1. Our PBL E-Portfolio Navigation Menu Home Scenario Problem EncounterLAN KAILUO Problem Analysis YVONNE KWOK - Generating Ideas - Learning IssuesSAMSIAH KUSHEN Discovery and ReportingHAFEZ Solution Presentation Review and EvaluationWONG TING EELiu, W.C., Liau, A.K. & Tan, O.S. (2007). Copyright @ 2007 National Institute Of Education.

2. Our PBL E-PortfolioScenario IIISign! What a disappointment Sec 2E is! Do you know what MengSoons answer was when I asked him to tell the class how tsunamiis formed? And thats not all..the whole class was, as theysay, blurr and their answers were lame, Ms Rita lamented to Navigation Menuher colleagues at their usual 10 oclock canteen talk sessions. MsRita is in her fifth month of teaching since graduating from NIE. Home Scenario She continued. Hi s answer was Tsunamis are caused by highatmospheric pressure! When I gawped at him in disbelief, he Problem Encounterquickly changed his answer to No, its low pressure. John told Problem Analysis me its due to global warming and retreating glaciers. And - Generating Ideas Anisah,..she usually reads up before the lesson, said that its - Learning Issuesvolcanic eruptions but could not elaborate. To my horror, someof them dont even know what a tsunami is! Do they read the Discovery and Reportingpapers after the disaster in 2004? I dont think they understood Solution Presentationmy explanation either. Can you people help me to think up how Ican explain how tsunamis are formed before my next class? Review and EvaluationYou can get them to search the Internet for a start. This shouldgive them information on the origins of the word tsunami and, ifthey are lucky, some applets or multimedia clips on the formationof tsunamis, Ms BBB, an IT enthusiast, volunteered. Liu, W.C., Liau, A.K. & Tan, O.S. (2007). Copyright @ 2007 National Institute Of Education. 3. Our PBL E-PortfolioScenario IIIBut are you assuming that they have the prerequisiteknowledge! By the way, what are the prerequisites tounderstanding how tsunamis are formed? Did you build that upfirst? Make sure you go from concrete to abstract, Mrs CCC Navigation Menuspoke, in between sips of coffee.Home That reminds me of the movie Godzilla! Why dont you start with Scenario Godzilla jumping into the ocean for a swim that should holdtheir attention . and guide them to see how the waves would Problem Encounterget bigger and taller as they come crashing onto the shore, Mr Problem Analysis Mohammed suggested, with a glint in his eyes. - Generating Ideas - Learning IssuesThanks, people! Fortunately, I have this afternoon to try outsome of your suggestions, maybe models or computer Discovery and Reportingsimulations of how the earth moves or a wave tank to Solution Presentationdemonstrate the properties of waves, and group work or jigsawto organise the class, answered Miss Rita happily. Review and EvaluationIm sure the students will have fun but I wonder whether theactivities will help them learn . , muttered Miss Rita to herself.Liu, W.C., Liau, A.K. & Tan, O.S. (2007). Copyright @ 2007 National Institute Of Education. 4. Our PBL E-PortfolioThe PBL ProcessProblem EncounterProblem Analysis and Navigation Menu Learning Issues Home Scenario Problem Encounter Discovery and Reporting Problem Analysis - Generating Ideas - Learning Issues Solution Presentation Discovery and Reporting Solution Presentation Review and EvaluationReview and EvaluationThe PBL process consists of 5 essential stages as shown above. Liu, W.C., Liau, A.K. & Tan, O.S. (2007). Copyright @ 2007 National Institute Of Education. 5. Our PBL E-PortfolioProblem EncounterNotes of Discussion As part of our initial assessment of the problem, our Navigation Menuteam got together for a discussion and took note Homeof statements of facts in the problem scenario, Scenariocame up with a few hypotheses and generated anumber of questions of inquiry. Problem EncounterPlease refer to the attached Word document. Problem Analysis - Generating Ideas - Learning Issues Discovery and Reporting Solution Presentation Review and EvaluationLiu, W.C., Liau, A.K. & Tan, O.S. (2007). Copyright @ 2007 National Institute Of Education. 6. Our PBL E-PortfolioProblem EncounterMind MapA mind map was created to provide an overview Navigation Menuof the pertinent issues in the scenario.Please refer to the attached PowerPoint Homedocument. Scenario Problem Encounter Problem Analysis - Generating Ideas - Learning Issues Discovery and Reporting Solution Presentation Review and EvaluationLiu, W.C., Liau, A.K. & Tan, O.S. (2007). Copyright @ 2007 National Institute Of Education. 