Learning Theories PPT
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Transcript Learning Theories PPT
By: Courtney, Pablo, Kathy,
Jorge, & Katie
Student-centered-
rather than sitting in a
lecture, students are encouraged to solve
problems set in a real world framework.
PBL is a constructivist theory.
http://www.iop.org/education/higher_education/stem/problem-based/page_50125.html
A PBL approach means that students take a
greater part in their own learning.
The problems are often complex and open-ended,
requiring real thought and inquiry.
The students work together in small groups supported
by a staff facilitator.
The groups enable the students to test and develop
their level of understanding as they discuss their
theories and findings with others.
http://www.iop.org/education/higher_education/stem/problem-based/page_50125.html
Cognitivism
• Jerome Bruner
• Epistemic Motivation
Pragmatism
• John Dewey
• Principle of Autonomous Learning
PBL
originated in the medical field
Medical school programs found lectures
followed by clinicals to be an ineffective way to
produce future physicians.
A new strategy of learning was created due to
the new technology and medical discoveries.
Late 1950’s- Case Western Reserve University
Late 1960’s- McMaster University in Canada
http://online.sfsu.edu/~rpurser/revised/pages/problem.htm
From
kindergarten to college, students
who are taught through direct instruction
are found to be bored with their
education.
Students have trouble seeing that what
they are being taught has relevance to
real-world situations.
http://online.sfsu.edu/~rpurser/revised/pages/problem.htm
PBL can give students a deeper understanding of
the theories and principles behind the material
and can be more engaging than a direct
instruction approach.
PBL eases transition to life beyond school as it
mirrors how people work in the real world.
Encountering a complex problem
Working in a group/collaboration
Dividing up tasks
Employing communication skills/respect
Promotes critical thinking
Promotes self-directed learning
All aspects of real-life jobs!
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“Results indicated high levels of perceived success with problembased learning. On all the identified components of changes in
students learning processes and self-efficacy—self-confidence,
group dynamics, self-motivation, and independence—all students
indicated problem-based learning had positive reactions.
Results indicated all students benefited from problem-based
learning in one way or another.”
Nancy Cerezo, University of North Carolina Greensboro, Greensboro, North Carolina Problem-Based Learning in The Middle School: A
Research Case Study of the Perceptions of At-Risk Females, Published by RMLE Online, Research in Middle Level Education, 2004 Volume
27, Number 1.
Research study done by Ahmed Faris in 2008 evaluated if PBL
implementation in a 9th grade science class full of students who
typically show disinterest in learning about science could have a
positive impact.
The conclusion of the research showed that 22 of the 25 students that
participated indicated that they now had a high interest in learning
science.
A
predetermined set of steps to analyze and
solve a problem description, or 'task'
A group of students meeting up to 'tackle
the problem' in one or more phases of the
PBL process
A facilitator, coaching the group's learning
process
Self-formulated learning goals, directing
individual study activities
A rich and accessible learning environment
http://wiki.triastelematica.org/index.php/Education:Problem-based_learning
Phase 1- Pre-discussion as a group
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Clarifying text and terms
Brainstorm
Analyze problem and possible solutions
Formulate individual objectives
Phase 2- Individual study in order to help
meet group objectives
• Individual work to accomplish set goals and to gain
an understanding that will ensure a complete project
Phase 3- Post-discussion as a group
• The group members bring together their findings,
discuss and come to an agreement on the solution
http://wiki.triastelematica.org/index.php/Education:Problem-based_learning
Might
be too abstract for concretethinkers.
Ill-structured learning negates teacher
planning and active instruction.
Influence of the facilitator on the group
Negative group dynamics
As
students are using new technology to
create their solution, they are learning
new ways to implement that new
technology.
As teams construct their presentations,
they can use social networking or
collaborative websites.
Success was determined, rather, by
whether or not the students "owned" the
problem as a real problem for them, as the
problem with which they really were
engaged.
http://wik.ed.uiuc.edu/index.php/Problem-Based_Learning_in_Middle_and_High_School
http://www.iop.org/education/higher_education/stem/resources/page_43344.html