Data collected from both lesson using traditional approach and lesson using problem based learning approach will be discussed in this chapter. This chapter will be divided into 2 main parts. The first part will involve an analysis and discussion of the first research question with some parts of the highlighted findings to help in answering the first question. In the second part will also involve an analysis and discussion of the second research question with some highlighted findings that will help the researcher to answer the second research question.
First Research Question
The first research question that the researcher needs to answer is “How far can Problem Based Learning engage the student in the ICT class compare to traditional teaching
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Most of them find the activities conducted in the lesson were fun, exciting and challenging as most of them prefer to work collaboratively with other students. In one of the question, most students mentioned it was the activity of the lesson which makes them excited to learn and participate in the lesson. They also mentioned they like to research new knowledge and share it amongst their friends. This supports the reflected observation that Students are motivated in this lesson.
With both results from participation observation and interviews in both teaching approach, the results reflects each other and shows that Problem based learning approach are able to motivate the students towards learning ICT in class. The analysis from the results shows the way Problem Based Learning approach motivate the students in class are by relating the problem scenario of the lesson with their life experiences and knowledge, the group discussions and self- research which allow them to work independently with others with less being spoon-fed by the teacher (Bereiter and Scardamalia ,
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This is due to its many advantages and learning benefits it offers. Problem Based learning is said to be one of the types of active learning that can enhance student’s motivation and engagement. In this study, the use of Problem Based learning was employed to upper secondary ICT students. It was found that the students have been more engaged and motivated towards learning. In addition, the students do not show any resentment towards PBL learning. This implies that the students prefer PBL approach compare to traditional teaching strategy. However, there were few concern and doubts in the study such as the different experiences and backgrounds of students. Therefore more researches on PBL learning need to be conducted to further research.
Nevertheless, this research was considered to be useful and fruitful for the researcher as the researcher is a pre-service teacher. There were many benefits that the teacher gains especially from the experience of various teaching approaches. The teacher has also learnt research techniques and skills that enable the teacher to conduct more future researches and reflection practices that are needed towards self-improvements. This research has provided an insight towards PBL learning theory and its applications which can be used as a stepping stone of others who are interested to conduct similar research in the
“After completing a project, students understand content more deeply, remember what they learn and retain it longer than is often the case with traditional instruction. Because of this, students who gain content knowledge with PBL are better able to apply what they know and can do to new situations” (“Why Project Based Learning”, Buick Institute for Education 2017). The Buick Institute for Education is a grand supporter of PBL learning, they strongly believe that PBL is the most effective way of learning by making school more engaging to students, building success skills for college, career, life and connecting what students learned to the real world. “In PBL classrooms, students demonstrate improved attitudes toward learning. They exhibit more engagement, are more self-reliant, and have better attendance than in more traditional settings” (Thomas, 2000; Walker & Leary, 2009).
Problem-posing method allows communication among teachers and students. It also allows the students to discover, recognize relationships and express their creativity, leading to transformation. Freire first introduces
In this paper, three dissertations will be discussed and reflect on the topic selected. Technology impacts education and can enhance student learning. Technology is also known for motivating teachers by expanding the material content, which reflects on different devices. The evolution of technology plays a role on the classrooms by creating a positive environment for the teachers and students.
1.5 Kohn’s Student Directed Learning Theory Kohn’s student-directed learning theory is an approach to the classroom management which may be particularly effective in the modern classroom environment. Student-directed learning will keep students motivated and teaches them to cooperate with each other sharing responsibilities and functions within their community. Kohn believes that the ideal classroom emphasizes on curiosity and cooperation above all, and that the student’s curiosity should determine what is taught. "Skillful educators tap students ' natural curiosity and desire to become competent.
An effective teacher is likely to switch and mix new approaches to suit the objectives of the unit of work or lesson. As objectives vary within a lesson, the effective teacher will move between different teaching approaches or methods. The teacher begins by deciding what he or she wishes to achieve and then chooses the most appropriate method of realizing those objectives. By injecting pedagogical approach to teaching, students can have a better chance and can engage to physical education and sports.
What? Over the past semester, I have taken part in a service learning placement to better understand the diversity that occurs within the Hamilton community, where I will be doing various clinical placements in subsequent years in my nursing program. My particular placement was at an elementary school, Pauline Johnson Elementary School, where I spend three hours every week with a second-grade class. In my role as a service learner, I acted as a teacher 's assistant. During class time, I would go around and help various students with their work, encourage students to try their best, supervise during nutrition breaks and interact with students during music and gym classes.
CHAPTER FOUR: DISCUSSION AND CONCLUSION 5.1 Discussion and Conclusions This study explored the components of Lesson Study, which impacts, on the respondent’s teaching and student learning. This chapter discusses the results and offers an analysis of how the study results emphasis on the initial research questions as well as connect to literature review of the study. The discussion is arranged on the basis of research question. Summary of Findings Participants interview, observations and from many literature this study explore that TSN through Lesson Study is an innovative teaching approach comes from Japan.
604 assignments 1 1) Concepts and structure This essay will first answer what is skill theme approach? It is a model that describes both content of physical education (what to teach) and pedagogy of physical education (how to teach) (Graham, Holt/Hale, & Parker, 2010). In skill theme approach teacher is the instructional leader. Teacher uses shaping process to achieve desired skill movement patterns. Teachers structures the learning, give detailed and repeated instructions, ask large number of questions.
His research focus deeply on the practices that has been done in classrooms to see if the students are using technology effectively and how the technology is helping them learn. The research results proved that all students held back from using the Internet and started using their brains to solve problems on their own. The students were able to pick which task they want to work on, and that shows that they are capable of taking care of their own learning. The results also proved that not just the students were able to take care of their learning and collaborate, but there is also collaboration between the teachers.
The paper reflects on my experience during the teaching practicum. Initially, it analyses the strategies my Mentor Teacher (MT) adopted in her teaching and interaction with the students. Additionally, it analyses the techniques I employed to motivate, monitor, and manage students during my teaching practice. Finally, it discusses how I will improve my teaching in terms of instructional strategies, classroom interaction, objectives-activities-assessments alignment, and classroom management.
The motivational psychology researchers discovered several useful approaches and practices that can be implemented in the classroom for effective learning to take place (Miller, 2012). Teachers are using differentiation to support teaching and learning. Differentiation can vary in pace, activities, resources, teaching and learning styles in an attempt to best meet the needs of individual student. Various teaching strategies such as cooperative learning, active learning, role play and games and pedagogic tools are being integrated in educational theories in meaningful and useful ways to encourage task or learning achievements.
The students were productively engaged during the lesson plan and learning process. Furthermore, I know that the students were productively engaged based on the comments and questions that they said during the lesson. During the lesson the students were excited about the group work and reading materials. 3.Did I alter my instructional plan as I taught the lesson?
With the use of digital learning, it will help the students to be more active engaged in their lesson,
Although the lesson plan’s primary objective is to improve the overall quality of teaching to benefit students, this also improves teacher motivation and development. This is achieved through using the lesson plan as a permanent record of lessons taught. In the case where the lesson has been
Teachers have to use different pedagogical approaches. They should participate actively in their learning and to assist professional development. The