COURSE: EDFN 202B- STUDENT CENTERED PEDAGOGY

LECTURER: B. RAMESARYEAR 2: SEMESTER 1

GROUP 8- SUBGROUP 5DATE OF SUBMISSION: 27/10/11

ASSIGNMENT 2: PRESENATION ON PROBLEM BASED LEARNING

 

PROBLEM BASED LEARNING

Group 5 MEMBERS:

ANNA ANDERSONCHRISTINA SOOKDEO

LEIGH ROBINSONAMANDA RAHAMANFAZIA MOHAMMED

PROBLEM BASED LEARNING 

Defining Characteristics of Problem-Based Learning

• Use of real world problems - problems are relevant and contextual.

• Reliance on problems to drive the curriculum - the problems do not test skills; they assist in development of the skills themselves.

• The problems are truly ill-structured - there is not meant to be one solution.

Defining Characteristics of Problem-Based Learning (Con’t.)

• PBL is learner-centred - learners are progressively given more responsibility for their education and become increasingly independent of the teacher for their education. The teacher acts as a facilitator/guide.

• PBL produces independent, life-long learners - students continue to learn on their own in life and in their careers.

• Learning is situated in a problem which is relevant and identifies gaps in understanding.

Why is Problem Based Learning STUDENT CENTERED?  

It considered to be student centered because:

• It shifts away from teaching to an emphasis on learning and encourages power to be moved from the teacher to the student.

• It allows students to actively participate in discovery learning processes from a self-sufficient perspective.

• It focuses on the degree to which an individual’s behavior is self-motivated and self-determined.” Therefore, when students are given the opportunity to measure their learning, learning becomes an incentive.

• Why is Problem Based Learning STUDENT CENTERED? (Con’t.)

• It gives students the opportunity to consume the entire class time constructing a new understanding of the material being learned without being passive, but rather proactive.

• It gives accommodation for variety of hands-on activities to be administered which in turn will promote successful learning.

• It is seen as a form of personal growth, students are encouraged to utilize self-regulation practices in order to reflect on his or her work.

 

Assessment strategies used in Problem Based Learning

The Three Main Types of Assessment Strategies Used in Problem Based Learning are:

• Self assessment• Peer assessment• Collaborative assessment

Self assessment

• Self-assessment involves students judging their own work. • It may include essays, presentations, reports, and

reflective diaries.

Peer Assessment

• Ideally the students design their own assessment criteria and use them to assess each other, but in many programmes they are designed by staff.

• Peer assessment, by contrast, involves students making judgment about other students’ work.

Collaborative assessment

• In collaborative assessment, the student assesses her/himself in light of the criteria agreed with the tutor.

• The tutor assesses the student using the same criteria and they negotiate a final grade and perhaps even the feed forward comments.

 

How multi-culturalism was incorporated in this activity

 Catering for the disabled• The activity takes place on the school compound,

during school hours and not outside which may have posed as a problem for other students.

• They were also working in groups so that they were required to work together to achieve a common goal.

Children's play• Children's play, was incorporated where the students

engaged in a real life activity where they would have also learned the value of money where they had to check the amount of money they had left for future purchases.

Individuality

• Each child was treated as the individuals they are and they were assured that their contributions mattered. Each child had an input in all decision making such as having to determine how they will combine each differently valued set of coins and which snack would have been purchased.

References Used: 

• Stepien, W.J. and Gallagher, S.A. 1993. "Problem-based Learning: As Authentic as it Gets." Educational Leadership. 50(7) 25-8 and Barrows, H. (1985) How to Design a Problem Based Curriculum for the Pre-Clinical Years.)

• http://www.cotf.edu/ete/pbl.html

• http://www.studygs.net/pbl.htm

• http://userwww.sfsu.edu/~rpurser/revised/pages/problem.htm