qed 501: group pbl presentation
DESCRIPTION
QED 501: Group PBL Presentation. Group Members: Celeste Loh Shi Min Chwa Bee Lian Eunice Tay Lay Min Kenny Goh Siau Yang Sumathi D/O A Krishnan. Introduction. Problem 1. Problem 2. Introduction. Problem 3. Problem 4. Conclusion. A Cube With different colours on each side - PowerPoint PPT PresentationTRANSCRIPT
QED 501:Group PBL Presentation
QED 501:Group PBL Presentation
Group Members: Celeste Loh Shi Min Chwa Bee Lian Eunice Tay Lay Min Kenny Goh Siau Yang Sumathi D/O A Krishnan
Group Members: Celeste Loh Shi Min Chwa Bee Lian Eunice Tay Lay Min Kenny Goh Siau Yang Sumathi D/O A Krishnan
A Cube
With different colours on each side
Colours on the cube represent different problems
People see problems from different angles
A Cube
With different colours on each side
Colours on the cube represent different problems
People see problems from different angles
IntroductionIntroductionIntroduction
Problem 1
Problem 2
Problem 3
Problem 4
Conclusion
Problem StatementProblem Statement
The Science lesson conducted for class 4A by the
new, untrained relief teacher was a failure
The Science lesson conducted for class 4A by the
new, untrained relief teacher was a failure
Introduction
Problem 1
Problem 2
Problem 3
Problem 4
Conclusion
Scenario Three
AssumptionsAssumptions
No buddy system
Incident happened during the first half of the Science lesson
No buddy system
Incident happened during the first half of the Science lesson
Introduction
Problem 1
Problem 2
Problem 3
Problem 4
Conclusion
What/Who constituted to the failure?
What/Who constituted to the failure?
the School ? by Celeste
the Science teacher ?by Bee Lian
the Head of Department ? by Kenny
the Relief teacher ?by Sumathi
the School ? by Celeste
the Science teacher ?by Bee Lian
the Head of Department ? by Kenny
the Relief teacher ?by Sumathi
Introduction
Problem 1
Problem 2
Problem 3
Problem 4
Conclusion
Our DiscussionOur Discussion
Problems
Solutions
focusresolve
Introduction
Problem 1
Problem 2
Problem 3
Problem 4
Conclusion
Assumptions
ConclusionConclusion
Summary (conclude the presentation)by Sumathi
Summary (conclude the presentation)by Sumathi
Introduction
Problem 1
Problem 2
Problem 3
Problem 4
Conclusion
Problem 1: The SchoolProblem 1: The School
Introduction
Problem 1
Problem 2
Problem 3
Problem 4
Conclusion
AssumptionAssumption
Relief teachers should not be allowed to conduct any lessons in the science laboratories
Relief teachers should not be allowed to conduct any lessons in the science laboratories
Introduction
Problem 1
Problem 2
Problem 3
Problem 4
Conclusion
Despite being new and inexperienced, the relief teacher was allowed access to the science laboratory
Poses a threat to the well-being of students
Despite being new and inexperienced, the relief teacher was allowed access to the science laboratory
Poses a threat to the well-being of students
ProblemsIntroduction
Problem 1
Problem 2
Problem 3
Problem 4
Conclusion
Theory to supportTheory to supportIntroduction
Problem 1
Problem 2
Problem 3
Problem 4
Conclusion
Alan C. (2004), Abraham Maslow’s Hierarchy of Needs. Retrieved Steptember 26, 2007, from http://www.businessballs.com/maslow.htm
The school should have been more stringent in their approval of access to the science laboratories
The relief teacher should have been briefed beforehand that he was not allowed access to the science laboratories
The school could set up security system for the laboratories
Buddy system
The school should have been more stringent in their approval of access to the science laboratories
The relief teacher should have been briefed beforehand that he was not allowed access to the science laboratories
The school could set up security system for the laboratories
Buddy system
SolutionsIntroduction
Problem 1
Problem 2
Problem 3
Problem 4
Conclusion
Problem 2: The Science teacher who
was absent
Problem 2: The Science teacher who
was absent
Introduction
Problem 1
Problem 2
Problem 3
Problem 4
Conclusion
AssumptionsAssumptions
The Science teacher would be away for a few days
The HOD was informed in advance
The Science teacher had prepared a lesson plan
