i like it very much..
Wednesday, June 25, 2014
Reflective Journals on TSL 751 course
Reflective Journal #1
As an English teacher, apart from teaching, I am also
sometimes involved in developing and refining of syllabus as well as modules
for IKM students. As what I have been
doing for about three years in developing module, I have to admit that I have
never really referred to any learning method, approach or theory in order to
get it done. Although I have learned about these methods and theories
previously, yet I did not apply it in my practises as a teacher, which I feel
very bad about it, especially now, after I have been re-introduced about these
in TSL 751 (Practices and Reflections in TESL) course.
The very first thing that made me realize my “incorrect”
practice before is regarding the needs of my audience for the module.
Objectives Model of Curriculum Planning emphasizes on the needs analysis that
should be done in order to know what the audience need, what are the important
skills or content to be focused, as well as the aspects to be enhanced in
developing the module. According to Finney (2001), needs analysis is seen as
the logical starting point for the development of a language program which is
responsive to the learner and learning needs. As what I have been doing in the
process of developing a module, I somehow ignored the critical needs of my
audience, where I only focused on finding the materials and creating activities
to suit the topics or sub-topics to be covered in the syllabus. Henceforth, I
will always bear in mind that needs analysis is crucial in order to develop
module which meets my audience necessities. Nevertheless, in terms of writing
the module objectives, I feel that I somehow conform to the Objectives Model as
what Mager (1962), as cited in Finney (2001), proposed the behavioural objectives, which is having the essential
characteristics that the objectives must describe the behaviour to be
performed, the conditions under which the performance will occur and a standard
of acceptable performance must be stated. This is what I have been
practicing where I constantly write observable and measurable objectives, as
suggested in Behaviorism Learning Theory.
Generally, semester 1 and 2 students in IKM are compulsory to
take English courses. In IKM, the broad aims of English courses are to
enable the
students to communicate in English in various social contexts using appropriate
expressions. Started last year, Bahagian Kemahiran dan Teknikal (BKT) MARA
instructed the teachers to implement Problem-Based Learning (PBL) in teaching
English among IKM students. I agree with the idea of this implementation
because “in the teaching world, there has
been a move towards the learner-centred curriculum (Nunan,1985, 1988 ;
Candlin, 1984). PBL is very closely related with autonomous learner as
according to Holec (1981), learner autonomy is
“the ability to take charge of one’s own learning”. In developing a PBL
module, I would think it is appropriate to use The Process Model of Curriculum
Planning because the model focuses on the concepts of learners’ needs,
interests and developmental processes which enable the individual to progress
towards self-fulfillment. Hence, in developing the module, I will suggest the ‘scaffolding’
technique to the teachers, in order to guide and assist the students to be
autonomous learners.
Furthermore, in developing a PBL module, I think the suggested
activities in the module should be based on the Communicative Approach. As I
stated earlier, the main goal of learning English in IKM is to enable students
to communicate in various contexts. Thus, Communicative Approach (CA) is the
best to suit the aim because the principles of CA suggest the learners to learn
to communicate authentically, communication involves the integration of
different language skills and learning is a process of creative construction
which involves trial and error. As one of the users of this module later on, I
really hope that activities integrated in the module will emphasis on the
skills needed by the students, whereby the teacher will act as facilitator.
To sum up, I hope that TSL 751 course will help me in
improving myself as an English teacher, because there are many elements in this
course that somehow give me a clearer picture on how to become better, both in
and outside the classroom. As what I believe, learning is an ongoing process,
which it will never come to an end. We, as human will always learn either in a
formal or informal way.
Reflective Journal #2
In the second part of TSL 751 course, I have gained much meaningful knowledge from the class discussions as well as the shared experience from other classmates and P.M. Dr. Faizah herself. Throughout all the discussions, there are many things that I have reflected upon; especially on how did I do my teaching all this while.
I have been teaching English subject in IKM for about six years now. Most students enrol in IKM are among the low achiever students, with the aim to equip themselves in an advanced hands-on skills, in order to get good future employment. In IKM, as what has MARA proposed, the objective of learning English subject is to enable the students to communicate in various contexts upon graduation. Hence, the syllabus that I have to deal with the students is basically more on to improve and enhance their communication skills. For example, for both Semester 1 and 2 syllabuses, the assessments given to the students are more on on-going assessments, which are 80% coursework, meanwhile another 20% is for the final examination. From the 80% coursework, 50% of the marks are for the presentations. In my personal opinion, I do not think that these assessments are relevant to the students, as most of them hardly passed the English subject in their SPM examination.
