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BeBo Meeting – Milano 26 th September – 29 th September 2013.

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Presentation on theme: "BeBo Meeting – Milano 26 th September – 29 th September 2013."— Presentation transcript:

1 BeBo Meeting – Milano 26 th September – 29 th September 2013

2 PBL in brief Before starting with the example of PBL application in our context, it need to remind together some basic concepts about this method/methodology of learning. ( looking the slides “Introduction to PBL“ proposed in Tubingen). I recall in four slides

3 PBL definition “The basic principle supporting the concept of PBL is that at the beginning of a learning process is posed a problem, a query, or a puzzle that the learner wants/is required to solve”.(D. Boud, 1985) or, in other definition: PBL is “The learning that results from the process of working towards the understanding of a resolution of a problem. The problem is encountered first in the learning process” (Barrows 1980)

4 So in PBL : A problem or a practical exercise is the start up point ; the teaching/learning process is the pathway to solve the problem itself; The learning process is based on the analysis, understanding and finding out of possible “problem situation” solutions, which are pertinent to the professional or educational context.

5 So What happen in a PBL lesson concretely students work collaboratively in a group (tutorial), together with one or more faculty facilitators (tutors), to identify and define problems, develop hypotheses to explain the problem(s), and explore preexisting knowledge relevant to the issues; students take part in a inductive learning process; in a discovery learning process; in a opened inquiry process

6 The seven step for a PBL session Step 1 – Problem detailed description(Tutor): oral, written or video Step 2 – Students Brainstorming Step 3 – Identification of problematic areas ( T/S). The tutor explains the unknown words and afterwards helps the students to assemble words in key-concepts/problematic areas Step 4 – Connection between learning objectives and selected key- concepts/problematic areas Step 5 – Learning Objectives: The students group organize the study activity. Each student works on all selected key-concepts/problematic areas. Students study using books, notes, etc.(individually or by group); the activity of study and research can be realized also not necessarily in classes moments Step6– Concept Re- elaboration: after a period of autonomy study, students work again in groups in order to organize acquired data and information and to define the final solutions of the problems Step7 : Individual/Group Learning evaluation

7 PBL in BeBo Project is possible to apply PBL in BeBo with a logical adjustment at our context and condition. Considering the the start up point of a PBL session can be a : Dialogues, Cartoons, Poems, Audio-tape recordings, Posters, Video, P hotographs, Physical Objects etc: we can proceed with 2 examples, naturally using a Video ( ready/finished or to realize)

8 EXAMPLE N. 1) A NO PROFESSIONAL VIDEO TO LEARNING TO LEARN N.PBL STEPSTUTOR ROLE ( Martin, Paul) Students( we-all) 1 Problem detailed description: Video (It need a Video with some technical- shooting mistakes: for example one of the video realized in Vienna, or another video you have ) Tutor introduced a Video: few words to explain the video context and to warn that in the video there are some technical- shooting mistakes ; but, without indication about the mistakes. Tutor also remember to the students the basic/essential rules for shooting/realize video ( explained in previous Meeting) At least: explain the aim of this PBL session: iidentify the mistakes, propose the solution( a correct technical approches) and explain the solution Students ( we all) are presented with a problem

9 EXAMPLE N. 1) A NO PROFESSIONAL VIDEO TO LEARNING TO LEARN N.PBL STEPSTUTOR ROLE ( Martin, Paul Students( we-all) 2 Students discuss the problem in a small group PBL tutorial. Observes groups at work and clarify the setting and the terms of the problem; without help groups in the identification of mistakes, and about solution In small group: Brainstorming to: -define what the problem is/ the possible mistakes - each member of the group takes notes about his opinion possible mistakes - a secretary of the Group summarizes the ideas. 3Identification of problematic areas ( mistakes) - Observes groups at workThe group selects the mistakes to solve: discussion, choice, decisions ( in a real PBL session: each student works on all selected mistakes to propose solution)

