My PBL Personal Reflection

1.  How has the Problem-based learning experience changed:

• the way you learn?
•  the way you solve problems?
•  your understanding of what makes group learning effective?

Problem based learning (PBL) has changed my understanding on how people learn. I have learnt that team work is the most important factor in PBL as we have to work in a group. PBL also encourages collaborative and cooperative learning among my peers, as we engage ourselves in discussions. According to Bridges & Hallinger (1991), students take responsibility for their own learning as PBL encourages students to identify their learning needs and determine the resources they will need to use to accomplish their tasks. Through PBL, I have learned to solve the problems assigned to us efficiently by linking it with learning theories that were covered in lectures. The real-case PBL scenarios have made us think out of the box to understand and find ways to solve it.

As compared to the typical lectures in class delivered by the lecturer, PBL have made me understand the important concept of educational psychology through including learning theories. Through discussing and evaluating on the PBL scenarios with our group mates, it has made my learning an effective one. PBL has also made us become more dependent on ourselves rather than being spoon fed by our lecturer. During PBL, our tutor act as a facilitator, and this approach is somehow similar to the learning theory of Constructivism. We construct and manage our own knowledge through group discussions and try to find the required solutions for the assigned PBL scenario. Through focus group discussions among our peers, our learning  became diversified and we are able to share our thoughts and views on the scenario at different perspectives.

2.  How has the Problem-based learning experience nurtured your competencies as a beginning teacher?
 

The experiences encountered during PBL were indeed an eye opener as we were exposed to real-life case scenarios that are happening in classrooms today. Through the PBL process, it has nurtured my competencies as a beginning teacher as it has provided me with a platform of how the teaching environment would be like in a classroom. There are so many possible scenarios that we might encounter while teaching and as a teacher of the class, we should know how to handle and manage such possible problems. Through Educational Psychology module, I have learnt many psychological theories in understanding the learner, and these theories have taught me how to handle different situations in class. To be a competent beginning teacher, we must be ready to expose ourselves with different real-life problems in class as such problems are normally unexpected. The more understanding we have towards a learner, hopefully we will be able to handle possible problems that might happen in class.

3. After having engaged with the content of Educational Psychology, what is your present belief about how students learn best?

I think that students learn best when they are provided with a conducive environment. The external environment plays an important role in making sure that students learn appropriately. With reference to our PBL scenario, I have learnt that students do not really benefit when the teacher told them to memorize a text without even comprehending the concepts. With the increasing use of the internet media such as Google, students are able to find the answer to a question easily, without the help of the teacher. The vast information available in the internet has made learning much easier but the role of a teacher is still significant to ensure that the information received from the internet are being filtered. Not all information in the internet are facts and students must be aware of that. A conducive environment is when there are active interactions and learning bbetween the teacher and the students in a classroom. Through discussions and participation in class, students are able to share their views and this actually sets them thinking. Learning through memorizing may be effective but students might not understand the concepts behind the topics. With discussions and active participation in class during hands-on activities, students will be able to construct their own knowledge and understand the concepts taught in class. Nevertheless, with proper teaching methods and conducive environment, I am sure students will learn better.

Constructivism Theory Overview

Definition: 
It is an overall philosophical approach to learning by active participation. (E.g. problem solving & creativity, thinking-based cognitive models for prospective teachers)

Constructivism is basically a theory where by learners start to actively construct their own knowledge rather than receiving performed information transmitted by others, from the external environment. Information cannot be simply deposited into learners' heads without external influences. There are different types of constructivism, and they are:

(i) Exogenous
- An acquisition of knowledge that reflects the reality of an external environment (e.g. via teaching methods or experiences) 
- The external environment strongly influences knowledge construction

(ii) Endogenous
- New knowledge develops out of their earlier knowledge through a process of cognitive development of the structures into which knowledge is organized. (essentially the model proposed by Piaget)

(iii) Dialectical
- Knowledge comes from the interactions between learners and the environment, as well as interactions with one another an with teachers (based on Vygotsky's approach)


The ESSENTIAL ingredients of constructivist instruction and participative learning in general are:

(1) ACTIVE involvement of the learner and,
(2) Challenging-thought provoking EXPERIENCES

Examples include small group learning and peer collaboration and experiments such as those used in Piaget's theory of development; learning by exploration, learning centers, use of themes, learner-centered orientation, and focus on the development of schemata. 


