'Problem Based Learning\r'

'BASIC TEACHING & antiophthalmic factor; LEARNING COURSE (KAP CENTRAL order/2013) 19 †23 FEBRUARY 2013 ASSIGNMENT ch ampereion (1) NAME| NUR AZIEMAH MOHD AZMAN| ID. STAFF| 302753| FACULTY| talk AND MEDIA STUDIES| CAMPUS/ COLLEGE| SHAH ALAM| inquiry NO. | 2| FOR iLQAM do of goods and services ONLY FOR iLQAM USE ONLY day of the month RECEIVED: TOTAL label: sealing wax: 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 2â€Å" teaching is non a spectator sport.Students do non divulge much just sitting in classes find outing to teachers, memorizing pre-packaged assignments, and spitting out answers. They moldiness talk or so what they argon check intoing, release about it, relate it to past experiences, and accommodate it to their insouciant lives. They mustiness adjudge what they watch part of themselves. ” Exp lain how you forget conceptualise this principle in your school manner? | thither is a reflexion that goes: â€Å"Give a gentleman a fish; you’ll devote him for a day. Teach a man how to fish; you’ll feed him for a life clock. ” As an educator, I hold on firm to aspect above.When I first started teaching, I told myself that I can either be a teacher who is notwithstanding begin-to doe with about what quest to be taught or I can be a teacher who is concerned about what and how something is alleged(a) to be taught. I chose the latter. Why? Students had exhausted more than than 12 years of education in schools where most of the time, they sit and listen to what the teacher is teaching. Little or less(prenominal) participation on their behalf is interconnectedd during those 12 years. The briny accusive is to pass 3 ‘ large-mouthed and important’ examinations in 12 years.Sad to say, they soon forget a big chunk of what they had been ac quire for the past 12 years immediately after they coda their last paper for SPM. This is because students ar provided made to remember what they are taught; not to retain them. You can remember nurture for a specific length of time before you forget about it; save if you can retain that information, you’ll remember it forever. allow’s take mathematic as an example. We were taught how to do simple calculations such as accession since we were 6 years old. We not only hold in how to add numbers in class, we also use it in our daily lives too.In a much simple terms, we usage 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? aboveboard speaking, if I was given a fructify of additional mathematics questions today, I would not be able to solve regular the simplest question. Why? Because I did not use any of the formulas I was taught in school in my dai ly lives. I did not retain the information. Students are unique. They might not bring in the same way of eruditeness.Lecturers and educators must be aware of their student’s ability in order to make the teaching and acquire mental process a success. â€Å"Students have different levels of motivation, different attitudes about teaching and learning, and different responses to specific schoolroom environments and pedagogicsal practices. ” (Brent and Felder, 2005) That is why, students learn best when they are incorporated and is supplely relate 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 ground Learning (PBL) method. PBL is a cutting method of learning where there is a balance mingled with what the students should learn and how they should be learning. â€Å"This new speak to to learning is bringing about new ways i n which students are involved in the learning process. Teachers know that students do not learn at their highest potential difference when they are in a schoolroom where the teacher stands at the front of the room and gives them association. ” (Utecht, 2003) During class, I hike my students to speak and office information that they have on the topic.Before I start my lecture, I would first insight the idea of the topic with my students. Initially, students would be loath(p) to participate because they are afraid of saying the wrong answer. I encourage them saying that â€Å"if it is an opinion, there is no right or wrong answer”. Students in universities are andragogy learners; they are adult learners. As an adult, they would same(p) to have more control of their receive learning. â€Å"Andragogy reorients adult educators from educating people to helping them learn.The methods use may range from isolated centering within a curriculum or integrated instruction . It may also extend intentional and unintentional learning situations. ” (Crawford, 2004) This oddball of students would be more interested to learn if they are given more spot and control in the learning process. in that location are six assumptions on andragogy learners: 1. Adults need to know the reason for learning something (Need to Know) 2. induce (including error) provides the basis for learning activities (Foundation). 3.Adults need to be responsible for their decisions on education; elaboration in the planning and evaluation of their instruction (Self-concept). 4. Adults are most interested in learning subjects having immediate relevance to their lay down and/or personal lives (Readiness). 5. Adult learning is problem-centred rather than content-oriented (Orientation). 6. Adults respond better to cozy versus external motivators (Motivation). (Malcom Knowles, 1977) I planned and pile 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 phonate out their opinion and constituent 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 light upon what they should at the end of the lesson, I encourage them to share their problems with their classmates so that they can generate 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 serious-mindedness out of the learning process and students entangle 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 marijuana cigarette in the discussions. A rigid classroom will make the students as chilliness as ice. Before I started teaching, I told myself to be the teacher that u have never had; the teacher I destiny to have but did not. I want my students to them around me and to not be shamed 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). Understanding students’ differences. daybook of Engineering Education, 94(1), 57-72 Crawford S. R (2004). Andragogy †Malcolm Knowles. Retrieved marchland 21 from http://academic. regis. edu/ed205/Knowles. pdf Knowles, M. S. (1973). The Adult Learner: A drop Species. Houston: Gulf Publishing Company. Utecht R. J. (2003). Problem Based Learning in Student Centred Classroom. Retrieved March 21 from http://www. jeffutecht. com/docs/PBL. pdf\r\n'