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  • Problem-Based Learning Model

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    ProblemSolving Model uses problems to develop problemsolving skills, content, and selfregulation. Problems must be clear, concrete, and personalized; students must have sufficient prior knowledge to solve the problem. Alternative assessments (examine student performance of tasks important in the real world) can be used.

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    ProblemSolving Model uses problems to develop problemsolving skills, content, and selfregulation. Problems must be clear, concrete, and personalized; students must have sufficient prior knowledge to solve the problem. Alternative assessments (examine student performance of tasks important in the real world) can be used.

    Drepturi de autor:

    © All Rights Reserved
    Descărcați ca DOC, PDF, TXT sau citiți online pe Scribd
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    86 vizualizări1 pagină

    Problem-Based Learning Model

    Încărcat de

    api-279665139
    ProblemSolving Model uses problems to develop problemsolving skills, content, and selfregulation. Problems must be clear, concrete, and personalized; students must have sufficient prior knowledge to solve the problem. Alternative assessments (examine student performance of tasks important in the real world) can be used.

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    Descărcați ca DOC, PDF, TXT sau citiți online pe Scribd
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    din 1

    Hierarchic: 4 Main Ideas

    Box frame

    s
    TM

    Makes Sense
    Sense Strategies
    Strategies
    Makes
    Name:
    Rebekah Bridges

    2008 Edwin Ellis, All Rights Reserved Published by Makes Sense Strategies, LLC, Northport, AL www.MakesSenseStrategies.com

    Date:

    ProblemSolvingModel

    3/2/15

    Is about

    Utilizesproblemstodevelopproblemsolvingskills,content,andselfregulation;thegoalofsolvingtheproblemrestswiththestudents,andteacherssupport
    theprocessalongtheway
    Main idea

    Theoretical
    Foundation/Planning

    TheoreticalFoundation
    Constructivism:peopleconstructtheirown
    understandingoftheworld
    VyogtskysSocialDevelopmentTheory:
    teacherdemonstrationsandsupport,social
    dialogueandelaboration
    PiagetsCognitiveTheory:buildonprior
    knowledgeandschemas
    Planning
    Identifyatopic:morecomplexandlessconcrete
    sinceitwillnothavedefiningcharacteristics
    SpecifyLearningObjectives:acontent
    objectiveandproblemsolving/selfdirection
    objective
    IdentifyProblems:problemsmustbeclear,
    concrete,andpersonalized;studentsmusthave
    sufficientpriorknowledgetosolvetheproblem
    AccessMaterials:studentsmusthaveaccessto
    materialsneededtosolvetheproblem;take
    numberofstudentsandnumberofgroupsinto
    account

    Main idea

    Implementing

    Phase1:ReviewandPresentProblem
    Teacherreviewsinfoneededtosolve
    theproblemandpresentstheproblem
    tosolve
    Phase2:DeviseaStrategy
    Studentscomeupwithastrategyto
    solvetheproblem;teachergives
    feedbackaboutthestrategytoensure
    learnersareusingagoodapproach
    Phase3:ImplementtheStrategy
    Studentsusethestrategy;teacher
    monitorsandprovidescomments
    alongtheway
    Phase4:DiscussandEvaluateResults
    Teacherleadsadiscussiononthe
    activitywhatstudentsdidtosolve
    theproblemandwhatresultsthey
    found

    Main idea

    Assessment

    Assessment
    Traditional/standardtestingtechniques
    canbeusedtotestdeepunderstanding
    ofcontent
    Totestselfdirectedlearningand
    processesofProblemBasedLearning,
    alternateassessments(examinestudent
    performanceoftasksimportantinthe
    realworld),performanceassessments
    (studentscompleteanactivity/createa
    product),systematicobservations
    (teachersspecifycriteria,observe,and
    gradebasedonthecriteria),checklists
    (dimensionsnecessaryforacceptable
    performance),andratingscales(scales
    ofvaluesonwhichnecessary
    dimensionsarerated)canbeused
    Considergroupvs.individual
    assessment

    Main idea

    Motivation/Modifications

    Motivation
    Themodelemphasizescuriosity,
    authentictasks,andachallenge,which
    increasestudentmotivation.
    Studentscanseehowabstracttopics
    connecttotherealworld.
    Studentsareintrinsicallymotivatedby
    solvingproblemsalone.
    Modifications
    Younglearners:usesimple,concrete
    questions;presentproblems
    concretely;provideextensive
    guidanceforstudents.
    Diverselearners:besurestudentshave
    adequatebackgroundknowledgeto
    solvetheproblem;consider
    differencesinattitudesandbeliefs

    So what? What is important to understand about this?

    Thismodelplacesthelearninginthehandsofthestudents.Studentsareabletoconstructtheirownunderstandingofatopic,aswellasreachasolutiontoa
    problem,usingtheirowncriticalthinkingskills.Also,selfdirectionandproblemsolvingskillsareimproved,whicharevaluableineverydaylife.

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