage.

Moreover, this strategy can be adapted to different levels either beginner,

intermediate or advanced, depending on the snow in which students are.

Finally, follow up.

 After brainstorming, guide students to analyze the ideas generated.

 Analyze the feasibility, effectiveness and possible consequences of each

solution.

 Use a voting system or group discussion to choose the best solutions for

further exploration or role play scenarios.

To conclude, implementing brainstorming effectively can create a fun and engaging

environment where your ESL students develop their problem-solving skills and confidence

in using English to find solutions.