Problem Based Learning ( PBL )

What is PBL?

Problem-Based Learning (PBL) is a curriculum development and

delivery system that recognizes the need to develop problem solving skills as well as the necessity of helping students to acquire necessary knowledge and skills.

There are several organizations that provide support for teachers and students of PBL and others that research PBL and related topics.

Why use PBL?

There are several reasons for using PBL and many of them have resulted from the findings of research.

1.      Students retain little of what they learn when taught in a traditional lecture format (Bok 1989).

2.      Students often do not appropriately use the knowledge they have learned (Schmidt 1983).

3.      Since students forget much of what is learned or use their know ledge appropriately,  instructors should create conditions that optimize retrieval and appropriate use of the knowledge in future professional practice.

4.      PBL creates the three conditions that information theory links to subsequent retrieval and appropriate use of new information (Schmidt 1983):

●     activation of prior knowledge - students apply knowledge

        to understand new information.

●     similarity of contexts in which information is learned and later applied - research shows that knowledge is much more likely to be remembered or recalled in context in which it was originally learned (Godden and Baddeley 1975). PBL provides problems within context that closely resemble future professional problems.

●     opportunity to elaborate on information that is learned during the problem-solving process - elaborations provide redundancy in memory structure, reduces forgetting, and facilitates retrieval. Elaboration occurs in discussion with peers, peer-teaching, exchanging views, and preparing essays about what students have learned during the problem-solving process.

What does PBL look like in the classroom?

There are several models of how PBL works in the classroom. All of them agree that in a PBL curriculum

1.      students work through a series of problems designed to:

●     be authentic (i.e. address real-world concerns)

●     target defined areas of the curriculum

●     be "ill-structured" - they must be defined and analyzed through inquiry from a minimum of presenting information

●     approximate the real world, so that students find

        themselves actually engaged in the problem and not just observers of it;

2.      the role of the instructor changes from a "sage on the stage" to a "guide on the side";

3.      students work collaboratively in small groups toward the problem's resolution. 

Process and Purpose

 

• Students read and address problem, without background preparation. 

• Teaches students to encode and organize information in useful ways.

• Allows students to find what they know and what they don t know.   Misconceptions can be corrected in discussion of the problem.

• Mimics the real life context they will face as teacher. Students discuss and analyze problem using prior knowledge and resources available.Tutor poses questions: ie. Do you need more information? Are you sure of the facts or will a review be helpful? Do you think more information on this area would be helpful? Tutors encourage hypotheses are grounded in science.     

• Development of cognitive skills for problem-solving process

• Development of self-monitoring skills to identify the learning needs

• Development of habitual student-initiated questioning. Students decide what they need to know and where they might best find the information. They decide which resources to use (people, published papers, etc.).   

• Self-directed study. Students revisit problem with new information and knowledge acquired during self-study. Students critique learning resources used.Group decides appropriate hypotheses and critiques prior performance.

• New organization of information to problem-solve.

• Self-assessment

• Peer-assessment. Students should think about how what they learned has added to their understanding     

• Reflection

SUMMARY :

Problem-Based Learning (PBL) is a curriculum development and
delivery system that recognizes the need to develop problem solving skills as well as the necessity of helping students to acquire necessary knowledge and skills. and basicly PBL have a several process like :
1. Assessment
2. Problem Learning Materials
3. Course Resources
4.Feedback ( Evaluation )
5. Information Teacher

and with the way  to purpose is :
1. Students can read and address problem
2. Allows students to find what they know and what they don t know
3.Development of cognitive skills for problem-solving process
4. New organization of information to problem-solve.
5. Collaborative Learning

COMMENT :

I think all teachers should be able to apply the learning styles such as PBL, because with PBL student can more active in the class, they can express opinion with group discussion and also they are can to train public speaking ability.

Based on my observation in SDN 12 Benhil Jakarta for three days, some teacher are apply PBL of way but maybe the other teacher not yet to apply that. And all of the students very enthusiastic if  teacher their delivery of materials with PBL charateristic

And also all of my lecturer always apply PBL way in the collage, and i very find it useful and meaningful for me also the others.

First Impression Meeting Integrated English Language Learning ( IELL ) - Part 2

Integrated English Language Learning ( IELL ) . Hmm...Honestly, when I get a Study Plan Card ( KRS ) from collage, I found some subjects are not familiar for me like IELL, Introduction Study of Language etc. I dont know about the materials and what will learn about it with details. But in the first meeting IELL 1 with Mr. Teguh Khaerudin as my lecturer I getting knowledge about that. Although just three weeks I learning about IELL but in my opinions the way my lecturer materials of delivering is very fun with the games, discussion and also he ever ask to our about " What your status today ? " and all my friends very anthusiastic and answer question with what you feel today. And two weeks ago he also make short story ( free themes ) with the everyone must to should donate one sentences in turns.

I think the way of learning Mr. Teguh is amazing, because he knows how to make a student not getting bored, like with the games. Absolutely, I very agree with him. :))

First Impression Meeting Integrated English Language Learning ( IELL )

Integrated English Language Learning ( IELL ) . Hmm...Honestly, when I get a Study Plan Card ( KRS ) from collage, I found some subjects are not familiar for me like IELL, Introduction Study of Language etc. I dont know about the materials and what will learn about it with details. But in the first meeting IELL 1 with Mr. Teguh Khaerudin as my lecturer I getting knowledge about that. Although just three weeks I learning about IELL but in my opinions the way my lecturer materials of delivering is very fun with the games, discussion and also he ever ask to our about " What your status today ? " and all my friends very anthusiastic and answer question with what you feel today. And two weeks ago he also make short story ( free themes ) with the

Discipline and Enforcing the Rules

Author : Daniel M. Wattimena, California |

Retrieved from : http://www.thejakartapost.com/news/2010/10/12/discipline-and-enforcing-rules.html ( On Thursday 14 October 2010 )

  As a clinical and social psychologist with experience in Europe, the US as well as Indonesia, I have been involved with developing discipline in various situations.

