1. Problem-based Learning Approach

2. promote skills and attitude of self-directed learning and problem solving, e.g., finding and framing questions, deciding strategies, searching relevant information, analyzing data and drawing conclusion through solving an authentic problem, students would: construct knowledge actively learn how to redefine problem learn how to identify and select paths for solving problems learn how to identify and select relevant information, analyze data, organize and present findings Education Philosophy Problem-based Learning Approach

3. the basic unit of problem-based learning classroom is a project, usually with a clear authentic setting but an ill-defined problem students usually work in groups, so they are given with the chance to learn how to function cooperatively and collaboratively with others problem-based learning emphases the metacognitive development of students rather than the learning of specific knowledge or skills Education Philosophy Problem-based Learning Approach

4. Students have to monitor and conduct their projects in groups, including: redefine problem decide ways of solving questions collect data analyze data present findings Teacher plays the role of facilitator and his/her tasks include: guide students to redefine the problem provide feedback to students’ project plan guide students ways of identifying and searching relevant information provide feedback to students’ reports Roles of Teachers & Students Problem-based Learning Approach

5. It may take several lessons to go through the learning flow, including: 1. Teacher states the question 2. Students redefine the question, relate it to their prior knowledge through discussion in groups 3. Students design their project plans 4. Data collection 5. Data analyzing and report writing 6. Teacher feedback Learning Process Problem-based Learning Approach

6. The role of IT is empowering tools for the students to attain resources, organize and analyze data and present their findings effectively and efficiently, including: general office software PowerPoint world wide web web page composing tools other software and peripheral software for presenting information Role of IT Problem-based Learning Approach

7. S.3 Maths Examples Problem-based Learning Approach Lesson Video Clips & Analysis

8. S.3 Maths Central Tendency Equipment & Technological Competence Requirements Your Reflection Lesson Outcome Lesson Goals Lesson Outline Lesson Video Clips

9. 1. Students learn the knowledge about “Central Tendency” 2.Students can make use of their knowledge on “Central Tendency” to compare the efficiency of two fastfood shops 3.Students can make use of spreadsheet to organize and analyze data Teaching and learning goal Central Tendency

10. Learning Outcome Students complete a project titled “Comparing the efficiency of two fast food shops S. 3 Maths

11. First Lesson 1.Teacher states the question Teacher states the question : Comparing the efficiency of 2 fastfood shops 2.Students decide their project plans Students have to decide: what is the indicator of efficiency? what data they have to collect? How to collect the data? Then the teacher discusses and provides feedback to students F.3 Maths Lesson Outline

12. Second Lesson 4.Data Analysis Teachers demonstrates how to use spreadsheet and then students work in groups Third Lesson 5.Students’ Reporting and Teacher’s Feedback Post-Lesson Activity 3.Students Collect Data According to Their Plan Students collect data in the 2 fastfood shops Lesson Outline F.3 Maths

13. Lesson Video Clips

14. 20 computers for students 1 computer for teacher Data Projector & Screen Printer Excel Excel Operation Basic Computer Operation Classroom & Computer Room About 40 Equipment & Technological Competence Requirements F.3 Maths Technological Competence Teacher’s Technological Competence Students’ Technological Competence Venue No. of Student Equipment

15. 1. What is the role of the teacher in this approach? Is it same as the role which you are playing in your lesson? 2. If you have to carry out similar lessons, what will you do to ensure that you can facilitate your students at different stages? Your Reflection F.3 Maths