7. Our PBL E-PortfolioProblem EncounterOur Problem Statement: Navigation MenuMiss Rita is an ineffective Home Scenario classroom teacher. As a Problem Encounterbeginning teacher, it is Problem Analysis - Generating Ideas important for Miss Rita to - Learning Issuesunderstand and acquire the Discovery and Reporting Solution Presentationattributes of an effective Review and Evaluationclassroom teacher. Liu, W.C., Liau, A.K. & Tan, O.S. (2007). Copyright @ 2007 National Institute Of Education. 8. Our PBL E-PortfolioProblem AnalysisExplanations and HypothesesTo address the problem(s) in the scenario more Navigation Menuthoroughly, our group brainstormed and came upwith the following explanations/hypotheses, which Homewill define the focus of our research. Scenario Problem Encounter Miss Rita should learn to ask the right questions the right Problem Analysisway - Generating Ideas It is important to recognize the importance the use of - Learning Issues scaffolding for engaged learning. Discovery and Reporting Miss Rita should consciously practise effective classroom communication. Solution Presentation MissRitashould be morereceptive of Review and Evaluation constructivist/alternative style of teaching as well as the use of ICT. It is important Miss Rita acquire attributes of effective teachers. It is vital that Miss Rita develop skills and strategies to help motivate her studentsLiu, W.C., Liau, A.K. & Tan, O.S. (2007). Copyright @ 2007 National Institute Of Education. 9. Our PBL E-PortfolioProblem AnalysisLearning IssuesThe following are some of the learning issues we Navigation Menugathered from our hypotheses. Based on theseissues, we will formulate learning objectives that Homewill help us solve the problem. Scenario Problem Encounter To determine the right techniques in asking questions andresponding to students answers. Problem Analysis To find out how to scaffold lessons for engaged learning - Generating Ideas To determine what strategies are available to garner effective - Learning Issuesclassroom communication Discovery and Reporting To find out how effective ICT and student-centred teachingstrategies are in engaging students Solution Presentation To find out what attributes teachers should strive to acquire Review and Evaluationand how these attributes can contribute to effective teachingand learning To find out some causes of student demotivation and toinvestigate what teachers could do to motivate their studentsLiu, W.C., Liau, A.K. & Tan, O.S. (2007). Copyright @ 2007 National Institute Of Education. 10. Our PBL E-PortfolioProblem EncounterKND What we Know What we Need to KnowJournal of Problem-InquiryWhat we Need to Do Miss Rita does not know how to The right questioning techniques and how to To examine the various strategies in Identify specific problems in the scenarios students through questioning. ask questions effectively and respond to students effectively.engaging respond to her students replies.How Generate questions of inquirydoeseffective classroom To find out what strategies are available Your questions should a teachers to consider application of learning theoriesNavigation Menu MissRitalacks communication skills.effective communication determinesuccess.garner communication. effectiveclassroomHome Miss Rita has preconceived ideas How to use scaffolds to engage students and To examine how to activate students and makes assumptions about her allow them to reach a new plateau of schemata through scaffolds in order to Scenario students prior knowledge and knowledge.teach them effectively. learning ability. Encounter ProblemHow important ICT and student-centred To find out how effective ICT and Miss Rita makes negative value teaching strategies are. student-centred teaching strategies areProblem Analysis judgement of her students. What attributes do effective teachers in engaging students. Miss - Rita does not Ideasuse of possess and why is it important to develop To find out how attributes of effectiveGenerating make- Learning Issues scaffolds to engage her students.and acquire such attributes as a classroom teacher contribute to effective teaching Her students cannot understand teacher. and learning in the classroom. Discoveryin class.Reporting The importance of motivation in the learning To find out the causes of student her explanationand Miss Rita is not able to motivate her process.demotivation and what teachers could Solution Presentation studentsdo to motivate their students. Miss Rita and an ineffective Review is Evaluation classroom teacher.Liu, W.C., Liau, A.K. & Tan, O.S. (2007). Copyright @ 2007 National Institute Of Education. 