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KUMPULAN 13

ZUNAIRAH BINTI ABU BAKAR D20091036028NURUL ATIQAH BINTI DAUD D20091036026NOR HAFIZAH BINTI ISHAK D20091036025

FARHANA BINTI MOHD JAAFAR D20091036048

MINGGU 5

17 OKTOBER 2011

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PROBLEM BASEDLEARNING (PBL)

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PBL places students in small groups and

provides a means by which they caninvestigate real problems.

According to Fincham et al. (1997), "PBL

does not present a new curriculum butrather the same curriculum through adifferent teaching method,"

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PBL Cycle

TheProblem

What weDontknow

Learn whatwe dont

know

Apply thisknowledge

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Effective problems are those that engagestudent interest and motivate them toprobe for deeper understanding concepts.

Good problems ask students to formulate

ideas or judgments based on facts thatmay be prior knowledge, information givenin the scenario, and logic.

Problem-based learning usuallyincludes several steps :

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1. Problem is presented and read by groupmember, while another acts as scribe to mark

down FACTS as identified by group.2. Students discuss what is known (the facts).

3. Students discuss what they think and identify

the broad problem (brainstorm their ideas andformulate their hypotheses).

4. Students identify their learning needs (whatthey need to learn in order to prove or disprove

their ideas).5. Students share research findings with their

peers, then recycle steps 2-4

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The tutor in PBL course is a facilitator.The tutor encourages the students to

explore their own knowledge anddetermine their own needs.

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Tutor generally refrains from providinginformation, but instead prompts to

generate discussion and learning amongstthe students by :

1)Clarifying discussion2)Suggesting avenues of investigation3)Putting a problem in context4)Prioritising issues

5)Intervening in negative group dynamics

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The beauty of PBL is that students use their prior

knowledge when developing ideas and formulatingthose ideas into hypothesis that can be tested. Theadvanced level of a high school student will result ina deeper, more complex investigation than would be

done by a younger student.

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RUJUKAN

http://www.adelaide.edu.au/clpd/resources/leap/leapinto/ProblemBasedLearning.pdf

http://www.acs.edu.au/enrolment/problem-based-learning/default.aspx

http://www.usc.edu/hsc/dental/ccmb/u

sc-csp/Quikfacts.htm

http://www.adelaide.edu.au/clpd/resources/leap/leapinto/ProblemBasedLearning.pdfhttp://www.adelaide.edu.au/clpd/resources/leap/leapinto/ProblemBasedLearning.pdfhttp://www.adelaide.edu.au/clpd/resources/leap/leapinto/ProblemBasedLearning.pdfhttp://www.acs.edu.au/enrolment/problem-based-learning/default.aspxhttp://www.acs.edu.au/enrolment/problem-based-learning/default.aspxhttp://www.usc.edu/hsc/dental/ccmb/usc-csp/Quikfacts.htmhttp://www.usc.edu/hsc/dental/ccmb/usc-csp/Quikfacts.htmhttp://www.usc.edu/hsc/dental/ccmb/usc-csp/Quikfacts.htmhttp://www.usc.edu/hsc/dental/ccmb/usc-csp/Quikfacts.htmhttp://www.usc.edu/hsc/dental/ccmb/usc-csp/Quikfacts.htmhttp://www.usc.edu/hsc/dental/ccmb/usc-csp/Quikfacts.htmhttp://www.acs.edu.au/enrolment/problem-based-learning/default.aspxhttp://www.acs.edu.au/enrolment/problem-based-learning/default.aspxhttp://www.acs.edu.au/enrolment/problem-based-learning/default.aspxhttp://www.acs.edu.au/enrolment/problem-based-learning/default.aspxhttp://www.acs.edu.au/enrolment/problem-based-learning/default.aspxhttp://www.acs.edu.au/enrolment/problem-based-learning/default.aspxhttp://www.adelaide.edu.au/clpd/resources/leap/leapinto/ProblemBasedLearning.pdfhttp://www.adelaide.edu.au/clpd/resources/leap/leapinto/ProblemBasedLearning.pdfhttp://www.adelaide.edu.au/clpd/resources/leap/leapinto/ProblemBasedLearning.pdf

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PROJECT BASEDLEARNING

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Project based learning is a dynamicapproach to teaching in which students

explore real world problem andchallenges, simultaneously developingcross-curriculum skill while working insmall collaborative groups.

