KUMPULAN 13

MINGGU 5 17 OKTOBER 2011

ZUNAIRAH BINTI ABU BAKAR NURUL ATIQAH BINTI DAUD NOR HAFIZAH BINTI ISHAK D20091036028 D20091036026 D20091036025

FARHANA BINTI MOHD JAAFAR D20091036048

PROBLEM BASED LEARNING (PBL)

PBL places students in small groups and provides a means by which they can investigate real problems. According to Fincham et al. (1997), "PBL does not present a new curriculum but rather the same curriculum through a different teaching method,"

PBL Cycle
The Problem

Apply this knowledge

What we Dont know

Learn what we dont know

Effective problems are those that engage student interest and motivate them to probe for deeper understanding concepts. Good problems ask students to formulate ideas or judgments based on facts that may be prior knowledge, information given in the scenario, and logic. Problem-based learning usually includes several steps :

1.

2. 3.

4.

5.

Problem is presented and read by group member, while another acts as scribe to mark down FACTS as identified by group. Students discuss what is known (the facts). Students discuss what they think and identify the broad problem (brainstorm their ideas and formulate their hypotheses). Students identify their learning needs (what they need to learn in order to prove or disprove their ideas). Students share research findings with their peers, then recycle steps 2-4

The tutor in PBL course is a facilitator. The tutor encourages the students to explore their own knowledge and determine their own needs.

Tutor generally refrains from providing information, but instead prompts to generate discussion and learning amongst the students by : 1)Clarifying discussion 2)Suggesting avenues of investigation 3)Putting a problem in context 4)Prioritising issues 5)Intervening in negative group dynamics

The beauty of PBL is that students use their prior knowledge when developing ideas and formulating those ideas into hypothesis that can be tested. The advanced level of a high school student will result in a deeper, more complex investigation than would be done by a younger student.

RUJUKAN
http://www.adelaide.edu.au/clpd/resou rces/leap/leapinto/ProblemBasedLear ning.pdf http://www.acs.edu.au/enrolment/probl em-based-learning/default.aspx http://www.usc.edu/hsc/dental/ccmb/u sc-csp/Quikfacts.htm

PROJECT BASED LEARNING

Project based learning is a dynamic approach to teaching in which students explore real world problem and challenges, simultaneously developing cross-curriculum skill while working in small collaborative groups. Project based learning is filled with active and engaged learning, it inspires students to obtain a deeper knowledge of the subjects they are studying Projects based learning helps students apply what they learn to real-life experiences and provide an all-around enriching education

First

What Every Good Projects Needs

Students must perceive the work as personally meaningful, as a task that matters and that they want to do well Second
A meaningful projects fulfills an educational purpose.

7 Essentials for projects-based learning

1.

A need to know
Typical projects (and most instruction) begin by presenting students with knowledge and concepts and then, once learned, give them the opportunity to apply them. PBL begins with the vision of an end product or presentation which requires learning specific knowledge and concepts, thus creating a context and reason to learn and understand the information and concepts.

2.

A driving question

These focus students work and deepen their learning by centering on significant issues, debates, questions and/or problems. 3. Students voice and choice
students can decide what products they will create, what resources they will use, and how they will structure their time. Students could even choose a projects topic and driving question.

4.

21st century skills

requires critical thinking, problem solving, collaboration, various forms of communication and the use of technology. They also have to learn to work as a team and contribute to a group effort. Which serve them well in the workplace and life. This exposure to authentic skill meets the seconds criterion for meaningful work.

5.

Inquiry and innovation

In real inquiry, students follow a trail that begins with their own questions, leads to a search for resources and the discovery of answers, and often ultimately leads to generating new questions, testing ideas, and drawing their own conclusions. this inquiry should lead students to construct something new an idea, an interpretation, a new way of displaying what they have learned.

6.

Feedback and revision

Students use peer critique to improve their work to create higher quality products. Students need to learn that most peoples first attempts dont result in high quality and that revision is a frequent feature of real-world work.

7.

A publicly presented product

When students present their work to a real audience, they care more about its quality. What you know is demonstrated by what you do, and what you do must be open to public scrutiny and critique.

Why use PBL?

Students gain a deeper understanding of the concepts and standards at the heart of a project. Projects also build vital workplace skills and lifelong habits of learning. Projects can allow students to address community issues, explore careers, interact with adult mentors, use technology, and present their work to audiences beyond the classroom. PBL can motivate students who might otherwise find school boring or

Rujukan
Why Teach with Project-Based Learning?: Providing Students With a Well-Rounded Classroom Experience retrieved 17 October 2011 from http://www.edutopia.org/projectlearning-introduction What is PBL? retrieved 17 October 2011 from http://www.bie.org/about/what_is_pbl

7 Essentials for projects-based learning retrieved 17 October 2011 from http://www.bie.org/images/uploads/useful_stu ff/7_Essentials_PBL_EdLeaderSept10.pdf

PROJECT BASED LEARNING

Project based learning is a dynamic approach to teaching in which students explore real world problem and challenges, simultaneously developing cross-curriculum skill while working in small collaborative groups. Project based learning is filled with active and engaged learning, it inspires students to obtain a deeper knowledge of the subjects they are studying Projects based learning helps students apply what they learn to real-life experiences and provide an all-around enriching education

What Every Good Projects Needs

First

Students must perceive the work as personally meaningful, as a task that matters and that they want to do well Second
A meaningful projects fulfills an educational purpose.

7 Essentials for projects-based learning

1.

A need to know
Typical projects (and most instruction) begin by presenting students with knowledge and concepts and then, once learned, give them the opportunity to apply them. PBL begins with the vision of an end product or presentation which requires learning specific knowledge and concepts, thus creating a context and reason to learn and understand the information and concepts.

2.

A driving question

These focus students work and deepen their learning by centering on significant issues, debates, questions and/or problems. 3. Students voice and choice
students can decide what products they will create, what resources they will use, and how they will structure their time. Students could even choose a projects topic and driving question.

4.

21st century skills

requires critical thinking, problem solving, collaboration, various forms of communication and the use of technology. They also have to learn to work as a team and contribute to a group effort. Which serve them well in the workplace and life. This exposure to authentic skill meets the seconds criterion for meaningful work.

5.

Inquiry and innovation

In real inquiry, students follow a trail that begins with their own questions, leads to a search for resources and the discovery of answers, and often ultimately leads to generating new questions, testing ideas, and drawing their own conclusions. this inquiry should lead students to construct something new an idea, an interpretation, a new way of displaying what they have learned.

6.

Feedback and revision

Students use peer critique to improve their work to create higher quality products. Students need to learn that most peoples first attempts dont result in high quality and that revision is a frequent feature of real-world work.

7.

A publicly presented product

When students present their work to a real audience, they care more about its quality. What you know is demonstrated by what you do, and what you do must be open to public scrutiny and critique.

Why use PBL?

Students gain a deeper understanding of the concepts and standards at the heart of a project. Projects also build vital workplace skills and lifelong habits of learning. Projects can allow students to address community issues, explore careers, interact with adult mentors, use technology, and present their work to audiences beyond the classroom. PBL can motivate students who might otherwise find school boring or

Rujukan
Why Teach with Project-Based Learning?: Providing Students With a Well-Rounded Classroom Experience retrieved 17 October 2011 from http://www.edutopia.org/projectlearning-introduction What is PBL? retrieved 17 October 2011 from http://www.bie.org/about/what_is_pbl

7 Essentials for projects-based learning retrieved 17 October 2011 from http://www.bie.org/images/uploads/useful_stu ff/7_Essentials_PBL_EdLeaderSept10.pdf

Case-based Learning

What Is Case-based Learning?

It

is a learner-centered educational method for student to achieve learning outcomes.

Normally

it is used in educating future doctors, nurse and lawyers. in any field where there are questions to be answered Involves student in a realistic decision

Useful

Related to topics in the textbook, class presentations and current events. Students can create their own case-based learning activities. Select an area of interest. Work in groups to: a. State the topic b. Write the scenario c. Assign roles-Different perspectives d. Gather information e. Guide the responses f. Present their findings to other

Students and teachers can collaborate to create sort of interactive experience. Students can be presented with scenarios. It is on going process. Students may add links and information. Teachers can guide the learning experience. Together they can adapt the lesson to the specific needs of each learner.

Case-based Learning Provides Learners To :Engage with characters and circumstances. Investigate to understand facts, values, contexts and decision Connect the meaning of the story to their own real life. Critical thinking and guided learning

Element In Case-based Learning:Use

realistically complex problems.

Multidisciplinary.

*multidisciplinary: involving people with different family background, different jobs or differ in areas of study.
Ask

learner to consider the events, decisions, facts and etc.

Case-based Learning Features: Problems

are real and meaningful contexts for learners. Cases are complex and multidisciplinary. The problem comes first. Learners collaborate and identify what they need to learn. Learners identify and use resources. Problems require decision making, use of concepts and skills

References:

Margaret Waterman (Sciences and Mathematics Faculty Southeast Missouri State University) Martha Schoene,Renee M. Cicchino, Alisdair Mac Rae (Seton Hall University-TLTC Faculty Innovation Grant for the Summer of 2005)