However, as how the syllabus demands, I need to carry out the assessments, regardless on how the students’ backgrounds are. In this particular circumstance, I really feel that I somehow have victimized my students because they are actually forced to complete the presentations, whereby they actually are not ready for it. How come they are ready for the presentations, for in fact that they DO NOT REALLY KNOW how to pronounce correctly, how to write even simple sentences, the rules of tenses, and many other basic aspects in English language. In the English subject syllabus that we implement in IKM, the aspects of grammar are not emphasized, which means that we, the teachers have to make own initiatives to integrate them into the topic. As the time allocated for English lesson is only two hours per week, and the meeting is only once a week, there is not much that can be done.
Nevertheless, in order to help the students to become better, I will not let myself find any excuses to not get the right things done. I will try to carry out more task-based teachings, so that the students will have more collaboration with each other in completing the classroom tasks. Task-Based Language Teaching is relevant to be carried out as according to Hsu, T.C. (2007), “it encourages frequent interactions and positive involvements, which are crucial for reinforcing motivation”. With good level of motivations, I indeed hope that my students will be more engaged in learning English as a Second Language (ESL).
As most of these students are low in academic performance, particularly in English subject, they basically have a low self-esteem, in which they are at most of the times are reluctant to speak up, as well as to participate in classroom activities. All this while, I have never asked the students how they would prefer to have the lesson carried out. Usually, at the beginning of the semester, I just showed them the syllabus, topics to be covered as well as the assessments that they have to complete throughout the semester. During the discussions in TSL 751 course regarding the Conceptual Basis of SLTL, I came to realize that it is not fair for the students to have to deal with the matters. I have to apply a lot on Humanistic Tradition, which I think is a decent thing for the teachers to do in dealing with students, especially low achievers students.
Besides, for the next and coming semesters, I will change the way I start the semester with my students. Despite showing them the topics and giving them the fixed way on how the class is going to be conducted, I will use negotiated curriculum instead. First, I will show them the topics that they will learn for the whole semester, and then I will ask them how they would the class to be conducted based on the weekly topics. I really hope that we can discuss, and the students can give their opinions about the matter, so that the learning of ESL will be effective both for me as well as my students. For me, I think that this is an applicable way to be practiced because I have experienced this method with P.M. Dr. Faizah during TSL 751 course, and I am really contented with it. In addition, I think that this is one approach that the teachers should do in order to build a good rapport with the students.
Kabilan (2000), indicated that “teachers should develop a mutual relationship with their learners”. In my opinion, a good rapport is crucial in order to make the classroom comfortable and enjoyable enough for students to learn positively from the teacher without any hesitation. As I have been teaching these low-achiever students all this while, I always hold the belief that they are not really motivated to learn English language. It is based on their attitudes in the classroom, the result of English language in SPM examination and the most outstanding reason is they enrol in IKM just to focus on their technical skills, not academic subjects. To be honest, sometimes I felt demotivated as well, as there were many times my students did not responded as how I hoped they would respond during the lesson. Thus, in order to create better rapport and classroom environment, I will vary my teaching methodology, as well as I will always bear in mind that teaching is a profession, in which I should be professional in it all the times.
In order for me to improve my teaching in the future, I will need to do classroom investigation, so that I can always reflect on my teaching. Even though I reflected on my lessons before, but after competed TSL 751 course, I feel that I did not reflect sufficiently. After this, I will try to do an action research to my own teaching, with the hope that I will reflect deeper and improve better in my teaching. Basically, these are the questions that I will ask myself in order to do the action research :
i) What is working in your classroom, in your teaching?
ii) Who is learning?
iii) Who is being left out?
iv) How does your curriculum provide opportunity to learn?
v) When do you feel like you’re “losing it”?
Adapted from: Teachers Network Leadership Institute (p.5).
By answering closely to these questions, I sincerely hope that my teaching will be better and better each day.
Other significant aspect that I will improve regarding my teaching is I should always do “reflection in action”. As the time allocated for English lesson is two hours per meeting, and I am dealing with low-achiever students, I need to reflect and evaluate myself throughout the lesson. Even if I thought that I had already prepared an interesting and interactive lesson, I still need to stop a while, to reflect on the lesson, first by observing the students’ participations and feedbacks, and then, I can ask them to give opinions by providing them a piece of paper to write about their comments (2-minute paper). If I get positive feedback and responses from the students, I will carry on with the plan I prepared, but if the responses are not quite pleased, I will apply “interactive decision-making”, where I have to think of another plan to get them engaged in the lesson again. In my opinion, teachers usually comprehend new events by reflecting on our own personal experiences, particularly in the classroom. I think that it would be more effective if I can develop a personal method in this “interactive decision-making”, based on my own perceptions as well as my students’ perceptions towards my teaching.