11. Our PBL E-PortfolioSummary We decided to approach this project mostly with respect to the teachers perspectives: Navigation Menu HomeHence, most of the hypotheses dealt with what we Scenarioperceived as Ms Ritas flaws. Research was also done on these flaws, and solutions offered too Problem Encounter were based on them. Problem Analysis - Generating Ideas However, one hypothesis dealt with a fault - Learning Issues that could have arisen on the students side. Discovery and Reporting We looked at it from both the teachers and Solution Presentation students perspectives. Review and Evaluation Even so, the solutions offered for this one specific problem showed how Ms Rita as the teacher could also step in to aid students, even if she were not the main cause of their de-motivation.Liu, W.C., Liau, A.K. & Tan, O.S. (2007). Copyright @ 2007 National Institute Of Education. 12. Our PBL E-Portfolio Problem Analysis - Inanalyzing theproblem(s)in the scenario, each member looked into one of the hypotheses and came up with supporting Navigation Menu theories to explain them. Research was also Homedone to present plausible solutions to the Scenariolearning issues and objectives. - Please refer to attached Notes for Sharing. Problem Encounter Problem Analysis - Generating Ideas - Learning Issues HafezSamsiahYvonne Discovery and Reporting Solution Presentation Review and EvaluationKai LuoTing Ee Kai LuoLiu, W.C., Liau, A.K. & Tan, O.S. (2007). Copyright @ 2007 National Institute Of Education. 13. Our PBL E-Portfolio Discovery & Reporting Statement on sources of learning, information and researchNavigation Menu Books - Quek, Wong & Tay. (2008) Engaging and Managing Home Learners Scenario- Means, B. (2000) Education Leadership Problem Encounter - Santrock, J.W. (2008) Education Psychology (3rd ed.) Problem Analysis- Stronge, J.H. (2002) Qualities of Effective Teaching - Generating Ideas- Jensen, E. (2005) Teaching with the Brain in Mind (2nd - Learning Issues ed.) Discovery and Reporting - Anderson, R.C. & Spiro R.J. (1977) Schooling and the Acquisition of Knowledge Solution Presentation - Otto, Wayne & White, S. (1982) Reading Expository Review and Evaluation Materials - Armbruster, B. (1996) Education Psychologist - Price, E. & Driscoll M. (1997) Contemporary Education Psychology - Raymond, E. (2000) Learners with Mild DisabilitiesLiu, W.C., Liau, A.K. & Tan, O.S. (2007). Copyright @ 2007 National Institute Of Education. 14. Our PBL E-Portfolio Discovery & Reporting Statement on sources of learning, information and researchNavigation Menu Journals - Goh, S.C. & Fraser, B.J. (2000) Teacher Interpersonal Behaviour Homeand Elementary Students Outcomes. In Journal of Research in ScenarioChildhood Education. Problem Encounter Problem AnalysisInternet Articles - Generating Ideas- Giving undivided attention to a speaker in a genuine effort tounderstand the speakers point of view in - Learning Issues http://tynerblain.com/blog/2007/03/15/ten-active-listening-skills Discovery and Reporting - Widmayer, S.A. Schema Theory: An Introduction in http://www2.ykpsu.edu/^jlg18/506/SchemaTheory.pdf Solution Presentation - Van Der Stufy, R.R. (2002) Scaffolding as a Teaching Strategy Review and Evaluation in http://condor.admin.ccny.cuny.edu/^group4/Van%20Der%20St uyf/Van%20Der%20Stuyf%20Paper.doc - Mckenzie, J. (2000) Scaffolding for Success in http://fno.org/dec99/scaffold.html Liu, W.C., Liau, A.K. & Tan, O.S. (2007). Copyright @ 2007 National Institute Of Education. 15. Our PBL E-Portfolio Solution Presentation From the various discussions we had, together with several hypotheses that our group came up with, we narrowed our areas of focus into 6 main Navigation Menu learning issues. We tested our hypotheses by researching for relevant theories to help us Home understand each issue better. For each issue, we Scenario came up with several plausible solutions that can Problem Encounter be implemented. We also included the limitations Problem Analysisof the solutions proposed in order to provide a - Generating Ideasmore holistic and realistic view to the problem- - Learning Issues based learning process. Discovery and Reporting Solution Presentation Review and EvaluationLiu, W.C., Liau, A.K. & Tan, O.S. (2007). Copyright @ 2007 National Institute Of Education. 