The Application of Problem Based Learning Model

Objective
At the end of this lecture, you should be able to: Construct problems for Problem Based Learning (PBL) Conduct PBL

What is PBL?

What is PBL?
Approach of curriculum and instruction which put the students in an active role where they try to solve real world problem The students are give a role as a stakeholder

What is Problem Based Learning?

Incorporates two complementary process, curriculum organization and instructional strategy Includes three main characteristics
Student as stakeholder of the problem Organize curriculum around real world problem Teacher coach student thinking and guide student inquiry, facilitating deeper level of understandings

Why choose PBL?

Because it is relevant to the student Rigorous because require the students to use higher order thinking skills Will be recall in the context that will be useful for them as adults

Which part of PBL portrays the element of relevant?

The involvement Stimulate their thinking It answer the question Why do we need to learn this information? What does what Im doing in school has to do in real world?

What is a problem for PBL?

Different kind of problem but share the same characteristic The ill structured problem

What is ill structured problem

The problem doesnt has enough information Students have to learn and gather the information in order to solve the problem The problem doesnt has only one single solution

Which part of PBL represents the element of rigor?

It is a learning track, it is a thinking track instead of the memory track PBL calls for critical and creative thinking by suspending the guessing game of what is the right answer the teacher wants me to find?

 Students generate their own strategy, would defining the problem, gathering information, analyzing data, building hypothesis, comparing strategies again, and sharing information and strategies with others

 As the PBL unit progresses, a variety of thinking skills are demanded

Which part of PBL shows the element of recall?

It provides context for what must be remembered Learning in context such as real world problem is important for understanding and remembering information

 To help the students finding the relationship between everyday experiences and the knowledge Create and sustain mental connection

General Steps for PBL

Teaching and Learning Events

Meet the problem Define the problem Gather and share information Generate possible solutions Determine the best possible solutions

Activity 1: Construct Your Own Problem

4 Easy Steps To Construct Problem for PBL

Select appropriate science concept

Determine context for science concept

Create a global scenario

Create an anchoring task

 Biology concepts in the standard syllabus

Select appropriate science concept

Determine context for science concepts

What kind of context that closely related with the science concepts?

Creating global scenario

In PBL, student is given a role as a stakeholder of the problem. Thus, it is important to begin the problem by stating you are a .

Create anchoring task

Use open questions and ensure the questions will lead the students to learn the targeted chemistry concepts

How to conduct PBL

The challenge to implement PBL in Malaysias classroom setting

 Time constraint Standard based curriculum Exam oriented system

How to make PBM become practical in your classroom setting?

 Guide the students to implement each steps of PBL. Set a time limit for each step Be flexible when support the students to learn PBL When giving hints or instruction to students, always turn them into question form

 Present the problem by distributing handout Lectures can be provided within PBL process to help students move forward so that they can explore of new concepts

 Develop handouts to convey the science concepts to the students Names the handout as resources The resources only can be distributed to the students after their content have shown up on the learning log

 Each students must have a book called learning log to set up the structure for PBL

How set up the structure for students to do PBL?

Students receive the problem One student read the problem loudly Students list out Things Students list out Things That Students read the Hint That They Already They Havent Know Yet Questions Know Students list out Biology Teacher gives hints about Biology Concepts They Should Concepts They Should Learn Learn Teacher distributes the Source of Information hand-out Students read the handout to study Biology concept Teacher helps the students to understand the Biology concepts

Students suggest several solutions Students choose the best solution Teacher asks each group to report the solution to the whole class Teacher explains in brief about the biology concept they should learn Students give some feedback towards the problem

How to guide students to drive students to discover the physic concept when they are defining the ill structured problem?

Design a flow chart

Connect the problem with the physics concepts As framework for teacher to guide the students extracting the appropriate physics concepts

Physics concepts that should be learnt Start Information from the problem

The main issue of the problem

More useful information

More useful information

Physics concepts that should be learnt

START The victim feel so cold because of the flood and rain

Feel Cold?

Low temperature?

Temperature

The way to regain the temperature to normal condition?

Heat up the victim

Need source?

Heat energy

Measure the tempera ture?

What process? Cara pastikan suhu kembali pada aras suhu normal? Thermal equilibrium 3

What instrument?

Thermometer

How it is operated?

Thermometry

END

What should we do after we have design the flowchart?

The flowchart will help you as a teacher to give hints to the student to extract the physics concepts

How to give the hints?

 Explain the assumption behind a statement to invite student participation Frame the problem and state the goal Refocus on what should be considered by giving an explanation Think aloud Give series of questions in a logical manner

 Encourage other student to participate into the ongoing discussion Ask other student to test the assumption Model commenting Model questioning Think aloud while ask student to join the thinking process

 Keep on probing students Turn any hints into question Ask a leading question such as Dont you think we should list out this physics concepts as THINGS WE SHOULD LEARN?

 Explain the assumption behind a statement to invite student participation Teachers scripts: The victims feel so cold. Is this

Example One

means that the victims body temperature is low? But hows that happen?

Example Two
Frame the problem and state the goal Teachers script: If we refer to the problem, the aim is

to retain back the victims body temperature back to the normal condition. Does that mean that you should heat the victims body so that he is not feeling cold anymore?

Example Three
Refocus on what should be considered by giving an explanation Teachers script:-

You want to increase the victims body temperature from low to normal temperature The victim needs a energy resources in order to do that

Example four
Think aloud Teachers script:

I think that we should give attention to the process involved when the victims body temperature is raising up

Example five
Give series of questions in a logical manner Teachers script:

Just now, you have thought about ways to retain back the victims body back to normal temperature, now let us concentrate on ways to ensure the victims body is really in normal condition?

 Is that mean we have to measure the

victims body temperature? Is this the way we should determine the victims body is in the normal condition?

Example Six
Encourage other student to participate into the ongoing discussion Teachers script What is your opinion, Wahab? Do you

think that we need a tool to determine the victims body temperature is in the normal condition?

Example Seven
Ask other student to test the assumption Teachers script If we refer to the problem, the

seller claim that the pan that he sell able to fry fish in shorter time compare with other types of pans. Does that mean the pan is easier to be heated compared with other pans?

Example Eight
Model commenting Teachers script:

I think that the keyword that we should find here is the heating process? Why do I think about the heating process?

 This is because the explanation which

is given by him is related with the effort to fry the fishes. When we want to fry the fish, we need heat energy to heat up the oil. Then, we could fry the fishes. But, before that we should heat the pan first.

Example Nine
Model questioning The seller mentions that the pan can

fry the fishes in shorter time because the pan is made from special metal. I wander do you know which metal has a temperature which can rise up very fast. Is that mean the types of the metal is a factor which affect the rate of the temperature increment?

Let us practice now!