Finally, in terms of my role as an English language teacher, it is essential for me to be as flexible as possible to my low-achiever students. I should play the role as facilitator, apart from being just a teacher. For example, in my lesson, I apply Problem-based learning approach in order to trigger critical thinking skills among the students. Student-centered learning comprises a teaching/learning framework designed to promote deep understanding of subject-matter content in conjunction with the development of higher-order thinking skills (Krajcik, Blumenfeld, Marx. Soloway, 1994 ; Newma, Bryk & Nagaoka, 2001). As I am dealing with poor English learners, I would play the role as a resources provider, in which I will as much as possible provide relevant information to the students to enable them carry out certain tasks. Besides, I will also be as one of the team-players in any group tasks. Other than I only facilitate them, I will also try to give any possible solutions to solve the problems so that they can observe and imitate on how is the right way to think of a solution in order to complete any tasks given.
To sum up, I somehow hope that I will become better English teacher, as that is one of the reasons I pursue this Master of TESL program. I am very thankful and blessed to have learned a lot from TSL 751 Practices and Reflections in TESL course. For me to becoming better, I should always observe and reflect on my own teaching, because by observing and reflecting, it can bring a change in me and I believe that teacher who explores his / her own teaching through critical reflection can develop changes in attitudes, as well as can improve the kind of support to provide our respective students.
Education and Human Development "Term Paper"
Fighting Poverty for
a Better Education in Malaysia
Introduction
Based on the article
Fighting Poverty in Asia and the Pacific, there are nearly 900 million are poor
in the whole world, which majority of them come from Asia. In Malaysia, a threshold poverty line
income (PLI) has been used to determine the rate of absolute poverty. This PLI is based on what is
considered to be the minimum consumption requirements of a household for basic
living needs such as food, clothing, and other non-food items, such as rent,
fuel, and power. As for me, poverty is multidimensional. It is, of course, more
than a lack of income, in which it is also associated with lack of access to health
services and information, basic education, clean water, shelter, as well as
sanitation. Hence, fighting poverty is crucial because when the economy of a
certain country grows, it will somehow increase the income of population; hence
reduce the number of poor people.
Poverty
– Definition and View
The Asian Development Bank
(ADB) studies on poverty depend on the income level, where the people who
suffer from extreme poverty are those who bear less than $1 a day. In
Malaysia, the measurement of poverty line is determined by comparing the total
income earned by the family with the standard income required to meet minimum
needs for food, clothing, health, education and other socio-economic needs. It implies that, poverty
is also measured on the lack of chances that a person is entitled to.
Students’ Education
Performance in Sustaining Economic Growth
In
beating poverty, apart from sustainable economic growth; social development and
macroeconomic management and good governance were focused as well. Thus, in
order to have a successful economic development, education plays the most vital
role. The consensus was obtained during a summit regarding poverty and
education is that, one of the key
vehicles stimulating the development of economies is the education of children (UNESCO,
2009). In making sure that all children
receive an equal education opportunity, Malaysia government has always been
concerned in giving additional special assistance to rural disparities in
education performance. Therefore, in order to reduce the performance gap
between rural and urban areas, Malaysian education programmes have continued to
emphasize increasingly on equity and quality, accessibility, strengthening the
delivery system, as well as improving the achievement of rural students (Malaysia,
2003: 102).
As in my opinion, extensive
investment in health and education is believed to significantly contribute to
the economic growth and welfare. According to Millennium Development Goal
(MDG), in order to eradicate poverty, one government should focus on improving the health and education of the population as a
key strategy of the country’s long-term plan. For example, free schooling is
provided at the primary and secondary levels of school. Besides, with the aim to
match with the education expansion plans, schemes for the poor and low-income
students were introduced in the Third Malaysia Plan. In this particular plan, students
from poor and low-income families were placed in health and nutritional
programmes at schools and provided with textbooks on loan. Furthermore, the provision of free education and training was extended
to targeted groups, such as the Orang Asli. There was a special
education programme that has been implemented to help Orang Asli students, particularly in primary education. Moreover,
qualified Orang Asli individuals were
also encouraged to join the teaching profession in order to increase the
attendance of Orang Asli students at
school. This is one positive strategy done by the government in order to reduce
the gap of education performance between rural and urban areas.
