Presentation is loading. Please wait.

Presentation is loading. Please wait.

Tutor Role in Problem Based Learning By Mohammad Osamah Ibrahim Aloughda M.B., B. Ch., M. Sc., Ph. D. (Path.), MHPE (Educ.) Professor of Pathology.

Similar presentations


Presentation on theme: "Tutor Role in Problem Based Learning By Mohammad Osamah Ibrahim Aloughda M.B., B. Ch., M. Sc., Ph. D. (Path.), MHPE (Educ.) Professor of Pathology."— Presentation transcript:

1 Tutor Role in Problem Based Learning By Mohammad Osamah Ibrahim Aloughda M.B., B. Ch., M. Sc., Ph. D. (Path.), MHPE (Educ.) Professor of Pathology

2 Expected Goals of the Present Session Define tutor, how he differs from teacher Define tutor, how he differs from teacher Tutor as part of successful group learning Tutor as part of successful group learning Recognize tutor functions in small group discussions Recognize tutor functions in small group discussions

3 TOPICS Tutors as educators Tutors as educators Tutor & teachers Tutor & teachers Tutor functions in PBL Tutor functions in PBL The effective tutor! The effective tutor! Groups; tutors & performances Groups; tutors & performances

4 Background Tutor + problem + group = PBL All of the previous factors, mutually contribute to each other. All of the previous factors, mutually contribute to each other. Also, maintenance and progress of group functioning in PBL; is largely steered by an effective tutor. Also, maintenance and progress of group functioning in PBL; is largely steered by an effective tutor.

5

6 A tutor! A university educator who leads a task-oriented group to successfully achieve the objectives of a PBL program in small groups. An effective tutor is an important factor for the success of PBL.

7 Tutors versus Teachers A tutor differs from a teacher as regards: 1. Giving the learning process due priority rather than to the learning content 2. Performing coaching and collaboration rather than dominance & retraction. 3. Paying due care to group dynamics 4. Being interested in promoting student development & progress

8 Tutor Functions in PBL Facilitating learning Facilitating learning Encourages problem solving Promotes critical thinking Stimulates self directed learning Enhancing group interaction Enhancing group interaction Guiding in use of resources Guiding in use of resources Assessing the group progress Assessing the group progress

9 Facilitating Learning 1 Starting and ending discussions Starting and ending discussions Promoting problem solving & deep critical thinking Promoting problem solving & deep critical thinking Focusing attention on the relevant issues Focusing attention on the relevant issues Moderating & linking the raised assumptions then reflecting on them to draw concepts and synthesize usable conclusions to set up learning issues Moderating & linking the raised assumptions then reflecting on them to draw concepts and synthesize usable conclusions to set up learning issues Making sure that students stick to preset objectives Making sure that students stick to preset objectives Helping the group set up learning priorities Helping the group set up learning priorities Making sure that all problem items are handled Making sure that all problem items are handled

10 Facilitating Learning 2 Intervention when necessary (standstill, dead lock or side discussions, dominant member, unpleasant arguments etc) Intervention when necessary (standstill, dead lock or side discussions, dominant member, unpleasant arguments etc) Guiding students in case they sneak into errors overlooked by the group Guiding students in case they sneak into errors overlooked by the group Asking non directive open ended questions Asking non directive open ended questions Summarizing, connecting issues & filling gaps Summarizing, connecting issues & filling gaps Help the group formulate learning issues Help the group formulate learning issues

11 Tutor Functions in PBL Facilitating learning Facilitating learning Encourages problem solving Promotes critical thinking Stimulates self directed learning Enhancing group interaction Enhancing group interaction Guiding in use of resources Guiding in use of resources Assessing the group progress Assessing the group progress

12 Enhancing group interaction Assuring physical set up of the group: etc Assuring physical set up of the group: etc Breaking barriers (in first meetings) Breaking barriers (in first meetings) Creating pleasant atmosphere Creating pleasant atmosphere Calling members with their names Calling members with their names Assuring the participation of all members Assuring the participation of all members Managing conflict in opinions Managing conflict in opinions Emphasizing key points raised by group members Emphasizing key points raised by group members Encouraging self running of the group Encouraging self running of the group

13 Guiding in use of resources Tutors guide learners to the appropriate learning resources that meet their learning needs. Tutors guide learners to the appropriate learning resources that meet their learning needs. Encourage use of references, dictionaries, audiovisuals, internet. Encourage use of references, dictionaries, audiovisuals, internet. Expert tutor may help if requested by students to cross over a stand still Expert tutor may help if requested by students to cross over a stand still

14 Assessing Group Progress Formative assessment of student learning achievement Formative assessment of student learning achievement Giving feed back on group performance Giving feed back on group performance Self & peer assessment of: Self & peer assessment of: The learning process The problem The tutor s role

15 Barriers to Tutor Role Some of the difficulties that can negatively affect the tutor role are: 1. Related to the Tutor himself 2. Related to students 3. Related to the problem

16 Barriers to Tutor Role Some of the common barriers are: 1. Language skills 2. Students perceptions of tutor role 3. Previous training & knowledge

17 Tutor Skills practiced in PBL 1. Communication skills 2. Leadership skills 3. Conflict managing skill 4. Decision making skill 5. Time management skill 6. Organizational skills

18 The Effective Tutor An effective tutor should be: Pleasant Pleasant Skillful Skillful Facilitator of learning Facilitator of learning Convinced of PBL Convinced of PBL Available as learning resource Available as learning resource Credible evaluator Credible evaluator

19 Conclusion An effective tutor is the most crucial part in the success of PBL process The tutor role in PBL, is facilitating learning & assessing group progress Enhancement of tutor competencies reduces differences between small groups and augments performance


Download ppt "Tutor Role in Problem Based Learning By Mohammad Osamah Ibrahim Aloughda M.B., B. Ch., M. Sc., Ph. D. (Path.), MHPE (Educ.) Professor of Pathology."

Similar presentations


Ads by Google