Project based learning is filled with activeand engaged learning, it inspires studentsto obtain a deeper knowledge of the

subjects they are studying Projects based learning helps students

apply what they learn to real-lifeexperiences and provide an all-around

enriching education

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What Every Good ProjectsNeeds

First Students must perceive the work as personally

meaningful, as a task that matters and thatthey want to do well

Second

A meaningful projects fulfills an educational purpose.

f

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7 Essentials for projects-basedlearning

1. A need to knowTypical projects (and most instruction) beginby presenting students with knowledge andconcepts and then, once learned, give themthe opportunity to apply them. PBL beginswith the vision of an end product orpresentation which requires learning specific

knowledge and concepts, thus creating acontext and reason to learn and understandthe information and concepts.

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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 willstructure their time. Students could even choose aprojects topic and driving question.

21 t kill

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4. 21st century skills requires critical thinking, problem solving,

collaboration, various forms of communication andthe 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 secondscriterion 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 resourcesand 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 constructsomething new an idea, an interpretation, a newway of displaying what they have learned.

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6. Feedback and revision Students use peer critique to improve their work to

create higher quality products.

Students need to learn that most peoples firstattempts 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.

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Why use PBL?

Students gain a deeper understanding ofthe concepts and standards at the heartof a project. Projects also build vital

workplace skills and lifelong habits oflearning. Projects can allow students toaddress community issues, explorecareers, interact with adult mentors, use

technology, and present their work toaudiences beyond the classroom. PBLcan motivate students who might

otherwise find school boring or

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Rujukan

Why Teach with Project-Based Learning?:Providing Students With a Well-RoundedClassroom Experience retrieved 17 October2011 from http://www.edutopia.org/project-

learning-introduction What is PBL? retrieved 17 October 2011 from

http://www.bie.org/about/what_is_pbl

7 Essentials for projects-based learningretrieved 17 October 2011 fromhttp://www.bie.org/images/uploads/useful_stuff/7_Essentials_PBL_EdLeaderSept10.pdf

http://www.edutopia.org/project-learning-introductionhttp://www.edutopia.org/project-learning-introductionhttp://www.bie.org/about/what_is_pblhttp://www.bie.org/images/uploads/useful_stuff/7_Essentials_PBL_EdLeaderSept10.pdfhttp://www.bie.org/images/uploads/useful_stuff/7_Essentials_PBL_EdLeaderSept10.pdfhttp://www.bie.org/images/uploads/useful_stuff/7_Essentials_PBL_EdLeaderSept10.pdfhttp://www.bie.org/images/uploads/useful_stuff/7_Essentials_PBL_EdLeaderSept10.pdfhttp://www.bie.org/about/what_is_pblhttp://www.edutopia.org/project-learning-introductionhttp://www.edutopia.org/project-learning-introductionhttp://www.edutopia.org/project-learning-introductionhttp://www.edutopia.org/project-learning-introductionhttp://www.edutopia.org/project-learning-introduction

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PROJECT BASED

LEARNING

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Project based learning is a dynamicapproach to teaching in which students

explore real world problem andchallenges, simultaneously developingcross-curriculum skill while working insmall collaborative groups.

Project based learning is filled with activeand engaged learning, it inspires studentsto obtain a deeper knowledge of the

subjects they are studying Projects based learning helps students

apply what they learn to real-lifeexperiences and provide an all-around

enriching education

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What Every Good ProjectsNeeds First

Students must perceive the work aspersonally meaningful, as a task that

matters and that they want to do well Second

A meaningful projects fulfills an educationalpurpose.