The Science teacher would be away for a few days
The HOD was informed in advance
The Science teacher had prepared a lesson plan
Introduction
Problem 1
Problem 2
Problem 3
Problem 4
Conclusion
ProblemsProblems
The lesson plan was not a detailed one
The lesson plan was unsuitable for the relief teacher
The relief teacher misunderstood the “Scientific discovery”
The lesson plan was not a detailed one
The lesson plan was unsuitable for the relief teacher
The relief teacher misunderstood the “Scientific discovery”
Introduction
Problem 1
Problem 2
Problem 3
Problem 4
Conclusion
Theory to supportTheory to support
The Science teacher has an external locus of control
The Science teacher did not make an effort to prepare an alternative lesson plan
As a result, the lesson was a failure
The Science teacher has an external locus of control
The Science teacher did not make an effort to prepare an alternative lesson plan
As a result, the lesson was a failure
Introduction
Problem 1
Problem 2
Problem 3
Problem 4
Conclusion
SolutionsSolutions
There should be a backup plan
Backup plan should be given to the HOD or a buddy teacher before the Science teacher goes on leave
There should be a backup plan
Backup plan should be given to the HOD or a buddy teacher before the Science teacher goes on leave
Introduction
Problem 1
Problem 2
Problem 3
Problem 4
Conclusion
Problem 3:The HOD
Problem 3:The HOD
Introduction
Problem 1
Problem 2
Problem 3
Problem 4
Conclusion
AssumptionsAssumptions
Liaises and briefs the relief teacher on:
1. Administrative matters and school procedures
2. The lesson plan provided by the Science teacher who was absent
3. Provide support for the relief teacher when he is in doubt
Liaises and briefs the relief teacher on:
1. Administrative matters and school procedures
2. The lesson plan provided by the Science teacher who was absent
3. Provide support for the relief teacher when he is in doubt
Introduction
Problem 1
Problem 2
Problem 3
Problem 4
Conclusion
ProblemsProblems
Inadequate support and information to the relief teacher to enable him to carry out his class duties effectively
Inappropriate for the relief teacher to be conducting the lesson, without the guidance of a buddy teacher or without further instructions from the HOD
Inadequate support and information to the relief teacher to enable him to carry out his class duties effectively
Inappropriate for the relief teacher to be conducting the lesson, without the guidance of a buddy teacher or without further instructions from the HOD
Introduction
Problem 1
Problem 2
Problem 3
Problem 4
Conclusion
Theory to supportTheory to support
Vygotsky’s Zone of Proximal Development
HOD may have failed in bridging the gap between what and how much the relief teacher should do in this lesson.
HOD had not scaffold the delivery of the lesson plan, as prepared by the teacher (absent)
The poor relief teacher was left to make the most of the time given to him
Vygotsky’s Zone of Proximal Development
HOD may have failed in bridging the gap between what and how much the relief teacher should do in this lesson.
HOD had not scaffold the delivery of the lesson plan, as prepared by the teacher (absent)
The poor relief teacher was left to make the most of the time given to him
Introduction
Problem 1
Problem 2
Problem 3
Problem 4
Conclusion
SolutionsSolutions Communication: The HOD can arrange
for a short meeting with the relief teacher
Scaffolding: The HOD can assign an
experienced Science teacher to mentor the relief teacher
Encouragement: The HOD can also provide feedback and offer empathy for the relief teacher in distress
Communication: The HOD can arrange for a short meeting with the relief teacher
Scaffolding: The HOD can assign an
experienced Science teacher to mentor the relief teacher
Encouragement: The HOD can also provide feedback and offer empathy for the relief teacher in distress
Introduction
Problem 1
Problem 2
Problem 3
Problem 4
Conclusion
Problem 4:The Relief teacher
Problem 4:The Relief teacher
Introduction
Problem 1
Problem 2
Problem 3
Problem 4
Conclusion
AssumptionsAssumptions
