PBL Reflection

Wei Loong’s Reflection 1. How has the Problem-based learning (PBL) experience changed: ● the way you learn?

PBL has definitely changed the way I learn.

It introduced new dimensions to way I approach learning. PBL makes learning more relatable, more engaging and definitely easier to understand. It affected the way I structured my learning, the questions I asked when reading up on new information, and the way I analyzed any problems I encountered. PBL also affected the routined aspects of my own learning, such as note-taking. The way I used mind maps were more focused and I was able to formulate key questions to aid me in my understanding of the problem and the associated learning I involved myself in. ●

the way you solve problems?

As mentioned above, PBL helped me approach solving problems in a more structured way. I managed to develope questions that struck at the heart of the problem, identify missing information I needed better and generate plausible alternatives in a more systematic manner.

PBL also helped me realize that solving the problem is not the be all and end all, I had to learn from my problem and the solutions I deciphered. Without learning from my problem or a problem, I would make similar mistakes in the future. ●

your understanding of what makes group learning effective?

QED 508 structured PBL in a manner which my group mates and I learnt how to work together more effectively. We revisited the basic rules of forming groups and realized that the stages of forming, storming, norming and performing involved different rules as compared to when we were younger. As we learnt certain aspects of human psychology, we realized it was simply because our psychological profiles had changed from when we were young. To be effective groups, we had to be effective individuals. Selfdirected learning was a big part of group learning and it reinforced a simple concept of all has having a part to play in group learning and that if any of us failed to pull our weight to cover our responsibilities, it would compromise the group’s performance and learning.

2. How has the Problem-based learning experience nurtured your competencies as a beginning teacher in the areas of: ● pedagogical skills ● interpersonal skills ● reflective skills ● personal skills ● organizational and management skills Oh, PBL has made me realize that there are many pedagogical skills in which I’m lacking in. As we devised solutions to help Mr Lim connect to Beng Kwee better, we managed to come up with so many different and independent solutions and we realized that Mr Lim had to figure out where to start. I find myself caught in a similar situation and we also realize that at the root of learning, is always the student. I have to connect with my students before I can know how to effectively engage and teach them.

I rarely thought of learning theories, or motivational theories, when approaching teaching. I admit to thinking that many of these strategies were outdated or irrelevant. But as I studied the theories along with my group mates, I developed a respect for these theories. We also decided to role-play as colleagues for our presentation and I realized that in my career as a teacher, I have to seek help when self-reflecting and when I seek to improve my teaching. In terms of organizational and management skills, I guess I solidified my understanding that in any classroom, there are bound to be students of different needs, and if I want to teach them effectively, organizing and managing differentiated learning in my classroom is

going to be an essential skill.

3. Suggest ways of improvement to enhance the effective use of Problem-based learning environment.

Use authentic real-life experiences of the participants. We could use one of our own problems and make that the basis of our learning. I believe that we have a sufficiently diverse and rich background to be able to churn out a suitable problem. That would make the problem-based learning environment more relatable and more realistic.

4. What are the strengths/limitations of the e-portfolio?

E-portfolios are non-perishable and accessible at all times (in our country that is well connected). We can engage in real-time discussions and collaborations easily and track our progress in a timely manner.

However, e-portfolios have no accessible memory system. If we delete certain items and want to retrieve them at a later date, our e-portfolio system and many other available systems, do not provide such a service or capability.

5. What are the strengths/limitations of the use of authentic classroom footage in the video scenarios for PBL? Again, using authentic classroom footage makes the problem more relatable, more engaging and more easily understood. We feel that we can apply what we learn and are thus more motivated to take the work seriously.

However, using authentic classroom footage requires specific schema within us. If the schema is not present, no matter how realistic the footages may be, it will not serve its impact.

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

I still remember clearly my first lesson of Educational Psychology and I still believe, very much, in a phrase my group coined that day: Teach like you’ve never taught before, teach like you’ll never teach again.

For students to learn best, they need teachers who understand how to teach them. The attitude my group motto entails helps teachers understand that becoming a good teacher is a journey and not a destination.

Students are vastly different and learning should be student-centred. Students should try to be selfmotivated but will definitely need extrinsic motivation as well. Education is a culture and not a process.

Students should be encouraged to be self-directed learners, with a thirst to learn and teachers should inculcate these values unto their students. Students learn best when they want to learn and we as teachers, should model that and create an environment which encourages that attitude as much as possible.