*Hypothesis:

The elements of Constructivism was not present in Andy's classroom setting, based on the PBL scenario. As mentioned above, Constructivism is a learning theory with an approach of active learning from the external environment. During Andy's Science lesson, there was no evidence of active learning and participation as the teacher, Ms Wong, was just emphasizing on repeating and memorizing the concepts of the topic on Water Cycle. According to Yilmaz 2008, meaningful learning takes place when real world tasks that is, constructivism as a learning theory can guide the process of learning and teaching in real classrooms setting. It is quite obvious that there was no active learning in Ms Wong class as she was the only one talking in class. It is a one-sided interaction. She was just merely emphasizing on passive teaching methods and not giving any chances of participation from her students. 

It is very important that all the above perspectives (types of constructivism) share the common assumption that knowledge must be constructed to be meaningful and can only be achieved through active involvement of the learner. This can be further referred to Vigotsky's approach, Social Constructivism, which is the idea that social interactions facilitate and also enhance learning. In this case, students work together to construct understanding is more effective than them working apart (Gauvain, 2001). 


Source taken from:
Bruce W. Tuckman and David M. Monetti 2011. Educational Psychology, Chapter 8: Constructivism, Problem Solving, and Creativity pg 310-312.

Mind Map on Constructivism Thoery

You can view a clearer version of the above mind map through this link:

https://docs.google.com/document/d/1M-bs3XExz_47y8ZifgLkR96IAJsw38MjmY-0dT0GRnE/edit

Information Processing Theory

Andy has a problem in processing information by himself. To further understand how Andy process information in class or during study, we shall study the Information Processing Theory.

There are basically four fundamental elements of the information processing approach. These elements supports ad underlays this approach as well as other cognitive models. The four elements are:

1. Thinking

The process of thinking includes the activities of perception of external stimuli or environment, encoding the same and storing the data so perceived and encoded in one's mental recesses.

2. Analysis of Stimuli

This is the process by which the encoded stimuli are altered to suit the brain's cognition and interpretation process thus, enabling one to make appropriate decisions. There are four distinct sub-processes that form a favorable alliance to make the brain arrive at a conclusion regarding the encoded stimuli it has received and kept stored. These four sub-processes are encoding, strategization, generalization and automatization.

3. Situational Modification

This is the process where by one uses his experience, which is a collection of stored memories, to handle a similar situation in future. In case of certain differences in both situations, the individual modifies the decisions they took during their previous experience to come up with solutions for the somewhat different problem.

4. Obstacle Evaluation

Besides the subject's individual development level, the nature of the obstacle or problem should also be taken into consideration while evaluating the subject's intellectual, problem solving and cognitive acumen. Sometimes, unnecessary and misleading information can confuse the subject and he/she may show signs of confusion while dealing with a situation which is similar to one he/she was exposed to before, which he/she was able to handle successfully.

 

 

In general, the ability of an individual to process information varies accordingly. When we absorb information from different external environment, we will go through a process on how the information is being processed and stored into one's memory. As seen from the model above, there are three main stages of Information Processing.

Stage 1: Sensory Memory Stage

Human body perceives the environment through the different senses. It is the first main stage of information processing is affiliated with the transduction of energy. In this stage, our mind holds the information for extremely brief period of time, since it receives a great amount of information more than it can hold or perceive. This is the reason why attention is very important on this stage. 

In order for the information to proceed to the next stage, that information must be attended to, or must be familiarized by the thinker. In addition, the duration is different among the senses, like auditory memory is more persistent than visual memory.

*My personal thought:

In this stage, we can somehow relate it to how Andy process the information given in class. According to the PBL scenario, the teacher, Ms Wong, told the class that "we have no time" and she had to rush through the class by emphasizing rote learning, using the memorizing technique. She did not explain the topic clearly to the students thus, students were unable to familiarize the information given.