16. Our PBL E-Portfolio Review and Evaluation Lan Kai Luos Reflection:Through the PBL project, Ive come to realize how Navigation Menu fun cooperative learning can be. I appreciate the Homeinput of everyone in the group. Even though Scenariosometimes we might have disagreed on some Problem Encounter points, the discussion that ensured helped me learn Problem Analysis to see things from other perspectives. Not only was - Generating Ideasthe content we researched on useful to our future - Learning Issues work as teachers, going through the entire PBL Discovery and Reporting process has also inculcated in me an increased sense of tolerance and an understanding or what Solution Presentation my future students might have to go through. I Review and Evaluation would say that this project has attained not only its reflective goals, it also has achieved its affective goals.Liu, W.C., Liau, A.K. & Tan, O.S. (2007). Copyright @ 2007 National Institute Of Education. 17. Our PBL E-PortfolioReview and EvaluationYvonne Kwoks Reflection:Looking at this scenario, it is clear that even a teacher Navigation Menu with a class that is relatively free of problem kids will Homeface challenges getting them to learn. Firstly, the Scenario teacher must motivate the students to learn on their own by providing incentives and removing social and Problem Encounter cognitive sources of demotivation. Next, the teacher Problem Analysismust learn how to set achievable goals for the - Generating Ideasstudents and structure their lessons in such a way that - Learning Issues students know exactly how to reach a higher level of Discovery and Reporting understanding by building on what they already know. Solution Presentation Furthermore, in order to engage the 21st century Review and Evaluation student, the teacher must learn how to effectively communicate with them and adopt new methods of teaching via the use of ICT. Its safe to say that teachers have a full plate facing these challenges alone.Liu, W.C., Liau, A.K. & Tan, O.S. (2007). Copyright @ 2007 National Institute Of Education. 18. Our PBL E-Portfolio Review and Evaluation Samsiahs Reflection:Doing a project through PBL has been an enriching Navigation Menu experience for me. PBL provides a very structured Homemanner in approaching a project. PBL offers a step- Scenarioby-step approach, giving rise to a highly organized Problem Encounter way of working. PBL helps in encouraging student- Problem Analysisteachers to think of various solutions to a problem. - Generating IdeasPBL also provides the chance to test out our - Learning Issues hypotheses and solutions, therefore challenging the Discovery and Reporting validity, relevance and strength of our ideas. I like the fact that we are able to pool different opinions Solution Presentation from our members, and consequently, learn to Review and Evaluation respect one anothers varying views and style of work. Liu, W.C., Liau, A.K. & Tan, O.S. (2007). Copyright @ 2007 National Institute Of Education. 19. Our PBL E-Portfolio Review and Evaluation Hafezs Reflection: Problem-based learning (PBL) challenges us to "learn to learn," working cooperatively in groups to Navigation Menu seek solutions to real world problems. It is a great Homeway to engage students' curiosity and initiate Scenariolearning the subject matter. PBL also allow us to Problem Encounter think critically and analytically rather than being Problem Analysis dependent on the teacher for knowledge. We - Generating Ideaslearn to identify problems, generate hypotheses - Learning Issues and formulate learning issues As such, we develop Discovery and Reporting self-directedlearning skills when acquiring knowledge across different sources and learn to Solution Presentation apply new knowledge to the problem. In the PBL Review and Evaluation process, we constantly critique and revise our prior reasoning, decision and discussion based on solving the problem. Liu, W.C., Liau, A.K. & Tan, O.S. (2007). Copyright @ 2007 National Institute Of Education. 20. Our PBL E-Portfolio Review and Evaluation Wong Ting Ees Reflection:PBL is a good way to examine a problem holistically Navigation Menu and collaboratively through different perspectives. HomeThrough this exercise, I learn to respect the diverse Scenarioviews and prior knowledge of my team mates in Problem Encounter open discussion. In the process of working out Problem Analysis plausible solutions to the problem, I also acquire - Generating Ideasspecific skills pertinent to processing & structuring - Learning Issues knowledge and contents, verifying the validity of Discovery and Reporting information, and consolidating and presenting findings in a coherent manner. Most important of Solution Presentation all, PBL allows members of the group to take Review and Evaluation charge of the process of problem inquiry and pool our knowledge together to engage in meaningful problem solving.Liu, W.C., Liau, A.K. & Tan, O.S. (2007). Copyright @ 2007 National Institute Of Education.