Problem Based Learning

BASIC TEACHING & LEARNING COURSE (KAP CENTRAL ZONE/2013) 19 23 FEBRUARY 2013 identification ONE (1) NAME NUR AZIEMAH MOHD AZMAN ID. STAFF 302753 FACULTY COMMUNICATION AND MEDIA STUDIES CAMPUS/ COLLEGE SHAH ALAM QUESTION NO. 2 FOR iLQAM USE exclusively FOR iLQAM USE ONLY DATE RECEIVED integrality MARKS STAMP DATE RECEIVED TOTAL MARKS STAMP NUR AZIEMAH MOHD AZMAN BASIC TEACHING & LEARNING COURSE 19 23 FEBRUARY 2013 (CENTRAL ZONE) UNIVERSITI TEKNOLOGI MARA (UiTM) engagement 1 QUESTION 2Learning is non a spectator sport.Students do non get word much just sitting in classes listening to teachers, memorizing pre-packaged assignments, and spitting out answers. They must talk active what they are discloseing, write round it, relate it to past experiences, and apply it to their daily lives. They must make what they get wind part of themselves. Explain how you will conceptualise this principle in your schoolroom? There is a precept that goes Give a humanness a fish youll fe ed him for a day. Teach a man how to fish youll feed him for a lifetime. As an educator, I hold on firmly to saying above.When I first started teaching, I told myself that I can either be a teacher who is only interested about what pick out to be taught or I can be a teacher who is touch on about what and how something is supposed to be taught. I chose the latter. Why? Students had spent more than 12 years of learn in schools where most of the time, they sit and listen to what the teacher is teaching. Little or less participation on their behalf is incorporated during those 12 years. The main objective lens is to pass 3 big and important examinations in 12 years.Sad to say, they soon hinder a big chunk of what they had been attainment for the past 12 years this instant after they finish their last paper for SPM. This is because students are only made to remember what they are taught non to retain them. You can remember information for a specific length of time before you for get about it but if you can retain that information, youll remember it forever. Lets take mathematic as an example. We were taught how to do unsubdivided calculations such as hitition since we were 6 years old. We not only learn how to add numbers in class, we also use it in our daily lives too.In a much simple terms, we utilisation what we learn in school and incorporate it into our daily lives. We retain the skills to do additions by doing and practicing. What about special mathematics? Frankly speaking, if I was granted a set of additional mathematics questions today, I would not be able to solve even the simplest question. Why? Because I did not use any of the formulas I was taught in school in my daily lives. I did not retain the information. Students are unique. They might not curb the same way of learning.Lecturers and educators must be aware of their students ability in order to make the teaching and learning work at a success. Students have different levels of motiva tion, different attitudes about teaching and learning, and different responses to specific classroom environments and instructional practices. (Brent and Felder, 2005) That is why, students learn best when they are incorporated and is actively involved during the learning process. The traditional method of teaching is more concerned on what the student should learn rather than how the student should be learning.In my class, I use Problem Based Learning (PBL) method. PBL is a juvenile method of learning where there is a balance between what the students should learn and how they should be learning. This new advance to learning is bringing about new ways in which students are involved in the learning process. Teachers know that students do not learn at their highest potential when they are in a classroom where the teacher stands at the front of the room and gives them knowledge. (Utecht, 2003) During class, I encourage my students to speak and share information that they have on t he topic.Before I start my lecture, I would first brainstorm the idea of the topic with my students. Initially, students would be opposed to participate because they are afraid of saying the wrong answer. I encourage them saying that if it is an flavor, there is no right or wrong answer. Students in universities are andragogy learners they are adult learners. As an adult, they would analogous to have more control of their own learning. Andragogy reorients adult educators from educating people to helping them learn.The methods used may outrank from isolated instruction within a curriculum or integrated instruction. It may also hide intentional and unintentional learning situations. (Crawford, 2004) This type of students would be more interested to learn if they are given more power and control in the learning process. There are six assumptions on andragogy learners 1. Adults need to know the reason for learning something (Need to Know) 2. Experience(includingerror) provides the basis for learning activities (Foundation). 3.Adults need to be responsible for their decisions on education involvement in theplanningandevaluationof their instruction (Self-concept). 4. Adults are most interested in learning subjects having immediaterelevanceto their work and/or personal lives (Readiness). 5. Adult learning isproblem-centred rather than content-oriented (Orientation). 6. Adults act better to internal versus external motivators (Motivation). (Malcom Knowles, 1977) I planned and carry out my teaching and learning process using the 6 assumptions as my main guidance.Most of the time during class, I allow my students to voice out their opinion and share what they have to say on certain topics. I also let them know the objective of the learning and what they will acquire at the set aside of the class. If they feel that they did not achieve what they should at the end of the lesson, I encourage them to share their problems with their classmates so that they can come u p with the solutions together. During my lecturer, I use simple examples which they can easily connect with in their daily lives. I usually share my experience and make them to share theirs with the class.It takes the seriousness out of the learning process and students felt more comfortable sharing their problems and experience. For me, a relaxed and simple learning environment will encourage the students to be more active and not be reluctant to join in the discussions. A rigid classroom will make the students as shabby as ice. Before I started teaching, I told myself to be the teacher that u have never had the teacher I want to have but did not. I want my students to them around me and to not be dishonored to tell what they have in mind, because I believe the most valuable knowledge is the knowledge that we shared.References Brent. R, & Felder M. R. (2005). accord students differences. Journal of Engineering Education, 94(1), 57-72 Crawford S. R (2004). Andragogy Malcolm Kno wles. Retrieved March 21 from http//academic. regis. edu/ed205/Knowles. pdf Knowles, M. S. (1973). The Adult Learner A Neglected Species. Houston disjuncture Publishing Company. Utecht R. J. (2003). Problem Based Learning in Student Centred Classroom. Retrieved March 21 from http//www. jeffutecht. com/docs/PBL. pdf