Muhammad Irfan Novaldi (2161121029) Aldyan Fitrah Pratama (2162121002) Josua Dwi Parlaungan (2163121029) Thogu Marwan Hardy Pasaribu (2163121046)

Muhammad Irfan Novaldi Aldyan Fitrah Pratama Josua Dwi Parlaungan Thogu Marwan Hardy Pasaribu

(2161121029) (2162121002) (2163121029) (2163121046)

PROBLEM BASED LEARNING

 Problem-Based Learning (PBL) is a teaching method in which complex real-world problems are used as the vehicle to promote student learning of concepts and principles as opposed to direct presentation of facts and concepts. In addition to course content, PBL can promote the development of critical thinking skills, problem-solving abilities, and communication skills. It can also provide opportunities for working in groups, finding and evaluating research materials, and life-long learning (Duch et al, 2001).

SYNTAX OF PROBLEM BASED LEARNING Phases

Teacher Behavior

Phase 1

 Explain the purpose of learning

Student

orientation  Describes the required logistics

to the problem



 Motivate students to be actively involved in solving the selected problem

Phase 2 Organize students Phase 3

 Help students define and organize learning tasks related to the problem  Encourage students to gather appropriate information

Individual and group  Encourage students to carry out experiments for research guide

explanations and problem solving

 Assist

Phase 4 Develop and present the work



students

in

planning

and

preparing suitable works such as reports,

models

and

sharing

assignments with friends

Phase 5

 Evaluate learning outcomes about the

Analyze and evaluate the problem-solving

material that has been studied /ask

process

group presentation of the work

SCENARIO (RECOUNT TEXT) Observe  Students observe two recount texts that will be displayed through the Infocus

screen and also the media papers given to each student. Each student is asked to identify the type of genre of the text.  Each student is asked to express their opinions briefly about the two recount texts Ask  Students are asked questions about the two recount texts given previously

both regarding the social function, text structure and linguistic elements. Explore  In pairs, students are asked to rearrange some sentences that were

randomized based on the sequence of images that are in the worksheet.  Students will also conduct a review of each worksheet that they have completed

Associate  





Each student must make three original texts with different functions. Each recount text is equipped with several supporting images, and recount text will be put together into the same report Re-write the text that will be exchanged with other pairs. (For example, Pair A gives the original text and tell it to the pair B, and vice versa). Every day, studnents have to stream the text based on the given picture and string the words in the order of the picture.

Communicate 



Each pair analyzes all components (social functions, lexicogrammatical and structure of the tex genre) and provides comments and criticisms of recount text that other pairs wrote. (Eg. Pair B will comment on the results of the recount text of pair A, and vice versa.) Individually, students are asked to read an original recount text based on their experiences and photographs with the corresponding context.

CLASSROOM MANAGEMENT The

introduction

of

problem-based

learning

with

a

consequent fundamental change in the student-teacher relationship has highlighted the change in the role of the teacher from one of information provider to one of facilitator. The teacher's role is not to inform the students but to encourage and facilitate them to learn for themselves using the problem as a focus for the learning (Barrows and Tamblyn 1980, Davis and Harden 1999). This changing role of the teacher is also reflected in the constructivist approach to learning.

4 GUIDELINES FOR THE SCENARIO 1. Build excitement for content • A teacher stands at the front of the class, trying to build excitement by previewing interesting parts of the day's lesson. • Start lessons by previewing particularly-exciting parts, hooking student interest from the get-go. • As the bell rings and students settle, go through an agenda of the day’s highlights. These could include group tasks, engaging bits of content and anything else to pique curiosity. For example, “Throughout the day, you’ll learn about:” • How to talk like you’re a storyteller (sentence structure) • What all the presidents of Indonesia have had in common (social analysis) etc • The goal of this classroom management technique is to immediately interest students in our agenda and thereby dissuade misbehavior.

2.

Consider peer teaching



Peer teaching activities, such as pairing students together as reading buddies, can be especially beneficial for students who suffer from low confidence and poor interpersonal skills.



Authoritative research states tutors improve self-esteem and interpersonal skills by giving feedback. Tutees realize these benefits by asking questions and receiving immediate clarification. A later study of at-risk students echoes these advantages. Although you should spend time teaching peer tutors how to properly communicate with tutees, you’ll likely find the benefits are worth the work.

3. 







Write group contracts A teacher offers advice to a pair of students working together to complete a question. Help student group work run smoothly and effectively by writing contracts that contain guidelines, having everyone sign. Group contracts should be based on expectations that students have for each other, and we have for them. We can gather the class’s thoughts by holding a discussion about what the ideal group member does, and how he or she acts. Once you’ve written the contract, encourage students to come up with consequences for violating expectations. By having them sign a fresh version of the contract before each group task and project, we’re empowering them to hold each other accountable.

4.

Model ideal behavior



Make a habit of demonstrating behavior you want to see, as many studies show that modeling effectively teaches students how to act in different situations.



A straightforward way to model certain behaviors is holding a mock conversation with an admin, other teacher or student helper in front of the class. Talking about a test or other relatable topic, be sure to:



Use polite language



Maintain eye contact



Keep phones in your pockets



Let one another speak uninterrupted



Raise concerns about one another’s statements in a respectful manner



After, start a class discussion to list and expand upon the ideal behaviors you exemplified.