Poor
Parents’ Awareness and Perceptions towards Education
As
the main concern in economic growth is providing equal education opportunity to
all children, the cost of education becomes significant to all parties,
especially the parents. Parents have to deal with a number of costs with the
aim of educating their children. These include common aspects such as school
uniform, school fees, books, pocket money for meals and so on. While many of
these are quite usual because they are determined by the schools and the
government, there are also costs which vary among students, namely extra
reading materials and tuition. The “zero exam fees” plan as stated in the 2007
Budget, which would affect 5.5 million pupils, is a step towards free and
compulsory education – a direction many developing countries have taken (Osman
and Rajah, 2011 : 63). Generally, the fault in the education system in Malaysia
is the wide gap between the academic performance of students in rural and urban
regions. Therefore, by upgrading the teaching and learning facilities, and
assigning more competent teachers in rural schools, it is hoped that this
continued efforts by the government can reduce the performance gap between the
academic performance of rural and urban students.
Despite
all the efforts employed by the government, yet a good and effective education
essentially starts from home. Parents still possess the major role in ensuring
their children receive sufficient education. Statistical evidence generally
supports the view that students who perform better in examinations are those
from better endowed families. Nevertheless, due to restrictions of parental
educational skills, financial resources, and available time, low income parents
often have difficulty becoming dynamic partners in their children’s education
(Hawkins, 2001). In addition, children who live in poor neighbourhood are found
to perform less positively than children who live in rich neighbourhood or
urban areas. However, for poverty to have an impact, other than to evaluate the
extent to which these schooling costs place a financial burden on poor and
rural parents, it is also important to examine the impact of parental income on
student performance (Osman and Rajah, 2011). In my opinion, the burden of
providing education is not only explained by the entire cost, but also whether
or not the parents could afford to pay the cost. Or in other words, it depends
on the income of the parents and also the number of children that they have to
support in schools. Besides, there are also affordable parents who send their
children to private school, with the hope to get better education. Hence, any
higher income parents would not be hesitating in providing extra expenses for
the sake of their children’s education.
Furthermore, based on (Osman and
Rajah, 2011), most parents think that education was important for their
children. But nearly 15 per cent overall, regardless of urban or rural parents,
did not give much hope that their children’s education could lead them to
better lives in future. Even with this thought in minds, they are still putting
some efforts to educate the children regardless of what benefits they might
have in the future; if their children are able to cope and be successful in
education. This somehow makes me realize that most parents, particularly in
rural areas, sending their children to school with some sort of slight awareness
of the importance of education, particularly in beating poverty. In terms of
school expenditure provided by affordable parents, it is seen that schooling
children who benefited from higher educational expenses tend to achieve higher
examination results, which somehow would lead to the agreement that sufficient
expenditure on education, would likely produce students with better academic
results (Osman and Rajah, 2011). I would somehow agree to this study as how the
phenomena in Malaysia nowadays, most students who obtained excellent results in
examinations are those who attend private tuitions. Undoubtedly, they must come
from higher income parents who can afford them extra tuition fees.
Fighting Poverty
According
to MDP, apart from increasing the productivity of the poor, poverty in Malaysia
can be reduced by first targeted to the development of education and health
facilities, especially at the primary level, and by provide them extra chances
to access to the wealth. Hence, one of the strategic
poverty-reducing approaches taken by the government is channelling
public investment into education, health and basic infrastructure, especially
in rural regions, in order to raise the standard of living among the poor is
one undeniably encouraging effort. Apart from that, women always give significant
contribution to the national development (Rohayu,
Noor Sharipah, Yusmawati, Maziana and Abdul Rasid, 2001). Thus, women,
especially who are the mothers somehow embrace major role in helping their
family, as well as the society to fight poverty. This would lead to another
worthy plan, in which the encouragement of women in becoming entrepreneurs.
With reference to 9th Malaysia Plan, under the loan scheme
initiative undertaken by Amanah Ikhtiar Malaysia (AIM), women in rural areas
were also provided with small business outlets premises and workshops to assist
their participation in small businesses. This effort somehow would support in
upgrading their family income, thus will lead to a better living.