10 EXAMPLE N. 1) A NO PROFESSIONAL VIDEO TO LEARNING TO LEARN N.PBL STEPSTUTOR ROLE ( Martin, Paul Students( we-all) 4 Connection between learning objectives and selected key- concepts/problematic areas( mistakes in this case) Observes groups at work and Clarify the setting and the terms of the problem; without help groups in the identification of mistakes, and about solution -identify what they need to learn to work on the problem, what they do not know -specify an action plan for working on the problem ( for examples how to share the mistakes’s solution inside the groups 5- 6– Learning Objectives Observes groups at work and can help to organize technical elements The group work at the solution of the mistakes : in our context now Is possible only to write the technical solutions. 7Step 7 – Concept Re- elaboration and exposition Tutor help groups to summarizes their conclusion Each gruop presents hi solution in plenary session

11 EXEMPLE N. 2 – HOW TO LEARN TECHNICAL AND CULTURAL CONTENTS REALIZING A VIDEO In This second examples the tutorial groups are invited to realize a Video on the base of these particular indications: 1) A document with the Itinerary’s description ( with single phrases in green underline; look at the example under the table) 2) Some indication concerning specifics modality to realize shooting ( n. of shooting; n. of zoom; n. of shooting of monuments or streets etc). Objectives of this PBL application To learn artistic/hystorical/cultural contents related to the video; To realize a video with artistic/hystorical/cultural contents and present this contents in the video ( images/voice) To realize a video on the basis of specials contents and specific shooting indication

12 EXEMPLE N. 2 – HOW TO LEARN TECHNICAL AND CULTURAL CONTENTS REALIZING A VIDEO N.PBL STEPSTUTOR ROLE ( Martin, Paul Students( we-all) 1 Now the problem is a task to do (written indication): “Realize a video with a sequence that respects the particular contents of the Itinerary and the specifics technical indication related to the modality to use videocamera” The Tutor introduces a PBL session, explaining to each “ tutorial group” the itinerary proposed, In the text of the itinerary are some words or phrases to use for realize the schedule of the video Students ( we all) are presented with a problem- In this case “ the Itinerary description” and the technical information 2 Students discuss the problem in a small group PBL tutorial. Observes groups at work and clarify the setting and the terms of the problem; without help groups in the identification of mistakes, and about solution 1)In small group: Brainstorming to: Analyze the Itinerary description; Pinpoint problematics words/phrases -a secretary of the Group summarizes the understanding problems -2) brainstorming about the indication the two or three simple technical of shooting to respect during the composition of the video”

13 EXEMPLE N. 2 – HOW TO LEARN TECHNICAL AND CULTURAL CONTENTS REALIZING A VIDEO N.PBL STEPSTUTOR ROLE ( Martin, Paul Students( we-all) Identification of problematic areas ( mistakes) - Connection between learning objectives and selected key-concepts/problematic Observes groups at work and clarify the setting and the terms of the problem; without help groups in the study of the contents( fro ex. offering solution) Each group selects: a)In the Itinerary description: the contents to study before to go ahead b)Concerning technical elements: the technics to study before to start with shooting 5 Learning Objectives Observes groups at work and can help to organize technical elements. In this phases the tutor analyses the final products of the groups and can help to correct/adjust the sequence and/or the modality of shooting The group work at the solution of the problem: For the Itinerary, the product to realize is: the sequence of the video (respecting the starting indications) For Technical shooting elements: to combine each sequence to a specifics modality of shooting

14 EXEMPLE N. 2 – HOW TO LEARN TECHNICAL AND CULTURAL CONTENTS REALIZING A VIDEO N.PBL STEPSTUTOR ROLE ( Martin, PaulStudents( we-all) 6Learning Objectives The tutor supervises the groups Each group realize the video 7Step 7 – Concept Re- elaboration and exposition Tutor help groups to summarizes their conclusion Each group presents the video and explain the his technical features

15 Examples of Itinerary description Please, use the paper text in your binder! Thanks Alberto

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