Characteristics, why it is student centered and assessment strategies.

1. COURSE: EDFN 202B- STUDENT CENTERED
PEDAGOGY
LECTURER: B. RAMESAR
YEAR 2: SEMESTER 1
GROUP 8- SUBGROUP 5
DATE OF SUBMISSION: 27/10/11
ASSIGNMENT 2: PRESENATION ON PROBLEM
BASED LEARNING

2. PROBLEM BASED
LEARNING
Group 5 MEMBERS:
ANNA ANDERSON
CHRISTINA SOOKDEO
LEIGH ROBINSON
AMANDA RAHAMAN
FAZIA MOHAMMED

3. PROBLEM BASED LEARNING
Defining Characteristics of Problem-Based Learning
• Use of real world problems - problems are relevant and
contextual.
• Reliance on problems to drive the curriculum - the
problems do not test skills; they assist in development of
the skills themselves.
• The problems are truly ill-structured - there is not meant to
be one solution.

4. Defining Characteristics of Problem-Based Learning
(Con’t.)
• PBL is learner-centred - learners are progressively given
more responsibility for their education and become
increasingly independent of the teacher for their
education. The teacher acts as a facilitator/guide.
• PBL produces independent, life-long learners - students
continue to learn on their own in life and in their careers.
• Learning is situated in a problem which is relevant and
identifies gaps in understanding.

5. Why is Problem Based Learning STUDENT CENTERED?
It considered to be student centered because:
• It shifts away from teaching to an emphasis on learning
and encourages power to be moved from the teacher to
the student.
• It allows students to actively participate in discovery
learning processes from a self-sufficient perspective.
• It focuses on the degree to which an individual’s behavior
is self-motivated and self-determined.” Therefore, when
students are given the opportunity to measure their
learning, learning becomes an incentive.

6. • Why is Problem Based Learning STUDENT CENTERED?
(Con’t.)
• It gives students the opportunity to consume the entire class
time constructing a new understanding of the material being
learned without being passive, but rather proactive.
• It gives accommodation for variety of hands-on activities to be
administered which in turn will promote successful learning.
• It is seen as a form of personal growth, students are
encouraged to utilize self-regulation practices in order to
reflect on his or her work.

7. Assessment strategies used in
Problem Based Learning
The Three Main Types of Assessment
Strategies Used in Problem Based
Learning are:
• Self assessment
• Peer assessment
• Collaborative assessment

8. Self assessment
• Self-assessment involves students judging their own work.
• It may include essays, presentations, reports, and
reflective diaries.
Peer Assessment
• Ideally the students design their own assessment criteria
and use them to assess each other, but in many
programmes they are designed by staff.
• Peer assessment, by contrast, involves students making
judgment about other students’ work.

9. Collaborative assessment
• In collaborative assessment, the student
assesses her/himself in light of the criteria
agreed with the tutor.
• The tutor assesses the student using the same
criteria and they negotiate a final grade and
perhaps even the feed forward comments.

10. How multi-culturalism was incorporated in
this activity
Catering for the disabled
• The activity takes place on the school compound,
during school hours and not outside which may have
posed as a problem for other students.
• They were also working in groups so that they were
required to work together to achieve a common goal.

11. Children's play
• Children's play, was incorporated where the students
engaged in a real life activity where they would have
also learned the value of money where they had to
check the amount of money they had left for future
purchases.
Individuality
• Each child was treated as the individuals they are and
they were assured that their contributions mattered.
Each child had an input in all decision making such as
having to determine how they will combine each
differently valued set of coins and which snack would
have been purchased.

12. References Used:
• Stepien, W.J. and Gallagher, S.A. 1993. "Problem-based
Learning: As Authentic as it Gets." Educational Leadership.
50(7) 25-8 and Barrows, H. (1985) How to Design a Problem
Based Curriculum for the Pre-Clinical Years.)
• http://www.cotf.edu/ete/pbl.html
• http://www.studygs.net/pbl.htm
• http://userwww.sfsu.edu/~rpurser/revised/pages/problem.htm