da Mackenzie Heidrick mancano 4 giorni
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4. Final presentation
3. Reflection and Iteration
2. In-class problem solving
1. Pre-class preparation
4. Presentation and peer review
3. Collaboration
2. Problem research
1. Group formation
5. Test
4. Prototype
3. Ideate
2. Design
1. Empathize
5. Conclusion and reflection
4. Investigation
3. Hypothesis Formation
2. Exploration and research
1. Questioning
5. Feedback and reflection
4. Presentation of solutions
3. Research and solution development
2. Problem identification
1. Case introduction
5. Reflection
4. Solution presentation
3. Hypothesis and solution development
2. Problem analysis and research
1. Introduction
Ensuring the classroom is a safe space that allows questions and to pause to go over something that needs to be clarified.
When educators ask if there are any questions before moving on, it allows students to voice if they need more clarification.
Allows students to practice their ability to communicate efficiently when they work collaboratively.
I realized the importance of good communication skills.
This skill prevents confusion and helps us stay focused.
Signs of authenticity
Reputable publisher
Author's authority
Source of information
Objectivity
Title
Publication date
Author's name
I realized how easy it was to forget concepts without regular practice.
I helped him learn the topic by reteaching myself multiple methods to better his understanding.
My younger brother struggled in a u-prep calculus course because his teacher only taught one way to solve problems and lacked clear explanations.
Possible loss of patience and passion for teaching.
Frustration when required to implement PBL.
After leaving school, they may not continue learning about PBL unless tey seek it out independently.
Learn from experienced teachers who use traditional methods.
Primarily directed towards students, leaving teachers with less emphasis on learning PBL themselves (Liu & Yuan Liu, 2021).
Realized it improves both my learning and the teacher’s understanding.
Exposure to PBL taught me that questioning teachers is acceptable.
Believed teachers’ words were absolute.
Taught to respect certain adults (parents, elders, teachers) without questioning them.
Grew up shy and avoided speaking out or questioning teachers.
Many people are accustomed to staying silent with contrasts with PBL’s interactive nature (Liu & Yuan Liu, 2021).
Korean students often show blind respect for teachers, preferring to stay quiet rather than question or challenge them (Liu & Yuan Liu, 2021).
Emphasizes the idea that knowledge is not fixed but constantly evolving as students interact with networks and information sources.
Encourages students to access and use various resources (online tools, experts, peers) to gather information and solve problems.
Learning happens through interaction with people, resources and technologies.
Learning is a process of connecting specialized information sources, knowledge is distributed across networks.
Collaboration also helps students.
Students make choices how to approach the project and are encouraged to set their own goals.
enhances intrinsic motivation by giving students a sense of ownership and autonomy over their learning.
learners are more motivated hen they feel competent and related to others.
Manage complex information and tasks. By breaking projects into smaller, manageable tasks, scaffolding learning activities and providing resources and guidance.
Learning is most effective when the cognitive load is appropriately managed, avoiding overloading the working memory, and providing cognitive support when necessary.
Places students in situations where they can engage in concrete experiences. (i.e. building a product or designing a plan) reflect on their process, develop new ideas and test their hypothesis).
It involves a cyclical pattern of concrete experience, reflective observation, abstract conceptualization, and active experimentation.
Learning is a process whereby knowledge is created through the transformation of experience.
Designed to reflect authentic, real-life scenarios, making the learning process relevant and meaningful.
Typically addresses real-world problems and challenges.
This theory is most effective when it takes place in an authentic context where learners are actively engaged in real-life situations.
Students learn not only through their own actions but also by observing and discussing with their peers and mentors.
Fosters social learning by encouraging group work, peer feedback and interaction.
Social context and interactions are essential for learning.
Learning occurs through observation, imitation, and modeling.
Students are encouraged to discover, experiment, and problem-solve, which aligns with the idea that learners build upon their existing knowledge and understanding.
Students construct new knowledge through hands-on experiences, collaboration, and reflection.
Social interaction and cultural context are key elements.
Learning is an active process where learners build on their prior knowledge through experience.
