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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. Introduction. Problem 1. Problem 2. Introduction. Problem 3. Problem 4. Conclusion. A Cube With different colours on each side

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QED 501: Group PBL Presentation

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  1. 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

  2. Introduction Problem 1 Problem 2 Introduction Problem 3 Problem 4 Conclusion A Cube With different colours on each side Colours on the cube represent different problems People see problems from different angles

  3. Introduction Problem 1 Scenario Three Problem 2 Problem Statement Problem 3 Problem 4 Conclusion The Science lesson conducted for class 4A by the new, untrainedreliefteacher was a failure

  4. Introduction Assumptions Problem 1 Problem 2 • No buddy system • Incident happened during the first half of the Science lesson Problem 3 Problem 4 Conclusion

  5. Introduction Problem 1 Problem 2 What/Who constituted to the failure? Problem 3 Problem 4 Conclusion the School ? by Celeste the Science teacher ? by Bee Lian the Head of Department ? by Kenny the Relief teacher ? by Sumathi

  6. Introduction Problem 1 Problem 2 Assumptions Our Discussion Problem 3 Problem 4 Problems resolve focus Conclusion Solutions

  7. Introduction Conclusion Problem 1 Problem 2 • Summary (conclude the presentation) by Sumathi Problem 3 Problem 4 Conclusion

  8. Introduction Problem 1 Problem 2 Problem 1: The School Problem 3 Problem 4 Conclusion

  9. Introduction Assumption Problem 1 Problem 2 • Relief teachers should not be allowed to conduct any lessons in the science laboratories Problem 3 Problem 4 Conclusion

  10. Problems 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

  11. Introduction Theory to support 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

  12. Solutions Introduction Problem 1 Problem 2 • 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 Problem 3 Problem 4 Conclusion

  13. Introduction Problem 1 Problem 2 Problem 2: The Science teacher who was absent Problem 3 Problem 4 Conclusion

  14. Introduction Assumptions Problem 1 Problem 2 • The Science teacher would be away for a few days • The HOD was informed in advance • The Science teacher had prepared a lesson plan Problem 3 Problem 4 Conclusion

  15. Introduction Problems Problem 1 Problem 2 • The lesson plan was not a detailed one • The lesson plan was unsuitable for the relief teacher • The relief teacher misunderstood the “Scientific discovery” Problem 3 Problem 4 Conclusion

  16. Introduction Theory to support Problem 1 Problem 2 • 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 Problem 3 Problem 4 Conclusion

  17. Introduction Solutions Problem 1 Problem 2 • 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 Problem 3 Problem 4 Conclusion

  18. Introduction Problem 1 Problem 2 Problem 3:The HOD Problem 3 Problem 4 Conclusion

  19. Introduction Assumptions Problem 1 Problem 2 Liaises and briefs the relief teacher on: • Administrative matters and school procedures • The lesson plan provided by the Science teacher who was absent • Provide support for the relief teacher when he is in doubt Problem 3 Problem 4 Conclusion

  20. Introduction Problems Problem 1 Problem 2 • 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 Problem 3 Problem 4 Conclusion

  21. Introduction Theory to support Problem 1 Problem 2 • 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 Problem 3 Problem 4 Conclusion

  22. Introduction Solutions Problem 1 Problem 2 • 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 Problem 3 Problem 4 Conclusion

  23. Introduction Problem 1 Problem 2 Problem 4:The Relief teacher Problem 3 Problem 4 Conclusion

  24. Introduction Assumptions Problem 1 Problem 2 • 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 Problem 3 Problem 4 Conclusion

  25. Introduction Facts Problem 1 Problem 2 • 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 Problem 3 Problem 4 Conclusion

  26. 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 Introduction Problems Problem 1 Problem 2 Problem 3 Problem 4 Conclusion

  27. No Group Discussion Zone Proximal Development Teacher- Centered Safety & Self- Esteem Did not know his Audience Vygotsky & Jean Piaget Constructivism Maslow’s Introduction Problems Problem 1 Problem 2 Problem 3 Problem 4 Conclusion

  28. Introduction Solutions Problem 1 Problem 2 • Better communication between HOD and RT • Lesson was to kindle interest in Science • Buddy teacher • Science syllabus • Student-Centered • Approach Problem 3 Problem 4 Conclusion

  29. Introduction Solutions : 2nd Lesson Problem 1 Problem 2 • 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 Problem 3 Problem 4 Conclusion

  30. Introduction Summary Problem 1 Problem 2 • 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 Problem 3 Problem 4 Conclusion

  31. Introduction Problem 1 Problem 2 Conclusion Problem 3 Problem 4 Conclusion Who is the key person at fault ?

  32. References • 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.

  33. References • Journals • How Children Learn Science • Web Pages • www.businessballs.com; Alan Chapman 2001-4 • Others • Lecture notes by Dr. Angeline Khoo

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