Stage 2: Short-term Memory Stage

This stage, in short, STM is created if we attend to an external information, a thought that popped in our head, or both. The capacity of short term memory is said to be 7 plus-minus 2. This means that STM can hold 5 to 9 chunks or bits of information. The duration of the information while in the STM is dependent on how we organize or practice/repeat that information. Thus, organization and repetition, plus chunking or grouping, can help the information proceed to the next stage, that is the Long-Term Memory. 

*My personal thought:

In this stage, it is relatively similar to the PBL scenario as the teacher, Ms Wong stated "Look at the board and repeat loudly after me", which emphasizes on repetition of the information given in class. By doing so, the students are actually at the stage of STM where they are able to process some of the information into their brain memory. However, in Andy's case, he is unable to absorb the information as he do not understand the concept of the topic, Water Cycle. This means that not all student are able to process information through rote learning. They need to understand and familiarize the information given into their brain before memorizing it. 

Stage 3: Long-term Memory Stage

This is the final stage of memory wherein the information can be stored permanently until needed. Its capacity is unlimited and its duration is indefinite.

*My personal thought:

Andy is unable to relate this stage and store his memory permanently into his brain memory space. As stated from the PBL scenario, Andy was unable to remember what he studied and apply it during his Science test. Since he did not understand the topic of Water Cycle, he could not apply it for his exam. Without understanding it, he will not be able to memorize the information and process it into his brain memory permanently.

 

However, these stages are not like machines that once turned on, will do the process 1st step, 2nd step, 3rd step, so on and so forth. The processes are said to be controlled and regulated by an executive processing system, more popularly known as meta cognition. Meta cognition, in simpler terms, is "thinking about thinking".

Source taken from: http://jaylordlosabia.blogspot.sg/2010/07/information-processing-theory-explains.html
Photo credit: http://www.stephpalmer.co.uk/Cognitive/infomodel.gif

Probem Encounter

What are my thoughts on this scenario?

Andy has trouble excelling in class due to the following factors:

• Inability to process information provided in class and textbook
• Inability to understand contents covered in class
• Inability to remember what the teacher taught him in class & what he memorize for the test
• Andy feels that his effort does not guarantee him success (study still fail)

Besides that, I personally felt that the teaching method of the teacher was inappropriate. According to the scenario, she mentioned that "we have no time" and their "Science test is next week". Even though Ms Wong was rushing for time to cover the Water Cycle Topic, I felt that there are many other ways to deliver the topic to her students apart from instructing the students to memorize! Since there was not much time, Ms Wong should actually introduce something that will gain the students attention such as informing the students on the objective of the Water Cycle topic. Apart from that, she may want to show some videos related to Water Cycle topic to enhance the students' understanding. In fact, primary school students tend to be more visual thus, showing a good video on Water Cycle topic perhaps, will aid them in understanding the topic. 


After all, the teaching methods of teacher must be able to accommodate to all students in class, despite their different learning abilities. Yes, perhaps, Andy is a low ability learner and unable to process information easily. The main responsibility of a teacher is to ensure that the students are able to understand the fundamentals of the different topics and subjects taught in class. No matter how fast or smart a student is, they still need a teacher to be present in class to give them support and aid in learning. 

Group PBL Scenario: Primary, Scenario 1

ACT 1 - Age: 11

Family Background: From middle-SES; mum's a home-maker and dad's a blue-collar worker. He has a younger sister of 7 who attends the same school as he does.

SCENE 1 

The bell rang. Andy dragged himself into the classroom, shoulders hunched with a heavy feeling of dread in his heart.

“Oh no, it is Science again!” He thought to himself.


SCENE 2 

Andy recalling his Science lessons 2 days ago… 

The teacher shouted at Andy, “Where’s is your brain? Did you leave it at home? Huh? Aren’t you supposed to have learnt all these concepts in Primary 2 or 3? I don’t understand why you can’t answer these simple questions!” With that, the teacher threw his book into his face.

Andy tried to catch the book but missed. As he turned around to pick it up, he noticed 40 pairs of eyes staring at him.

Immediately he heard a voice hollering behind him, “Go get your corrections done or you can forget about having recess today!”