7 E ti l f j t b d

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7 Essentials for projects-basedlearning

1. A need to knowTypical projects (and most instruction) beginby presenting students with knowledge andconcepts and then, once learned, give themthe opportunity to apply them. PBL beginswith the vision of an end product orpresentation which requires learning specific

knowledge and concepts, thus creating acontext and reason to learn and understandthe information and concepts.

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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 willstructure their time. Students could even choose aprojects topic and driving question.

4 21st century skills

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4. 21st century skills requires critical thinking, problem solving,

collaboration, various forms of communication andthe 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 secondscriterion 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 ultimatelyleads to generating new questions, testing ideas,and drawing their own conclusions.

this inquiry should lead students to constructsomething new an idea, an interpretation, a new

way of displaying what they have learned.

F db k d i i

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6. Feedback and revision Students use peer critique to improve their work to

create higher quality products.

Students need to learn that most peoples firstattempts 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 realaudience, 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.

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Why use PBL?

Students gain a deeper understanding ofthe concepts and standards at the heartof a project. Projects also build vital

workplace skills and lifelong habits oflearning. Projects can allow students toaddress community issues, explorecareers, interact with adult mentors, use

technology, and present their work toaudiences beyond the classroom. PBLcan motivate students who might

otherwise find school boring or

8/3/2019 KUMPULAN 13 171011

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Rujukan

Why Teach with Project-Based Learning?:Providing Students With a Well-RoundedClassroom Experience retrieved 17 October2011 from http://www.edutopia.org/project-

learning-introduction What is PBL? retrieved 17 October 2011 from

http://www.bie.org/about/what_is_pbl

7 Essentials for projects-based learningretrieved 17 October 2011 fromhttp://www.bie.org/images/uploads/useful_stuff/7_Essentials_PBL_EdLeaderSept10.pdf

http://www.edutopia.org/project-learning-introductionhttp://www.edutopia.org/project-learning-introductionhttp://www.bie.org/about/what_is_pblhttp://www.bie.org/images/uploads/useful_stuff/7_Essentials_PBL_EdLeaderSept10.pdfhttp://www.bie.org/images/uploads/useful_stuff/7_Essentials_PBL_EdLeaderSept10.pdfhttp://www.bie.org/images/uploads/useful_stuff/7_Essentials_PBL_EdLeaderSept10.pdfhttp://www.bie.org/images/uploads/useful_stuff/7_Essentials_PBL_EdLeaderSept10.pdfhttp://www.bie.org/about/what_is_pblhttp://www.edutopia.org/project-learning-introductionhttp://www.edutopia.org/project-learning-introductionhttp://www.edutopia.org/project-learning-introductionhttp://www.edutopia.org/project-learning-introductionhttp://www.edutopia.org/project-learning-introduction

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Case-based

Learning

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What Is Case-basedLearning?

It is a learner-centered educationalmethod for student to achieve learningoutcomes.

Normally it is used in educating futuredoctors, nurse and lawyers.

Useful in any field where there arequestions to be answered

Involves student in a realistic decision- R l d i i h b k l

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Related to topics in the textbook, classpresentations and current events.

Students can create their own case-basedlearning activities.Select an area of interest.Work in groups to:a. State the topic

b. Write the scenarioc. Assign roles-Different

perspectivesd. Gather informatione. Guide the responses

f. Present their findings to other

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Students and teachers can collaborateto

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 s ecific needs of each learner.

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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 totheir

own real life.

Critical thinkin and uided learnin

El t I C b d

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Element In Case-basedLearning:-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.

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Problems are real and meaningfulcontexts for learners.

Cases are complex andmultidisciplinary.

The problem comes first.

Learners collaborate and identify whatthey need to learn.

Learners identify and use resources.

Problems require decision making, use

of concepts and skills

Case-based LearningFeatures:-

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References:-

Margaret Waterman(Sciences and Mathematics Faculty

Southeast Missouri State University)

Martha Schoene,Renee M. Cicchino,Alisdair Mac Rae

(Seton Hall University-TLTCFaculty Innovation Grant for theSummer of 2005)