Lesson plan was available
‘Scientific Discovery’
2 periods with recess break in between
Main topic was on Magnets
Lesson was more of an after examination activity
Lesson plan was available
‘Scientific Discovery’
2 periods with recess break in between
Main topic was on Magnets
Lesson was more of an after examination activity
Introduction
Problem 1
Problem 2
Problem 3
Problem 4
Conclusion
FactsFacts Topic : Mixture
New relief teacher
Planned relief
The lesson did not go as planned
Relief teacher was disappointed
Spoke to experienced teachers who advised him
Topic : Mixture
New relief teacher
Planned relief
The lesson did not go as planned
Relief teacher was disappointed
Spoke to experienced teachers who advised him
Introduction
Problem 1
Problem 2
Problem 3
Problem 4
Conclusion
ProblemsProblems No rapport
No Schema or Prior Learning
Concrete- Operational Stage
No Scaffolding
Expected Task: Analysis
No rapport
No Schema or Prior Learning
Concrete- Operational Stage
No Scaffolding
Expected Task: Analysis
Jean Piaget/ Brunner
Lev Vygotsky/ Robert Gagne
Benjamin Bloom Taxonomy
Jean Piaget/ Brunner
Lev Vygotsky/ Robert Gagne
Benjamin Bloom Taxonomy
Introduction
Problem 1
Problem 2
Problem 3
Problem 4
Conclusion
ProblemsProblems No Group Discussion
Zone Proximal Development
Teacher- Centered
Safety & Self- Esteem
Did not know his Audience
No Group Discussion
Zone Proximal Development
Teacher- Centered
Safety & Self- Esteem
Did not know his Audience
Vygotsky & Jean Piaget
Constructivism
Maslow’s
Vygotsky & Jean Piaget
Constructivism
Maslow’s
Introduction
Problem 1
Problem 2
Problem 3
Problem 4
Conclusion
SolutionsSolutions Better communication between HOD
and RT
Lesson was to kindle interest in Science
Buddy teacher
Science syllabus
Student-Centered
Approach
Better communication between HOD and RT
Lesson was to kindle interest in Science
Buddy teacher
Science syllabus
Student-Centered
Approach
Introduction
Problem 1
Problem 2
Problem 3
Problem 4
Conclusion
Solutions : 2nd LessonSolutions : 2nd Lesson Build Rapport (Share something on
himself)
Science is not just getting the facts but the process of investigation and learning is crucial
Student-Centered
5 Es : Engage, Explore, Explain, Extend, Evaluate
Group sharing
Build Rapport (Share something on himself)
Science is not just getting the facts but the process of investigation and learning is crucial
Student-Centered
5 Es : Engage, Explore, Explain, Extend, Evaluate
Group sharing
Introduction
Problem 1
Problem 2
Problem 3
Problem 4
Conclusion
SummarySummary Engage our students especially so in
Science
To really impact students during a lesson a teacher could remember CAP
C- Connections by prior knowledge
A - Arouse through hand – on/minds-on activities
P - Predict through higher-order questions
Educational System
Engage our students especially so in Science
To really impact students during a lesson a teacher could remember CAP
C- Connections by prior knowledge
A - Arouse through hand – on/minds-on activities
P - Predict through higher-order questions
Educational System
Introduction
Problem 1
Problem 2
Problem 3
Problem 4
Conclusion
ConclusionConclusion
Who is the key person at fault ? Who is the key person at fault ?
Introduction
Problem 1
Problem 2
Problem 3
Problem 4
Conclusion
ReferencesReferences Books
Tan, O.S. Parksons, R.D.Hinson,S.L,Sardo-Brown,D.(2003).Educational Psychology: A Practitioner Approach (Asian Edition): Thomas Learning
Peters,J.M.,Stout,D.L.(2006). Science in Elementary Education: methods, concepts and inquiries: Pearson Prentice Hall.
Santrock, J.W., (2008). Educational Psychology: McGraw-Hill International Edition.
Books Tan, O.S. Parksons, R.D.Hinson,S.L,Sardo-
Brown,D.(2003).Educational Psychology: A Practitioner Approach (Asian Edition): Thomas Learning
Peters,J.M.,Stout,D.L.(2006). Science in Elementary Education: methods, concepts and inquiries: Pearson Prentice Hall.
Santrock, J.W., (2008). Educational Psychology: McGraw-Hill International Edition.
Journals How Children Learn Science
Web Pages www.businessballs.com; Alan
Chapman 2001-4Others
Lecture notes by Dr. Angeline Khoo
ReferencesReferences