Conclusion
It is
hoped that poverty can be successfully reduced in order to make better living
for Malaysians, especially those who live in rural areas. It is very crucial for
Malaysians in fighting poverty so that the academic performance of the students
will be increased. With the increasing of academic performance, there will be a
positive economic growth of our country, and the cycle goes on. There were
study, which showed the positive relation between earning and higher education
in Malaysia, which ranges around the threshold of poverty (Mok, Gan and Sanyal,
2007). It is believed that with higher academic achievement, one will be able
to get better job and higher salary, compared to the one who has a slightly
lower academic achievement. On top of it, policy implementation and country’s administration play important role to gain a victory in poverty
reduction. Any programmes or policies implemented in the national level should
be implemented more strictly in the region level. Finally, I think that another
continuous and inspiring effort in fighting poverty in Malaysia is from the
private sectors as well as NGO, who are always at the front line, to support
the government in this issue. Malaysian, generally look forward to see that
this cooperation will be fruitful in order to eradicate poverty in our country,
hence will make Malaysia a prosperous country in terms of economic growth,
social development as well as macroeconomic management.
References:
1. Hanushek, E.A. (1995) “Interpreting Recent Research on
Schooling in Developing Countries”, World Bank Research Observer, 10
(August).
2.
Hawkins, H.G. (2001) Understanding
Poor Performance: Palmetto Achievement Challenge Test (PACT) Scores and Poverty,
Clemson, SC: Clemson University.
3.
Malaysia (2003) Mid-Term
Review of the Eighth Malaysia Plan 2001-2005, Kuala Lumpur: Percetakan
Nasional Berhad.
4.
Mok, T.Y., Gan, C.
and Sanyal, A. (2007) “The Determinants
of Urban Household Poverty in Malaysia”, Journal of Social Sciences 3 (4): 190-196, New Zealand : Science
Publications.
5.
Osman Rani Hassan and Rajah Rasiah (2011) “Poverty and Student
Performance in Malaysia”, International Journal of Institutions and
Economies Vol. 3, No. 1, April 2011, pp. 61-76.
6.
Rohayu Roddin, Noor Sharipah Sultan Sidi, Yusmawati
Yusof, Maziana Mohamad and Abdul Rasid Abd Razzaq (2009) “Poverty
Alleviation Among Single Mother In Malaysia: Building Entrepreneurship Capacity”,
International Journal
of Business and Social Science Vol. 2 No. 17.
7.
Siwar,
C. (1988). Isu-Isu Ekonomi (Economic Issues). Kuala Lumpur: Dewan Bahasa
dan Pustaka.
8. UNESCO (2009) “Education”. Available at:
http://portal.unesco.org/education/en/ev.php
URL_ID=45941&URL_DO=DO_TOPIC&URL_SECTION=201.html, 24th May
2014.
Article Review
Implementing Problem-Based Learning in
Teaching and Learning
Introduction
Problem based learning (PBL) is identified as one of
constructivist pedagogy. It comprises certain characteristics, which the first
one is learner’s understanding is based on experiences with content, context as
well as the learner’s goals. Furthermore, any understanding perceived is a
construction that is unique to the individual. According to Savery and Duffy
(1995) as cited in Greening (1998), the other characteristic of PBL that is
based on constructivist theory is the social negotiation and the ongoing
testing of the practicality of concepts in the face of personal experience are
one of the principle forces involved in the evolution of knowledge. The definition of PBL is generally identified
by the use of typically ill-structured problems which precede and motivate learning,
and act as a vehicle for encouraging student ownership of the learning
environment. Furthermore, implementation of PBL programs usually occurs via group-based
work, reflecting the constructivist focus on the value of negotiated meaning.
Basically, the goal is active exploration, construction, and learning rather
than the passivity of lecture attendance and textbook reading. In this article
review, I will discuss on the two aspects of PBL implementation in teaching and
learning, which are large and small group in PBL, and the effects of tutors in
PBL success.
Large and Small Group in PBL
PBL is basically involved group
work among the learners. Based on the findings in the first article reviewed,
majority of the students showed positive attitude toward both small and large
group approaches. Students felt that they developed a sense of accountability
and responsibility to their peers in both small and large groups. Generally,
students found the small and large group process is useful in retaining and
retrieving scenario information compared to traditional teacher-centred
approaches (Pastirik, 2006). In my opinion, PBL is somehow could give positive
feedback to the students’ participation in classroom. As in my teaching, I also
implement this approach to my low-achievement students. As a result, I can see
that these poor students eventually speak up during the class activity,
regardless of their lack of vocabulary. As what I observed, these students are
eager to share their opinions and knowledge with their group members in completing
a particular task.
