Group 5 PBL and RL - 024250

PROBLEM- BASED
AND REFLECTIVE
TEACHING
PROBLEM-BASED
LEARNING
is a process of acquiring and
understanding of knowledge,
skills in the context of an
PROBLEM-BASED unfamiliar situation and
LEARNING
applying that learning to the
situation.
GOALS OF PROBLEM-
BASED LEARNING
• Foster increased retention of knowledge
• Develop self-direction, lifelong learning skills that construct an
extensive and flexible knowledge base.
• Strengthen students intrinsic motivation to learn students also can be
effective collaborators.
• Reinforce the development of effective clinical reasoning processes.
• Recognize, develop and maintain the personal characteristics and
attitude.
Characteristics
• To increase knowledge by identifying learning objectives,
engaging in self-directed work and participating in discussion.
• It provides students with greater access to information, support,
resources, flexible approaches to learning, collaborative learning
activities and opportunities for self development so that can get
results in higher levels of structural environment.
Principles
• The students is the focus of the educational program, the
curriculum or the curriculum contents.
• The development of his/her learning capacities is
emphasized.
• The problem presented in the curriculum trigger the
student's abilities to analyze, to understand and to solve.
Components
• Non-lecture format and teacher acting as a
facilitator.
• Presentation of real world situation or problem
from ordinary life firestone.
• Group work and group discussion or
self -directed or the selected problem
PBL CYCLE
~APPLYING ( planning effective use of
learning)
~EXPERIENCING ( activity phase)
~SHARING (exchanging reactions and
observations)
~PROCESSING ( discussing patterns and
dynamics)
~GENERALIZING ( developing and real
world principles)
Steps to PBL
Clarify
Define
Analyze
Review
Identifying learning objectives
Self study
USES OF PBL
• To acquire subject matter knowledge.
• Motivate learners to learn.
• Help learners with retention.
• Develop student's thinking skills.
• Encourage learners to integrate knowledge from different subjects,
disciples, and sources.
• Linking theory and practice.
• Having a sense of belonging and friendship.
ADVANTAGES OF PBL
• TEAM W ORK
• Chairing a group
• Cooperation
• Respect for colleague's views
• Critical evaluation of literature
•Self directed learning and use of resources
• Presentation skills
DISADVANTAGES OF PBL
• DIFFICULT AND EXPENSIVE TO USE AS A T EACHING
T ECHNIQUE, WHE N THE CL ASS SIZE IS LARGE.
• Students require orientation to perform the role of a learner in
PBL setting.
• Evaluation is quite difficult and sometimes may be objective.
• Staffs and students may be initially uncomfortable with PBL
b ecause they are use to subject based learning and they do not
really understand how to proceed with PBL.
• Measurement of learning outcomes is difficult.
WHAT IS
REFLECTIVE
TEACHING?
- is a personal tool that teachers can use
to observe and evaluate the way they
behave in their classroom.
REFLECTIVE - is anchored on the ability of the teacher
TEACHING to guide students to reflect thier own
experiences in order to arrive at new
understandings and meanings.
- a cyclical process.
PHILOSOPHERS WHO
CONTRIBUTED IN
REFLECTIVE
TEACHING/LEARNING
JOHN DEWEY
-Is regarded as the founder of the reflective style of

learning.
-He believed that teachers should take time to reflect on
thier observations, knowledge, and experience so that
they can effectively nurture each child's learning.
-Dewey explained that reflective learning can look like
remembering an experience, reflecting on the reasoning
behind the outcome, and considering how another
outcome could have been achieved.
JOHN DEWEY'S FIVE
PHASES OF REFLECTIVE
THOUGHTS
Suggestion
Intellectualization
Hypothesis
Reasoning
Testing the hypothesis by action.
DONALD ALAN SCHÖN
-Added to the foundational principles that Dewey
had described, applying them directly to the
professional context.
-He explained that through reflective practices,
practitioners can uncover hidden knowledge that is
commonly the basis of instinctive actions.
-He talks about reflection in action and reflection
action.
SCHON DESCRIBED TWO
VARIETIES OF REFLECTION:
-Reflection-on-action
-Reflection-in-action
REFLECTION IN ACTION
Reflection-in-action is reflection during the ‘doing’
stage (that is, reflecting on the incident while it can
still benefit the learning). This is carried out during
the lesson rather than reflecting on how you would
do things differenty within your gained knowledge
and allowing you to apply it to new experiences.
REFLECTION ON ACTION
Reflection-on-action, on the other hand, involves
reflecting on how practice can be developed after the
lesson has been taught. Schön recognises the
importance of reflecting back ‘in order to discover
how our knowing-in-action may have contributed to
an unexpected outcome’ (Schön, 1983).
DAVID KOLB
David Kolb developed an entire learning cycle, which
includes elements of feeling, watching, thinking, and
doing. While in this cycle, the learner is actively
observing, conceptualizing, experimenting, and finally,
experiencing. Kolb felt that moving through the different
steps in this cycle was very important to being a
reflective learner.
FOUR STAGE CYCLE OF
LEARNING
1. Concrete experience
2. Reflective observation
3. Abstract conceptualization
4. Active experimentation
GRAHAM GIBBS
Gibb’s reflective cycle prepares you for future

experiences and helps you to plan it. It is used
in various situations. It is an essential
instrument that helps you to analyze strange
encounters.
GIBBS REFLECTIVE MODEL
6 stages of Gibbs
Reflective model are:
• Description
• Feelings
• Evaluation
• Analysis
• Conclusion
• Action plan
GUIDELINES
1. Allocate sufficient time for reflection.
2. Schedule a short summarization.
3. The teacher serves as the facilitator and guide in developing
the skill.
4. Encourage the students to recount their experiences to others.
5. Evaluate the experience in the light of the learners intent.
ADVANTAGES OF RL
• ACC EPTING RESPONSIBILIT Y FOR YOUR learning and,
as a result, for your personal growth
• Becoming metacognitive, or aware of your internal thinking
processes
• Becoming aware of your m otives with your actions
• Seeing a link between the work you are putting into learning
and what you are getting out of it
Why is reflective learning
important?
Reflective learning is important because it can make students
aware of weaknesses or errors and help them to avoid them to
improve in the future. It can also help to develop metacognitive
skills and aid in students taking responsibility for their learning.
Teachers can also benefit from reflective learning and these
practices can improve educator-student relationships
06
U P
O
GR Abdulla, Nur-Aina
Ahilul, Durayma
Banal, Hada
Diel, Tony Kate
Dispo, Bernadette
Ismael, Fatima Rehdaf
Jahilun, Nur-Aina
Onggo, Farmia

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PROBLEM- BASED

-Is regarded as the founder of the reflective style of

Gibb’s reflective cycle prepares you for future

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