SCENE 3 

“Hey Andy!” The voice jolted Andy back to reality. “Look at the number of stickers I have on my spelling cover page!” boasted Bee Chu.

Andy looked even more despondent, let out a big sigh and muttered under his breath, “I’m not good in Science, and I’m lousy at spelling too.”

At that moment, Ms Wong strutted into the class glaring at all of them in disapproval. “Class, stand!”

In unison, the class chorused in a monotonous tone, “Good morning Ms Wong”.

“I want to see your Science books on the table and nothing else,” Ms Wong intoned.

Almost immediately, Bee Chu, a bespectacled chubby girl, had her books on the table.

Then Bee Chu approached Ms Wong, “Ms Wong, Ahmad did not do his homework again!”

“You shut up! You think you are so smart!” Ahmad shouted.

“Both of you—sshhhuutt your mouths up!” Ms Wong shot a menacing look at both of them.

‘Ok, we are going to learn the water cycle today. Look at the board and repeat loudly after me, (pointing to the different stages of the water cycle), the cloud becomes rain, the rain becomes sea, the sea becomes water vapour, the water vapor becomes cloud, …repeat 5 times. Together, 1, 2 go …’ The students repeated in unison and enthusiasm. ‘Copy the diagram and read your textbook for the details. We have no time. Before you go for recess, take note that you will have a Science test next week. Go home and revise the chapters on States of Matter and Water Cycle”.

Upon hearing this, Bee Chu turned around and sneered at Andy, her voice booming, “Yah! You are going to fail!”

Andy felt a surge of anger welling inside him as he shouted at Bee Chu, “You shut your mouth up!”

Ms Wong glared angrily at Andy, “That is so rude of you Andy!”

Andy wondered to himself, “What did I do wrong this time? Didn't you also use those same words just now?"

SCENE 4 

Andy at home trying to study for his Science test... 

Andy was slouching over his desk at home, while his younger sister was watching tv outside in the hall. Just as Andy was about to start on his Science revision, he heard his sister laughing loudly. He was curious and went to peek at what his sister was watching.

He told himself that he would only stay for 5 minutes but ended up staying for a good 20 minutes before resuming his revision. He sat down, opened his textbook, and started mumbling to himself. ‘After evaporation becomes cloud, then cloud becomes rain, …’ Half-way through his revision, when Andy was trying hard to commit to memory the processes of the water cycle, the phone rang.

Andy said, "Hello!"

It was Ahmad. "Hello, is that Andy?"

Andy replied, "Hey, Ahmad, what’s up?"

Ahmad asked, "Andy, do you want to play soccer with us? We are already at the soccer field waiting for you."

Andy paused for a while, soccer was after all his favourite sport. Ahmad asked again, “Hello, Andy, are you there?”

Andy hesitated, “I haven’t finished my revision lah, how to play soccer?”

Ahmad suggested, “Why don’t you play first, and then revise later loh?”

“Huh, revise later, what if I fail again?” Andy queried.

“Never mind lah, won’t fail one lah” Ahmad responded confidently.

“Erm, can we play later?” Andy asked tentatively

“Cannot leh, we’re all at the field already. We are all waiting for you. Come lah, think so much for what?” Ahmad asked.

“Sorry lah, I can’t”, and with that, Andy returned to his revision with a sigh of resignation.

Andy recited the water cycle to himself, trying hard to focus whilst he imagined the fun his friends at the soccer field were having. He could almost hear their laughter, and smell the fresh grass under their boots.

SCENE 5 

Back in Science class… 

Ms Wong announced the results of the Science test. “Bee Choo got the highest score! Class, see, Bee Choo did so well! So smart! Let’s give her a clap!”

The class gave Bee Choo what sounded like one disgruntled clap.

“As expected, Andy, you failed the test! If you don’t want to stay back every day, from now onwards, you had better start passing!”

Ahmad sidled up to Andy, “I thought you were studying, you didn’t join us for soccer.”

Andy replied, “I spent so much time learning the water cycle but I couldn’t remember anything when I sat for the test. Even though I know the different states of matter, I don’t even know what Ms Wong is asking for … Aiyah, I should have played soccer with you guys huh, after all, I still failed!”