Similarly, in the second article,
students also portrayed an affirmative perception toward group work, in which
27.7% of them agreed that the best aspect of using PBL module is working in a
group, and 16.0% appreciated the presentation and public speaking, which
involved large group interaction. According to Greening (1998), these results
reflected the advantages are associated with PBL approach. It is consistent
with Sobral (1995)’s finding that there is positive correlation between PBL
scores in terms of group work and self-evaluation. In contrary with another
article reviewed, the finding is more to teacher’s action, in which when the
students are performing tasks in groups, the teacher can move from a group to
another to listen in and note down any errors the students make. Afterwards,
the teacher can address these errors with the whole class for future
improvement (Ellis, 2006). The implementation of PBL is for me an encouraging
method for the teacher in order to ensure that students are really doing their
tasks. It is because I can move from one group to another to check upon their
discussions, as well as preventing students from being passive during the group
activities.
The Effect of
Tutors in PBL Success
According to Pastirik (2006), majority of students felt that PBL
enhanced their sense of authority and responsibility for their own learning.
This resulted from the minimal face-to-face time that they had with the tutor,
hence had to be more independent with their learning. This somehow would
develop a sense of empowerment in the learners themselves. This finding is
quite similar with another article, which stated the effect of the tutor is
important in PBL, and that the tutor is well placed to provide scaffolding to
learners. PBL lays the responsibility and ultimately, the control of the
learning process essentially at the feet of the students (Greening, 1998).
However, the guidance of the tutors is still needed.
Despite
of this minimal role of tutor in PBL success, in language learning and teaching
on the other hand, teacher still plays an active role in PBL. According to
Ellis (2006), teachers serve as important process options for reconciling the
roles of ‘instructor/learner’ on the one hand and ‘interlocutor//language user’
on the other. Furthermore, Willis (1996) proposed that the teacher’s role in
PBL is to act as a chairperson and to encourage the students in language
classroom.
As
how I see, in order to increase the teacher’s success in implementing PBL, most
PBL teachers need support from a wide variety of sources that will enable us,
the teachers to address the various challenges we are likely to encounter as we
plan and implement PBL. Besides, I think that there challenges as well for the
teachers to face in order to change from traditional-teaching method to PBL
method. Krajcik et. al (1994) have described unique challenges that teachers
face when implementing problem-based
learning in the classroom. For example, Krajcik et al. described challenges at three levels. The first one is the
teachers themselves, in terms of their beliefs, previous knowledge as well as
pedagogical and content knowledge. The second challenge is the classroom, which
includes resources, class size and class schedule. Finally, the challenge would
be the school / community, which involves curricular and testing policies, and
community support. Thus, in order to support the teacher in implementing PBL
successfully, other than to collaborate with each other, the teachers also need
to do regular reflections towards own teachings. “… teachers
construct their
knowledge through social interaction with peers, through applying
ideas in practice,
and through reflection and modification of ideas” ( Krajcik et.al, 1994, p.
490).
Conclusion
PBL as a method is a widely
adopted and effective approach to fostering autonomy, critical thinking and
self-directed learning in most students. PBL involves mostly with group work
and task-based approach, in which it will also enhance the students’
communication skills as well as problem solving skills. It is important for the
students because they can equip themselves with appropriate skills which are
needed in real-life experience.
Reference:
1. Ellis, R. (2006). The Methodology of Task-Based
Teaching. Asian EFL Journal, Volume 8,
Number 3, 19-45.
2. Greening, T. (1998). Scaffolding for Success in
Problem Based Learning. Med.Educ.Online
1998: 3,4. Available from: URL http://www.utmb.edu/meo/
3. Krajcik, J. S.,
Blumenfeld, P. C., Marx, R. W., & Soloway, E. (1994). A Collaborative Model
for Helping middle school Science Teachers Learn Project-based instruction. The Elementary
School Journal, 94, 483-497.
4. Pastirik, P.J. (2006). Using problem-based Learning in
a Large Classroom. Nurse education in
Practice 6, 261-267.
5. Willis, J. (1996). A framework for task-based
learning. Harlow: Longman.
Tuesday, June 24, 2014
Articles for Research Proposal
these are some articles that i hv referred to in order to write my Research Proposal
Motivation from mizah16
Wednesday, June 18, 2014
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