Download - SUCCESSFUL PBL SESSION
SUCCESSFUL PBL SESSION
ISSAM BARRIMAH
ROLES & RESPONSIBILITIES OF TUTOR IN PBL
What is the function of the tutor in PBL session
How directive should the tutor be? What are the necessary facilitating skills he
should have? Should the tutor be a content expert? Should the tutor transmit information? How
much, when and how?
Questions
To develop clinical reasoning skills, critical thinking and decision making strategies
To foster self-directed learning To achieve integration across disciplines
To promote small group learning To prepare students for life long learning To acquire skills of team work
OBJECTIVES OF PBL
Every one has the right to express his view
Debate rather than argue issues Do not spend too much time on one issue
Respect each other Focus on discussion and avoid side talks
KEEP GROUND RULES
Attendance and punctuality are mandatory
All mobile phones should be turned off
Group should use white board as they discuss
Group should not make short cuts or skip a step
Problem should be discussed in the outlined sequence
SOME RULES ARE NON-NEGOTIABLE
There is inconclusive debate as to whether the best PBL tutor are subject
expert or not
Differing definitions of expertise,
Expectations of the role of the PBL tutor, and
The structure and context of the PBL environment.
Answer to Debate
Raising awareness◦To expand the group discussion on to a higher cognitive level
Facilitating the group process◦To ensuring that the group process flowed well
Directing learning◦To signal an end to the students’ discussion
Tutor Intervention
Evaluating SummarizingGiving feedback
InformingDirecting learning
ElicitationRe-elicitation PromptingRefocusing Facilitating
Techniques Used by Tutors
Tutor should find a balance between dominating the
session or completely detaching himself from the
discussion
Tutor should abandon his paternalistic attitude towards students and consider them
novice colleagues
Authority & Authoritarianism
Silence High anxiety Confusion about what student should do
Central issue is trust vs mistrust Testing each others & leader Request for greater leader involvement
Characteristics of forming
Be clear about task expectation Respect all group members Provide positive feedback Encourage students participation Remain neutral Listen accurately
Tutor Role in Forming
Conflict Competition over leadership, power, authority
Students molds ideas, feeling , attitude to suit the group
Therefore, some students remain silent while others dominate
Characteristics of Storming
Adopt win-win approach Listen carefully to every one Provide support to every one Clarify the importance of every one role
Tutor Role in Storming
More acquainted with each other Active acknowledgment of others Develop sense of group belonging Feeling of relief More interaction High creativity Openness and sharing information
Characteristics of Norming
Group work independently Tutor provide feedback when necessary
Try to avoid your temptation to provide knowledge
Tutor Role in Norming
Not all groups reach this stage Interdependence High morale & loyalty to group Group is now task oriented
Performing
Student center Creates a motivation environment Manages time and process Uses questions effectively Manages group dynamics Ensures constructive feedback
Characteristics of Effective Tutor
Interrupting students Over-participating, directing Telling too many stories Promoting competition rather than
cooperation Dictating pace/ rushing things Not encouraging students to go to board Not punishing students hard enough or
punishing to hard
Students Criticize the Following Tutor
Join the group as participant Do not dominate the group Remind the group about previous topics
Any intervention should be to help the learning process
Encourage students to focus their discussion
Hints For Effective Tutor
Professional Behaviorsin
Tutorials
Listen carefully (verbally, non-verbally) Behavior should not be rude nor patronizing Do not humiliate group members for opinion
or information Differentiate value of information from
value of a person Acknowledge contribution Does not interrupt inappropriately Apologize when late or gives reason
Respect
Be punctual Identifies irrelevant or excessive
information Takes initiatives to maintain group dynamics Accept priority of tutorial time Describe strength or weakness in supportive
manner Give prior notice of intended absence
Responsibility
Speaks directly to group members Use understandable words Use open-ended questions Avoid judgmental questions Resolve misunderstanding Accept and discuss emotional issues non-verbal is consistent with verbal
behavior Respond to non-verbal communication of
group members
Communication Skills
Role of tutor is different from teacher’s role
He is a facilitator of the learning process
However, he is not passive but active
Responsibility is Different
THANK YOU