   Soldiers perform better due to the incentives of payment, increased payment and promotion the better.
Moreover the longer someone stays in the military, the more a person enjoys it, which is a built-in incentive.

Discipline comes easily to certain ethnic groups and not so easily to others.

    In Europe, germans are by nature well-disciplined because they are by nature compelled to obey commands almost blindly. The German saying Befehl ist Befehl (order is order} is self-explanatory. Americans, on the other hand, are trained to question authority and may need more time and effort to be disciplined.

The fact is, however, that anybody can be disciplined with appropriate incentives, motivation
and training.

     The average Jakarta motorist or driver is not disciplined — but can and needs to be trained to be disciplined and adhere to traffic rules. The training of Jakarta’s motorists needs a lot of motivation and incentives from the authorities. In this case, authorities also need to set examples to be followed by the drivers and motorists.

    This article is psychologically relevant to the traffic problems in Jakarta. It is designed to improve Jakarta’s traffic without much cost in terms of money spent but would require a lot of effort, training, motivation and incentive from the traffic authorities concerned, including the Governor and his subordinates, to implement.

   A fatal collision of a motorcycle and a small plane at Curug Airport several months ago resulted in the loss of life, including that of a promising young pilot. The losses were tragic and could have been avoided if strict discipline, including enforcement of clear-cut rules and regulations, had been established and imposed. An article in The Jakarta Post stated that the airport had been used by motorists as a shortcut.

    The accident was a consequence of the lack of enforcement of disciplinary action by airport authoritie — which resulted in extreme permissiveness and unacceptable tolerance of undisciplined behavior of motorists and other trespassers at the airport by authorities.

    Disobeying traffic rules is an example of lack of discipline and happens practically everywhere in the chaotic heavy traffic of Jakarta. At Kemang Raya, for example, the traffic is very chaotic.

    One sees bajaj and motorists riding in the wrong direction just because drivers want to arrive at their destination as soon as possible, taking all kinds of shortcuts, such as in Curug airport.

    At Kebayoran Baru, where the roads are broad and there are clear signs that motorcycles must stay
to the left of the road, chaos is far less evident  — but still there are visible signs of undisciplined riding and driving.

No wonder there are continuous traffic jams in practically every part of the city practically every hour of the day.

More signs indicating traffic rules need to be posted everywhere in the city. Regulations should be consistently and strictly enforced, including levying heavy penalties on violators of the rules.

    Development of discipline should involve frequent and consistent training of motorists. Motorcycle riders and car drivers should frequently be summoned for training by the traffic police.

    

    They should be taught appropriate traffic rules and regulations. Motorcyclists should be taught, for
instance, not to ride on the sidewalk or to pass on the wrong side of a vehicle.

    They should be educated about the blind spots of cars, trucks and bus drivers. They should be consistently evaluated on their driving ability and compelled to pay for this training.

    Another disciplinary training could be the use of public transportation. The public should be encouraged, motivated and rewarded for using public transportation.

    This reward or incentive can be in the form of discounted or free fares for frequent use of Transjakarta buses and public transportation. The bus system might use a monthly pass as a convenient incentive.
 

    Another enforcement of discipline is examples set from above. High government officials should make frequent use of public transportation. They should leave their cars at home and frequently use buses to work.

These are just a few very low cost hints of how to cope with the Jakarta traffic from the point of view of a psychologist. There may be other cost effective measures as well.

SUMMARY :

• Discipline can be developed and sometimes individuals can be motivated to show discipline. Motivating people to be disciplined often requires incentives for discipline to be fully developed, effective and also passion
• That anybody can be disciplined with appropriate incentives, motivation and training

•  Development of discipline should involve frequent and consistent training of motorists. Motorcycle riders and car drivers should frequently be summoned for training by the traffic police.

COMMENT :

     Yes i think so, to reduce traffic jam in Jakarta we must They should be taught appropriate traffic rules and regulations. Motorcyclists should be taught, for

instance, not to ride on the sidewalk or to pass on the wrong side of a vehicle.

     This article is psychologically relevant to the traffic problems in Jakarta. It is designed to improve Jakarta’s traffic without much cost in terms of money spent but would require a lot of effort, training, motivation and incentive from the traffic authorities concerned, including the Governor and his subordinates, to implement.

So need participation from every citizen not only from government, because traffic jam is our problem

 

My First Experience

     At the First time, I feel very proud and happy that my name is entered in one of the prospective students who successfully pass the selection test for entry in the Sampoerna School of Education ( SSE ) for major English Education. Ohh i can't unpredictable because everyone knows that to entered Sampoerna School of Education is not easy, because we must to  through a series of tests so long and complicated. And also every candidates have a remarkable capability, so how happy I was able to enter the campus.

     At the moment, i have three weeks to student SSE, I was pleased with the way the teaching of the lecturers, because of more priority to the students approach  and always give me several problem and we must discuss to solving that, some lecturers also delivery of materials with the games or ice breaking, so we are not feel bored to study. But maybe we have difficult to speaking in English with fluently, but i think its not serious problem, because we can practice and adaptation with condition, because every subject always use English Language to communicate and i believe that it can improve our capability in English and as a candidate teacher we must have a goood skills some example is like that. 




I believe we can change the world with education and the professional teacher, like you and me !

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