Instructions for Teacher Candidates:

OUR PBL E-PORTFOLIO OUR GROUP NAME: Instructions for Teacher Candidates: Group Name: Decide on a Group name that best represents your group. Type your group name on the top of this slide. Group Members: Include the names of all your team members. E-portfolio: This template helps you document the different stages of your PBL learning journey. You will need to follow the instructions at each stage and decide the deliverables to be included in your e-portfolio. Feel free to include additional slides to document your learning. Please delete the texts or slides that are redundant before you submit your e-portfolio to your tutor. You can make changes to the overall look of the template. . 1. Group Member Name 2. Group Member Name 3. Group Member Name 4. Group Member Name

Problem Scenario Instructions for Students: Problem Scenario: Indicate the scenario your group has been assigned to solve. Type out and illustrate your scenario here.

Problem Encounter Problem Analysis and Learning Issues Discovery & Reporting Solution Presentation Review and Evaluation The 5 Stages of the PBL Process

Problem Encounter • At this stage, your aims are to have a clear understanding • of the scenario and to reach a group consensus on the • problem statement. • Instructions for Teacher Candidates: • Individual Work: • Read through the scenario. Underline key words and highlight all significant and important information. • Group Discussion (I): • To make sure that all group members have the same understanding of the scenario, talk about it as a group. Give every group member a chance to describe the scenario in his/her own words + link it to his/her own experience + prior knowledge. • Questions that can guide your group discussions are • - What are your thoughts on this scenario? • - What comes to mind? • - What do we know? • - What are the statement of facts we can identify?

Problem Encounter • Instructions for Students: • Deliverables (I): • To document the outcome of your discussion, you can include one or more of the following in your portfolio: • - Notes of discussion • - Mind maps • - Journal of problem inquiry • Group Discussion (II): • When the group has a clear understanding of the scenario, you • will have to reach a consensus on the problem statement. • Questions that can help you summarise the problems are • - What is the nature of the problem? • - Can you restate what the group discussed? • - Does the group have the same mental picture of …? • Deliverables (II): • You will have to include your group’s problem statement in • your portfolio: • - Problem statement

Problem Encounter • Notes of Discussion • Type out the main points covered in your group discussion

Problem Encounter • Mind Map • The mind map should give a clear summary of the pertinent issues in the scenario • An example:

Problem Encounter • Journal of Problem Enquiry • Identify specific problems in the scenario. • List down the key questions of inquiry. • The questions should consider application of learning theories.

Problem Encounter • Problem Statement • To develop the problem statement, the group has to reach a consensus on the nature of the problem and the group’s commitment to finding out plausible solutions. • An example of a problem statement - ‘As beginning teachers, it is important to know how children acquire concepts’.

Problem Analysis • At this stage, your aims are to brainstorm and generate • possible explanations or hypotheses about the problem, • and to formulate learning objectives. • Instructions for Students: • Individual: • Generate possible explanations and/or hypotheses to the problems posed by the scenario. • Group: • Compile a list of possible explanations and/or hypotheses from team members. • Questions that can help you generate ideas are: • - What additional information might we need? • - What do we need to know? • - Could you think of anything else? • - What does that link you to? • - Have you considered all the possible explanations?

Problem Analysis • Instructions for Teacher Candidates: • Group (continue): • Identify learning issues and formulate learning objectives. • Questions that can help you formulate the learning issues are: • - What is important for you to solve the problem? • - Have you listed all the key questions? • - What make you include …? • - What kind of resources might be helpful? • Assign self-directed learning to each member of the group. • Deliverables: • You should include the following in your portfolio: • - List of explanations, ideas and/or hypotheses • - Statements of learning issues • - KND chart • - Pointers and notes for sharing and teaching

Problem Analysis • Generating Ideas • Analyse the problems identified and give possible explanations, ideas and/or hypotheses.

Problem Analysis • Learning Issues • Identify the learning issues from the hypotheses, e.g., ‘To understand how children acquire concepts’.

Problem Encounter • Identify specific problems in the scenarios • Generate questions of inquiry • Your questions should consider application of learning theories KND

Problem Analysis • Pointers and Notes for Sharing • Every member should be assigned a self-directed learning task. The self-directed learning involves identifying sources of information, and researching with a view of offering an informed explanation for the problem, and teaching peers on the topic of the study. • Each individual member has to compile a set of pointers and notes from his or her assigned self-directed learning. The notes are to be used for sharing and teaching of other group members in the next stage. • Each member should type out his or her notes in a word document and then insert the file as an object onto this slide (create from file). Please indicate clearly the team member responsible for the set of notes. You can do that by changing the file name of the document (select ‘display as icon’ and change the caption of the icon to the name of the team member). JAMAL

Discovery & Reporting • At this stage, your aim is to share what you have • discovered during your self-directed research. • Instructions for Students: • Individual: • Complete your self-directed learning before the meeting and then report on what you have learned to the other members of your group. Teach your group on what’s learnt. • Group: • Integrate and consolidate information as a group. Help each other to ensure the accuracy, reliability and validity of the information obtained. • Questions that can guide your discussions are : • - Describe what you have learnt about... • - Explain what you understand by... • - How do you know? • - Could you elaborate on...? • - How would you connect what you learnt to...?

Discovery & Reporting • Instructions for Students: • Deliverables: • You should include the following in your e-portfolio: • Statement on sources of learning, information and research

Discovery & Reporting • Statement on sources of learning, information and research • List down the references you used. The references should include sources other than the recommended textbook. You may use internet materials, other textbooks, journal articles and newspaper articles.

Solution Presentation • At this stage, your aim is to present plausible solutions to • the problem scenario, and to clarify doubts through a Q & • A session. • Instructions for Teacher Candidates: • Group: • You will need to synthesize all your findings for a final presentation. • Questions that can help you decide on the reasonable solutions are : • - What solution might you propose? Why? • - Explain the strategy/solution … • - What is at stake if we include/exclude …? • - What are the pros and cons? • - What are the consequences?

Solution Presentation • Instructions for Teacher Candidates: • Deliverables: • You need to include the following in your portfolio: • - Power-point file • - Script (Optional) • - Other materials needed for the presentation, e.g., report, • video clip or photographs of model/artifacts • Please insert the abovementioned deliverables as objects onto this slide. • Do bear in mind that your presentation should be between 20-30 min. The presentation should include the following: • - the list of questions, • - the key points/problems from the scenario that your group • focused on, • - the theory/theories related to the scenario, • - the answers to the questions posed. • - the list of references used

Review and Evaluation Your aim in here is to write a reflection (review and evaluate) your investigation and the processes you used to work on this PBL. Every member should contribute at least a one slide reflection. Instructions (See the following questions that can guide your review and evaluation): - What are the three key things you have learnt …? - What did you learn about yourself + your peers? - What did you learn about your problem-solving approaches? - How do you apply it to another situation?

Review and Evaluation • Group Member 1’s Reflection: • Every member should contribute at least a one slide reflection.

Instructions for Teacher Candidates: