In Wood and Head (2004, PBL was used to help students discuss problems and generate solutions in a university in Brunei. The writer talks about treating learning "in a contextual, holistic fashion which was synthethic rather than analytic and matched the needs of the target learners" (p.6). Well, if was a one time situation, I am not sure if it works everywhere. While PBL has been widely discussed as a good technique, it is not used in many classrooms in our country. What do you think is preventing us from using it in language courses? Would problem based learning be applicable in the classroom of tomorrow? Would you be willing to give it a try in any other class?
Alright, in view of the lengthy discussions, I am putting a ceiling on all future discussions. Limit your discussion to a maximum of 70 words. Keep your comments concise and precise. Remember, language is not important, it is the content that makes the difference.
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PBL actually is a very good technique that could be apply in classroom learning. PBL help the students to become more creative and critical in their learning. By giving them a problem situation, they will have to think the posible solution on how to solve the problem. PBL is a evergreen technique and i'm very sure that it still applicable for today and future classroom as long the situation of PBL must be up to date and the problem given is applicable to the present situation. I personally would use the problem based technique in my classroom in the future and even i have done it with my students before i persue with my study.
ReplyDeleteThe limitation of time might be the one of the factors that preventing teachers to use problem based. Very often i heard that teacher are very worried about finishing the syllabus and preparing te students for exam. This really limited them to use the PBL in class.
PBL can be used in language classroom provided that teacher keeps to the objectives of the particular lesson. Sometimes learners or even teacher get too excited discussing the problems and solutions that they have forgotten the initial objective in using PBL, which does not contribute to the learning.
ReplyDeleteUsing PBL in classroom ... although it seems new but i think i had already used this method in my teaching. From my understanding about this technique, i think the good part of it is promote students to think spontaneously and encourage them to speak. This is because students were giving a situation to solve on they have to generate their ideas and talk about it. Maybe people (teachers) didn't see it as a good approach or method to be used in language class and PBL is better used in Science or Math classes because they have problems to be solve. But give it a try i try it and although not 100% work at least we are promoting our students to taled in the class. from there we can help them to improve their language.
ReplyDeleteSecondly here i would like to oppose Jeff opinion's on limitation on finishing the syllabus. For me, it all happen if we want to or if we don't want to. Syllabus just a guide it is we who can determined either we want to use PBL or not.
This technique quite challenging if it is implementing towards passive learners...however as teacher we need to create some strategy to get the learners involve actively in PBL in language classroom...it should start from the lower level in primary school and it takes time for the students to be familiar with the PBL technique. Along the process of language learning for sure indirectly they will able to get use with PBL...I do agree with Jason,we need to give chance for the students to try...and it should start from the young age..
ReplyDeletePBL is important in language learning because it serves the purpose of making a lesson as authentic as possible. By using PBL to teach language in class, learners are made to learn language through real life situation, thus improving their participation in class. However, as Sylvia said, using PBL can actually distract us from keeping on track with the objective of the lesson. It's just that, we, as teachers should make sure to allow the thinking and discussing within the expected time given for the lesson if they seem to go nowhere with the discussion. The way I see it, PBL has long be used in classroom. But only a few of them who have tried and are willing to try it in the future have the chance to see the advantage and disadvantages of using PBL in classroom.
ReplyDeleteThe reason that I can think of why PBL has not been ‘popular’ in language courses is because the difficulty to make the students speak during the lesson. So, it requires more effort from the teacher and lots of the times to finish just one lesson.
ReplyDeletePBL requires a statement of problem as a stimulant and it follows with various solution.
ReplyDeleteIn language courses, language is the medium to explain the solutions. Thus, i believe what might have prevented students to say out what are in their mind could be the lacks of suitable language for expressing them. This has projected to the instructor as a problem to make the class responsive in that sense.
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YES. Positively thinking, PBL encourages active learning in the classroom. Different minds contribute to solving the problem, it comes out with variety of opinions and thoughts.
I believe I had empoyed PBL in my previous classes and I saw the effectiveness of bringing lots of fun to my students in language learning. They try their best to come out for multiple solutions collaboratively. Although sometimes they lack of the language to ""say it right", but, they can do it by drawing out or writing in print their ideas. Then, I assisted them during preseting orally.
Adding to the other factors as mentioned, students may also more familiar with the ‘chalk and talk-kind-of-lesson’ and they may feel uncomfortable with the PBL format, in which they are the one who contribute more to the lesson, rather than the teacher alone. This will then leads to the not-so-interactive classroom learning and thus, some of the teacher will feel frustrated that the objective of the lesson cannot be achieved successfully. However, PBL will always be applicable to be applied in the classroom in which the teacher need to explain that there are no one right answer in the particular task and instill the sense of self-confidence among the students for them to participate actively and voice out their opinion during the lesson. The applicability can also be said in a sense that it encourages the students to think critically and creatively in solving particular problems posted by the teacher. In other words, it challenge the students’ thinking to the higher limit than they were always be before. In PBL as well, “the students work with classmates to solve complex and authentic problems that help develop content knowledge as well as problem solving, reasoning, communication, and self-assessment skills” (Speaking of Teaching, 2001). For me, I will use PBL to any other class, be it from the high proficiency class or the lower proficiency ones. There’s nothing wrong to try because we will never know the effectiveness of PBL once we have tried it. ---NOR AZMA MANAN 14749
ReplyDeleteReference:
Speaking of Teaching (2001). Stanford University Newsletter on Teaching , 11(1), 1-8.
Problem Based Learning (PBL) , a technique where the students have opportunity for self-discovery in learning process. Such learner-centered approach cater the interest and needs of the learners and wide opportunity for language aplication in used. Time and exam-oriented situation hamper the optimum use of PBL. Of course time is running out but if we, teachers in particular,plan properly in using PBL in language teaching,then it is worth.Exam-oriented approach prompt PBL in miminumused in teaching-learning process as teachers are aiming to finish their syllabus within thegiven timeframe. In addition,revision of study is reinforcing the students' understanding and ensure them do well in upcoming public examination.
ReplyDeletePBL is applicable in all time provided that we plan our teaching properly in applying PBL in teaching-learning process. As a reminder, nowadays, the teaching-learning approaches is greatly emphasised learner-centred teaching strategies.
PBL caters the needs for all students. It provides opportunities for student to make their own learningas well as promoting self-discovery learning. Thus, I shall apply PBL. A strategic and appropriate plan or strategies will ensure the success of performing PBL in teaching-learning process.
In view of this, PBL wil motivate students in learning process and drive them to make use of their schemata in learning process. PBL is not a harm for students as it is helpin students in acquaring new knowledge in learning.
MARCHSINDA JONG (17628)
PKPG ESL 2006/09
I think PBL is not suitable to be used in our Malaysian learning scenario. This is because our educational system is very examination-oriented, which correct me if I’m wrong, encouraged the students to use their memorization skills rather than their thinking skills that applied in PBL. This system actually has set our society with the mindset that we must memorize all the content in terms of the rules, the steps, the order and so on just to pass the exam. In language learning, I see that PBL approach doesn’t work as good as learning sciences. Language learning require learners to understand the content and the rules more whereas sciences subject involved many experiment which actually encouraged the learners to do hands-on activity (PBL) rather than memorizing the content because they need to find the result or making hypothesis for the experiment. Moreover, these two different area of learning also differ in its approach where I would say that language learning is more in learning the theory than practically and vice versa sciences is more on practical than the theory. So, it shows that maybe language learning more applicable for TBL not PBL.
ReplyDeleteDiana has raised a valid point in this respect.
ReplyDeleteWithout really intending to do so, we have painted ourselves into a corner by overemphasizing on present and future exams.
Now, it has become a matter of " ...the tail wagging the dog". Examinations seem to control everything teachers do making it difficult to try something different. So, it is now up to you to untangle yourself from the problem. What do you think about giving students the questions beforehand? What about project based learning? Get students to work on solving a series of questions/issues and indirectly involve them in experiential learning?
PBL is well-recognized as an interesting methods that can promote students learning, challenges students'thinking and encourage cooperation between group members in finding the solutions to the problem given to them.
ReplyDeleteI agree with what azma has said, PBL has the power to instill self confidence and enhance students' thinking as they are able to freely voice out their opinions and participate in the discussion.In my opinion the only things that preventing PBL to be used in the classroom is the teacher himself/herself (especially if they never use PBL before/ first timer).
The teacher might be afraid to imply PBL in classroom because they heard that it is time consuming and they will never be able to finish the syllabus if they use PBL. Moreover, they might already be satisfied and comfortable with the way they used to teach and don't want to try something new that might turn out to be more difficult to handle and complicate their life.
Yes, PBL will still be applicable in the classroom of tomorrow, as long as the 'problem' is relavant and authentic to the future.
nur arina md arif 14894
One of the reason is cause by the high number of students in one class for instance like our class thus, it can cause difficulties in assessing the students’ achievement and for lecturer or teachers to facilitate the students. It is also a challenging task for PBL to be applied in Malaysian school as most (or all) of the teaching and learning processes are took place inside the classroom or lecture halls thus; it provides limited exposure to the students to study or work in a real situation. It is a challenge to develop or brings the totally 100% real-world problem to class setting. – *sorry if my explanation is hard to be understood*
ReplyDeleteDespite from what I have stated above, I believe that there is a possibility that PBL can be used not just in language courses but also in other courses. However, it depends on how far does PBL is view as equally importance than other teaching and learning approaches and depend on the need of the students - whether they need to engage with more memorizing tasks or the tasks which are unstructured and based on real-world problems. Perhaps one day with the frequent change of our educational policy maybe PBL will be applied widely in Malaysia educational institutions.
Integrating PBL into EAP, Wood and Head (2004) manage to “combine student interest and academic relevance” in which their learners not only have a reason but a strong reason to learn the academic study skills through solving problems of their interest and enthusiasm (p. 10).
ReplyDeleteIn view of this, I would say, our PBL activities fall short in engaging learners’ interest to learn language. The problem solving context deemed meaningful by instructors might not always be the case with the learners. And to create a problem that answers to their wanting to learn is not easy that many have shrugged it off.
Nevertheless, I do believe that we can integrate PBL into language lessons so that students may gain all the benefits that it has to offer as long as we are willing to try and never give up.
I ever used problem based learning during my TP time. For me, it did give students a fun and enjoyable learning environment. They worked as a team and engaged in the learning. They did face the language problem and did not know how to convey the sentences yet they tried to describe and use their effort to get other group to understand their idea. At the same time, teacher can work as a facilitator, guides them with the vocabulary they don’t know. Through this, students are growing in a conductive learning environment and having fun as well. Hence, I can say it is applicable in the classroom. In addition, students do like challenging lesson. Once they succeed to solve the problem, they gain confidence and satisfaction. One stone kills two birds.
ReplyDeleteying (15438)
Giving questions beforehand is a good idea for me because students have a preparation and are able to learn more effectively than they just float in the air when they are told the exam is coming. Students are able to work as a team and discuss the questions among themselves. Through the collaborative learning, students actually absorb the new knowledge from their friends. Compare to the situation where they just get the questions in the exam hall, some of the students are unable to answer and just leave the questions blank or simply write the answer. After the exam, they just forget about it and don’t bother the correct answer. Thus, it can be said there is no learning at the end of the course. On the other hand, if students are being informed with the questions, at least they have prepared themselves and learn something from the course. Of course, the questions have to be flexible and are not exactly the same as the question beforehand. If not, it becomes “memorization-based exam”.
ReplyDeleteStudents can be grouped based on their favorite friends. They have more confident in speaking out their idea as they are working in a comfortable and relaxing zone. Through the group based learning, students can exchange idea and work in ZPD environment. More brains are always winning a single brain. Students can also learn from other group as well.
ying (15438)
I think the problem that hinders teacher from using PBL in Malaysian classroom is because of the fear of silence in the ‘classroom’. Students like to keep silent during the lesson and do not like to answer the teacher’s questions. In addition, in language classroom, PBL is more to the speaking task and in order to complete the task given, students have to use the language ability that they possess. This is the hardest point as students often think that they do not possess the language and are not able to accomplish the task.
ReplyDeleteYes, I do think that giving students the questions beforehand can solve the problem but we need to design our questions in such a way that different students get different questions and they comprise of higher level thinking questions which needs them to analyze and synthesize so that they will not be able to get the answer from the books or net. Or else, it will end up with just rote memorization and everybody will give the same answer.
Absolutely yes, I will give it a try in my class. We are the younger generation and we should be the one who is responsible to take the lead to make Malaysian education a difference. If we do not do our part, isn’t it a waste of our four years time taking in TESL in Unimas? PBL should be the opening to Malaysian’s passive classroom and get my students to speak and think critically and creatively.
What do you think is preventing us from using it in language courses?
ReplyDeleteStudent’s proficiency level – for instance, the beginners; their English language skills could be minimal. Hence, they lack of appropriate vocabulary which can hinder their learning when they negotiate meaning and solve problem among themselves.
Would problem based learning be applicable in the classroom of tomorrow?
Yes. Obviously it encourages reflective thinking and collaborative learning. Another reason, in order to tackle the problem, students need to interact with peers. Indirectly, they develop their language skills, e.g; when listening to friend’s ideas, explaining own thoughts, identifying suitable details & presenting the most viable solution in written form or orally.
Would you be willing to give it a try in any other class?
Yes, but few matters must be identified before implementing it in the t/l process. For examples, the PBL process, ss grouping, the materials used, the support provided; and these must be appropriate with the learning goal.
One of the preventing factors is the difficulty of the instructors to construct a problem which is “interesting, challenging and relevant to the students’ reality” in order to be used in the language course. In relation to course book, there is not much PBL task included and the instructors really need to take a challenge to come out with a meaningful problem (Larson, 2001). Learners’ limitation in the target language use can also be a hindering factor. The use of first language will somehow lead PBL to a failure because the objective of it is to ensure that learners use target language to get the problem solved.
ReplyDeleteIn making sure that it is applicable in the future language classroom, again it is an instructor’s role to ensure that learners’ command in language is sufficient enough for the task. Otherwise, “creativity and enthusiasm will naturally drop and give way to frustration and disappointment” (Larson, 2001). For me it is such a challenge to try it out in other class. Learners are not supposedly to be spoonfed and as PBL is a student- centred approach, it can be something challenging for them as there is no answer given to them. Instead, they are the one who will find the solution and this will make the learning process “enjoyable and nurturing for students” (Mild, 2006)
Larson, J. (2001). Problem- based learning: A possible approach to language education? Retrieved on February 20, 2009 from http://www.nada.kth.se/~jla/docs/PBL.pdf
Mills, D. (2006). Sharing ideas and research in social sciences learning and teaching: Problem-based learning. Retrieved on February 20, 2008 from http://www.w3c.org/TR/1999/REC-html401-19991224/loose.dtd
What do you think is preventing us from using it in language courses?
ReplyDeleteIn my opinion, time limitation and teacher’s inability to find a suitable topic are the reasons why PBL is hardly employed by the teacher. Teacher always pressured for time in finishing the syllabus meanwhile students claimed that the topic in the language class is boring and not interesting as well as not suit to their level of English proficiency.
Would problem based learning be applicable in the classroom of tomorrow? Would you be willing to give it a try in any other class?
I will employ PBL in my teaching as it (i) helps students to develop skill in problem solving, (ii) increases students’ awareness or responsibility for their own learning, and (iii) exposes students to the environment of cooperating with each other. In fact, PBL in the classroom also can be enhanced with the power of the Internet which some students favor it to be incorporated in the classroom. The teacher should aware that Internet as the largest ‘storehouse’ of information that supplies a numerous of references to students. Perhaps, it motivates students to be actively engage in the task given.
helloo!
ReplyDeletewhy not? i think pbl requires more effort from the teacher to plan the lesson and from the students to contribute to the lesson. besides, since we are so exam-oriented, we tend to expect something which is more direct and tangible.
Of course it is applicable. it is just a matter of wanting to do it or not.however, a great consideration should be given to the learners and the context of the learning. that should be the main factors in deciding the teaching and learning process.
14915
Malaysia society indeed has the perception that exams are very important and it is extremely hard to erase that mindset since it's become part of our culture. Teachers are 'superb' in spoon-feeding the students and definitely think that PBL is time consuming and hard to set up. Whereas students may think that PBL is pointless as all they concern is their grades. Thus, PBL will never work in our classroom setting.
ReplyDeleteUnless our education system shifts away from exam based learning, teachers will always face difficulties in trying new stuff. Learners may not tolerate with the new methods that teachers are experimenting. The end product is always the primary objective.
Diana Toh
I think it is because we are exposed to the exam-oriented system in school. We tend to do the things as it is required to be. What im mean is that we tend to go directly to find the answer of some problem without really find what is the real problem and how to solve it. The best thing that we want to do is to get the best result which cause we neglect the important problem solving part. We tend to memorize without have good understanding. The most important is to get the right answer. If our schooling system do not changed, in which society aim for As in exam to clarify excellent students without emphasization on competence in various skills, we would would not be able to apply PBL in our classroom.
ReplyDeleteTime consuming and wanting to finish the syllabus are the factors that prevent teachers to implement PBL in class. It can be done in future if teachers are willing to sacrifice their time and give commitment and have the goal that their students can really 'learn' by using PBL. There's nothing wrong to try it out if students can benefit from it. But, it may not be applicable to all classes. Teachers have to know their students first so that the approach used is suitable with the learners' learning styles and needs.
ReplyDeleteShirley Michael (15227)
The main factor that preventing us from using PBL in language classroom is because we have to follow the syllabus that ministry has set for our education system. So, teachers have no right/choice to decide material or topic to teach the students. Whether they like it or not teachers must teach according to the syllabus. Secondly, it is because the mix level of English proficiency among students in a class. So, teachers face difficulty to design/create the suitable tasks that can met the differences need of those students. Problem based learning can be applicable in the future classroom if the teachers dare to release themselves from following the syllabus and put an effort to do a lot of revision to study the students' need and interest in order to build the tasks that can tackle all level of students ability. I am willing to give try on this approach because i think this approach can practice my students to complete the task by using the target language.
ReplyDeletePBL for ESP should not be a problem as it can be easily incorporated during the designing of the curriculum or course. However, there might be a slight problem for the ESL class. There will be some constraint and perhaps obstacles we need to take care before implementing.E.g. time factor, skills and support from the school admin and panitia. I am saying that PBL is possible, especially it is in the form of language task or project, provided we plan carefully right from the beginning of the school semester. This kind of planning is vital to ensure success and avoid the waste of time. (Wong Sau Fah-17635)
ReplyDeleteConsidering that i'm taking ESP course, i would talk about this question base on ESP's view. There's one thing that i'm confuse is that whether the classroom setting is the secondary education or tertiary education? If it's the secondary setting, from my point of view, is that the learner's need is not met. PBL could only take place if the learner's need analysis is done, and the subject matter is identified. Unfortunately, the subject matters of our secondary education syllabus are broad and general. Even if the teacher troubled him/herself so much to prepare the material and conducted the lesson using PBL, it is time consuming as the context needs to be explained. In the tertiary education today, teachers usually rely on the syllabus given, which reduces their creativity. Not only that, as class time is limited, they would focus on finishing the syllabus rather than carry out the time-consuming PBL. Not only that, the common problem that all education setting faces is the examination which focuses on the theory and written test, which sometimes may not be the most suitable assessment of students' proficiency. The PBL can be implemented in the classroom tomorrow, only if the teacher prepare themselves in the subject matter they taught. I would practice using PBL in my future class as it is more practical, but only if I'm not binded by the syllabus. That's all. WONG KING CHARD (15512)
ReplyDeleteI think there are two reasons why the teachers prevent the implementation PBL in classroom. Firstly is the time consuming and the second one the desire to finishing the syllabus which has been set to them. Time consuming would be the major one because it require lots of time to find a suitable and interesting topic for the students. Besides the implementation of the PBL take longer time because the classroom may be consists of different level of proficiency - beginner, intermediate and advance. The beginner especially may find the PBL difficult for them because their skill could be minimal. This situation can hinder them to for the learning when they have to negotiate meaning and solve the problem among themselves. Next one is about the completing or finishing the syllabus. The teaching environment in our country want the teacher to complete the syllabus which has been set for them at the end if the semester. Therefore, it is a must for them to follow it and they have no right or choice to decide material or topic to teach the students because everything has been prepared for them. So, there no is choice for something new.
ReplyDeleteWhether PBL is suitable to be used in the classroom or not is up to the language teacher to decide. Some say yes but some say no. I think that PBL will expose students to think solutions for the problem. Despite the proficiency of the language, any of them will start talking as long as the question looks familiar to them or their field. I’m pretty sure that IF the teacher chooses an interesting title, there won’t be any “silent period”. Talking about no enough time to finish the syllabus and exam-oriented seem to be an excuse to me because you don’t spend the whole semester using the PBL. Teacher can allocate time for that, once a month or a semester. Students will find it new and I think they will like it because it challenges them. Make them sit in groups of four or five and give them a problem. At the end of the lesson, ask them to report their discussion. That’s what I did during my TP. Even though the students’ English was not good/poor, they enjoyed the class and they learned to practice all the tenses that were taught.
ReplyDeletep/s: If WE (the future teacher) keep on saying this won’t work and that won’t work because of exam, because not enough time, because of the syllabus and so on, then, I think one day, teacher will be replaced by machine or computer because the two teach in the same way - - - no feeling, no challenge, dull and not taking any responsibility in work.
i agree with grace...language teachers especially general english teachers do not use PBL in classroom because there are a lot of things to be considered before they can actually implement it in the classroom...teaching in schools is not just about the teacher and the students only but also other teachers, admin, parents, etc. but, as we discussed in the classroom, the more power you have in education system, the more people will listen and believe you.however, in ESP courses i think it is suitable to use PBL since the syllabus is designed by the instructors themselves based on the learner's needs. plus, the problems given to the students must be related to the learners' field which can create a very authentic task. the instructor can use the opportunity to actually teach specific english needed by the learners.and i think PBL is applicable in classroom for tomorrow and i will try to implement it in my classroom. but as i say earlier, a lot need to be done in order to make it effective.
ReplyDeleteI think, PBL is a good approach to be used in teaching the language courses. However, the teacher needs to consider the time factor, the syllabus that they need to catch up and the most important thing is the students themselves. The teacher needs to consider the students ability and performance while implementing any approach in the class. In my opinion, PBL can be used in the advanced and intermediate classes that contains of students with basic knowledge of English and capable to use English language (in terms of speaking, writing) in solving the problem given. I am not underestimating the students with lower ability in English, however, I think, there will be a problem implementing the PBL approach in teaching the lower students in which the students are passive and some of them refuse to talk in the class. If given choices, I would be willing to try the PBL approach in my class; nevertheless, before conducting it, I would prefer to look at the students’ ability and their level of English in order to make my lesson meaningful.
ReplyDelete(Amalina,13699)
heloo...well, i do agree with kimberly about her opinion on 'silence in the class'.....i think that our students especially the lower level students tend to not participate in the classroom.even though we(teachers) give them situations or problems which is up to their standard to be solved but they still would not paricipate in the class. they like to listen rather than speak their thoughts out.face the fact, our students are passive students.for them, listening is better than speaking.however, to apply PBL in the classroom is not a problem at all.as long as the teachers know what their objectives are and committed to it then why not?i definitely would try the method towards my students because i like my students to speak their thoughts out and share their experiences and knowledge in life using the second language.
ReplyDeletePBL is really a good start when we want to see a positive shift in Malaysian education system. I would say that I really want to use this way in teaching language to students because I do believe that students have more opportunities in practicing the language during the session. However, I think the most crucial limitation in applying PBL is not the time constraint but students' perceptions on how learning should be. Students, as Esther had said in previous blogs, are very clever and they know what they want to learn and how they expect to learn. Most students, if not all, prefer teachers to direct their teachings towards examination because they and their parents believe that having good grades in exam will help them to be successful in life (really??) That's why some students go to the tuition center when they feel that their school teachers 'fail' to meet their expectation. Therefore, teachers with all these pressures from the ministry, parents and even students have no other choice but to meet the needs of their students which is to gain good grades in their exams.
ReplyDeleteSome reasons that language teachers would rather not apply PBL include having learners with different competency in English and their preferable language (which is often not English) used in group discussion. The lack of resources and the challenge to generate a genuine problem that is relevant to the field to create interest while engaging students in active learning process could also hinder the application of PBL. We should always give PBL a try as it challenges our students to learn with a purpose, integrates study skills and develops English language unconsciously. To maximize the positive effects of PBL, instructor could place students of different language background to encourage the use of English, mix students of high proficiency with weaker proficiency, which allow them to observe, benefit and learn from one another – constructivist view of learning. It is also good for instructors to provide questions beforehand, discuss and preteach the difficult vocabulary to minimize the 'unfamiliarity' and 'unknown', thus build students’ confidence in learning.
ReplyDeleteIn my opinion, PBL required more effort from teacher as its need lots of time to find a suitable and interesting topic for the students and the same to cater the level of his/her student. Thus, I would rather say that implementing PBL in language courses is a good effort as its can help to develop critical and creative thinking skills (CCTS) in the student and make a shift in the way of thinking which I think will help our student a lot in the future (e.g working environment).I think I would rather give a try and make an analysis how far does this approach can be beneficial t to my students.
ReplyDeleteOne reason for PBL’s unpopularity is the gratifying need to see fast and effective results (A’s a student can achieve). But in PBL, the language skills developed are intangible and implicit to the ‘naked eye’. The results to the skills learnt in PBL classes cannot be ‘enjoyed’ right after course completion but only in future contexts that students find themselves in which calls for those long term coping skills that transcends many areas. Our society is geared in the mindsets that if it does not produce satisfying results in the shortest time possible, then its not worth to do it – which I think is not too bad at all if we do not, at the end of the day, ended up taking the easiest shortcut; teach them EAEQ “English for Answering Exam Questions”.
ReplyDeletePBL is applicable but may need a lot of hard work in convincing others of the underlying values in PBL in creating life-long learners. I think the voice of one teacher is insufficient to go against the flow of the old ways (being exam-oriented). I’d say that if we collectively plan our strategies carefully as opposed to just jumping out there all alone hollering “I WANT CHANGE” (which is admiringly noble and courageous but may find you in deeper trouble), PBL is not far from reach.
(14371)
To me, PBL can make lesson more interesting to the students as it gives them opportunity to think creatively and analytically to solve problems given by their teacher. However, honestly I would say that PBL is not suitable for M’sian classroom. So why?
ReplyDelete1.Exam-oriented system - emphasized on having the students to memorize their learning in order to get good grades rather than engaging them to learn how to learn (PBL).
2.Time constraints- Teachers need to cover up the entire syllabus before the students’ final exam. Thus, PBL is not suitable as it takes longer time.
3.Group work in PBL does not guarantee the students to use English as they might use their first language.
4.Cons to students with low proficiency – it would be hard for them to cope especially in a task that requires them to communicate in English.
Will I use PBL?
Yes ,but it will really need a proper and systematic planning on my part as the teacher especially in ensuring my lesson not only effective for students learning but also following the demand of the education system. TQ.
Referring to most of previous comments on exam-oriented issue, Msian education has produced society who defines a good/successful student as a straight A's achiever. This led to view of PBL as not worth the effort poured on its implementation. E.g. Time factor (in constructing a poorly-structured interdisciplinary problem, pressure of racing with syllabus),cultural change(teacher & students’ roles) and infrastructure(enough material/resources for students to explore). At some extent, even examphobic students would prefer the isolated-structured-linear language learning with emphasis in content/form(to score in exam). However, they will become the victim in the real world as they do not know how to apply the memorized language content/rules. Hence, PBL is needed for tomorrow to bridge the gap between language used in real world and taught in classroom. A study in Msian setting (tertiary level-EOP) by Sim (2006) has proven that PBL is beneficial for students’ language skills and generic skills. But like Grace mentioned, the reality check must go back to the admin if PBL is to be applied for ESL classes, and it also depends on teacher’s readiness. In response to DianaJK on suitability of TBL or PBL, I think it relies on the purpose of language learning and teacher’s role. The differences between the two: in TBL language is only a tool and knowledge is controlled (Barron, 2003) due to the emphasis of perfecting knowledge of language system while in PBL, there is no control of knowledge since language system improved in unconscious phenomenon when students search for solution for the problems (Mehdi Songhori, 2008).
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I feel PBL isn't popular in Malaysian classrooms because it actually requires learners who can work/learn independently. It's a student-centred approach, and removes the teacher from being the focus. Frankly, our students aren't ready for this. Most of them still depend on spoon-feeding, so how can we expect them to brainstorm and come up with their own solutions to these 'problems'? However, I feel PBL is applicable in our future. Teachers need to learn to let go of classroom control, and instead of teaching students the content, teach them instead how to get to the content. Like that famous analogy: Give a man a fish and he eats for a day. Teach a man to fish and he eats forever.
ReplyDeleteApplying PBL in classroom is good for students, it can help/support/enhance the process of developing their thinking skill and creativity. but...it seems impossible for teachers to implement PBL in our education system as the activity related to PBL activity required a longer time than normal lesson. teacher need to complete the syllabus according to the time given...so...no time to do extra activity....in order to be safe...use the text book and forget all about PBL...that's what happened in our school.
ReplyDeleteWhat do you think is preventing us from using it in language courses?
ReplyDelete- The student’s first lg. They usually prefer to use the lg to converse with their classmates even though during language class. Thus, if we let them to solve a problem with intention to let them to used the target language, it seems that the objective might be unreachable as I am sure that they will used their first lg when the teacher are not there to monitor.
- The focus of the learning. If the learning intends to enable the ss to solved problem, thus the ss might focus more to solving the problem, rather than improving their lg ability.
- Students’ lg proficiency. Even though we mix the poor ss with the good ss during discussion, do we think that all ss will involved, especially the poor one? I think that the discussion will be dominated by one side, the good ss.
Would problem based learning be applicable in the classroom of tomorrow?
- Not impossible. Students nowadays are different, more smart and knowledgeable due to exposing with lots of info. In the future, who know? Maybe some of them might have high ability in analysing and solving problem in a short time, such as in others subject such as Maths and Sciences. So, there should not be any problem related with teachers need to finish syllabus in the allocated time.
Would you be willing to give it a try in any other class?
- Why not, as long as I have the opportunities to do it, reliable sources and the most important things is, support from those who wish PBL can be used during T&L.
i think what preventing us from using PBL is we have the mind set that it is time consuming and not worth doing it cuz we tend to thnk that it is difficult and the students won't like it.as we all know that we are now living in the world where it is client oriented and people tend to want somethng with fast result and good quality-go along hand in hand. therefore, the exam-oriented education society here still remain. would i be willing to give it a try in any other class? yes i would. after all, why would I learn ESP? it all goes back to needs analysis. we never REALLY know whether the students like it or not because i think our actions as teachers most of the time are based on assumptions. are we doing enough needs analysis? the question goes back to us to think. that's when ESP become really important. after all, there is always first time for everything and we teachers should be ready to unlearn and relearn.
ReplyDeleteNormally, PBL requires the learners to work in collaborative groups. But the seating arrangement and classroom condition in the school are not conducive for grouping. Parents will complaint if the teachers try to implement new techniques in the learning process. But it all depends on the future teachers like us to try on this method in the classroom tomorrow. It is a long way and great effort in convincing the parents and administer of the school board to accept PBL in Malaysia. Teachers should be patient in guiding the students to learn PBL. PBL is a success in western country but I do not guarantee that it would be suitable for Malaysia students. However, it is not wrong to try on our students so that we can produce a more equipped generation.
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