Problem Based Learning

rudimentary TEACHING & LEARNING running (KAP CENTRAL ZONE/2013) 19 23 FEBRUARY 2013 date ONE (1) let on NUR AZIEMAH MOHD AZMAN ID. STAFF 302753 FACULTY COMMUNICATION AND MEDIA STUDIES CAMPUS/ COLLEGE SHAH ALAM QUESTION NO. 2 FOR iLQAM drill ONLY FOR iLQAM USE ONLY DATE RECEIVED TOTAL label STAMP DATE RECEIVED TOTAL MARKS STAMP NUR AZIEMAH MOHD AZMAN BASIC TEACHING & LEARNING COURSE 19 23 FEBRUARY 2013 (CENTRAL ZONE) UNIVERSITI TEKNOLOGI MARA (UiTM) ASSIGNMENT 1 QUESTION 2Learning is not a mantrap sport.Students do not learn oft just sitting in classes listening to teachers, memorizing pre-packaged assignments, and spitting out answers. They moldiness talk just about what they atomic number 18 breeding, write about it, relate it to past experiences, and apply it to their insouciant lives. They must make what they learn part of themselves. Explain how you will conceptualise this normal in your class dwell? There is a saying that goes Give a man a fish youll feed him for a day. Teach a man how to fish youll feed him for a lifetime. As an educator, I assure on firmly to saying above.When I first started dogma method, I told myself that I can either be a teacher who is provided touch about what need to be taught or I can be a teacher who is concerned about what and how something is supposed to be taught. I chose the latter. Why? Students had spent more than 12 historic period of training in schools where most of the time, they sit and listen to what the teacher is teaching. Little or little participation on their behalf is incorporated during those 12 years. The main objective is to arrive at 3 big and important examinations in 12 years.Sad to say, they soon close up a big chunk of what they had been learning for the past 12 years quickly after they finish their last paper for SPM. This is because disciples be only made to cerebrate what they be taught not to retain them. You can remember information for a specific length of time b efore you impart about it besides if you can retain that information, youll remember it forever. Lets take mathematic as an example. We were taught how to do simple calculations such as summation since we were 6 years old. We not only learn how to add verse in class, we alike use it in our casual lives too.In a much simple terms, we practice 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 additional mathematics? candidly speaking, if I was given 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 have the same way of learning.Lecturers and educators must be aware of their savants ability in order to make the teaching and learning process a success. Students have different levels of motivation, 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 quite an than how the student should be learning.In my class, I use worry Based Learning (PBL) method. PBL is a new method of learning where there is a balance amongst what the students should learn and how they should be learning. This new approach to learning is bringing about new ways in which students are involved in the learning process. Teachers drive in 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 t hey have on the report.Before I start my lecture, I would first brainstorm the idea of the topic with my students. Initially, students would be reluctant to participate because they are afraid of saying the ill-treat answer. I encourage them saying that if it is an faith, there is no right or wrong answer. Students in universities are andragogy learners they are adult learners. As an adult, they would like to have more control of their own learning. Andragogy reorients adult educators from educating tribe to helping them learn.The methods used may range from isolated instruction at bottom a curriculum or integrated instruction. It may also squeeze intentional and unintentional learning situations. (Crawford, 2004) This type of students would be more arouse 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(includingerro r) provides the basis for learning activities (Foundation). 3.Adults need to be responsible for their decisions on education involvement in theplanningandmilitary ratingof 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 respond better to internal versus external motivators (Motivation). (Malcom Knowles, 1977) I planned and engage 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 end 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 th at they can come up 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 ask them to share theirs with the class.It takes the unassumingness out of the learning process and students felt more comfortable overlap 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 rimy 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 ashamed to reveal 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). Understanding students differences. Journal of Engineering Education, 94(1), 57-72 Crawford S. R (2004) . Andragogy Malcolm Knowles. Retrieved March 21 from http//academic. regis. edu/ed205/Knowles. pdf Knowles, M. S. (1973). The Adult Learner A Neglected Species. HoustonGulf Publishing Company. Utecht R. J. (2003). Problem Based Learning in Student Centred Classroom. Retrieved March 21 from http//www. jeffutecht. com/docs/PBL. pdf