Problem-Based Learning Analysis

Learning, as defined by Slavin (2012), is “a change in an individual caused by experience” (p. 116). Learning can occur intentionally or unintentionally. All learning, however, is stimulated by something that is the learner (student) has encountered. As an instructor, your goal every day is to use the right stimuli to capture the student’s attention so they can absorb the knowledge you are trying to share.

Unit one has been a lot of history for the starting occupational therapy to some reasons why occupation therapy is around. It also hit on some basic terms to know that occupational therapist use. I have learned a lot as far as the history behind occupational therapy and the founders of this therapy service. One thing I found very interesting was that the actual process it took for occupational therapy to become a actual thing. Such as what occupational therapy is actually based upon: a holistic base. Being that occupational therapy helps with mental illness' makes the whole career a lot more interesting to me. Before taking this class I had no clue that occupational therapy was based on such high morals or standards.

Behaviorism is one of the most used theories in education. Due to it can fit in both a classroom setting and at home. Educators had sought out the reason why for many years. But due to each child learns a different way so should the educator. Behaviorism was study by many great Psychologists over the years. Just to name some that had done work and publish books on the subject are, John Watson, Ivan Pavlov, Clark Hull, and B.F. Skinner.

I appreciated the opportunity to deliver a teaching session on Problem-Based Learning (PBL) for my classmates. As can be seen in Tables 1 and 2, reviews were overwhelmingly positive, with 94% of respondents indicating strong agreement or agreement, and the remaining 6% neutral. As it turned out, the act of giving the presentation was just as informative as the feedback, and provided for moments of realization on my part in the midst of activity.

The program offers lessons that begin with context-based situations and then build to more complex situations. The students have the opportunity to solve real-life problems which give them the possibility to achieve speed, fluency and confidence with their grade levels.

While the models mentioned above are very beneficial to multicultural career counseling, a theory that can implement these models successfully is needed. The Happenstance Learning Theory clarifies that the career path of an individual cannot be predicted, but that is a part of countless planned and unplanned learning experiences that begin since birth (Krumboltz, 2009, p. 146). In career counseling, counselors use the theory to help clients engage in an active lifestyle that generates unexpected events, to remain opened and alert to new opportunities, and to benefit from on found opportunities (Krumboltz, 2009). With this theory there are a few goals that the counselor focus to contribute to the learning process of the client. The counselor helps prepare the client for the counseling process in which they should expect that unplanned and unexpected events are normal and a necessary component to learn.

Efficient educators know and understand the importance of selecting, planning, and implementing effective assessment tools and strategies that measure student’s levels of understanding. Different types of assessments are used for a broad range of purposes that include formative, placement, diagnostic, and summative assessments. However, the main purpose is to “foster learning in all its forms” (Lefrancois, 2013, Ch. 6.1). Teachers use pre, formative, and summative assessments to determine what students know before, during, and after instruction. Each measurement is used to plan, modify, and adjust instruction to meet the needs of all learners. Although each form of assessment plays a critical role in ensuring all students succeed, educators

Carolina High School, a school with 100% of the population on Free and Reduced Lunch, is currently in year three of the implementation of the project-based learning model. According to English and Kitsantas (2013), “The student’s role in PBL is to take responsibility for their learning and make meaning of the knowledge and concepts they encounter” (p. 131). Additionally the teacher’s role is to facilitate this type of learning through structured activities that stimulate motivation and promote reflection as well as provide meaningful scaffolding, feedback, guidance, and prompts for thinking. Through observation data, it has been noted that when asked, the students cannot articulate the purpose of each activity they are completing within the

Going into the program I had researched problem based learning in order to complete the required papers for the UIW DPT applications. I had a concept of what it entitled but nothing tangible that would prepare me for the style of learning I was about to encounter. My biggest challenge for sure had to be getting used to problem based learning. As an undergraduate student in the Texas State pre physical therapy program I was used being lectured, taking notes, rereading my notes until I fully understood them completely. If trouble presented itself I would just refer back to the required text for clarification. I learned a lot from Texas State and it aided me through the first two semesters of the UIW DPT program. However, I was unaware of the numerous of benefits problem based learning has to offer. It wasn’t until our third semester when we started covering acute care when I realized you have to reach out if something’s not tracking correctly. It was during this semester where I sat in a tutorial room with individuals I would normally not associate with, and fully embraced the problem base method of learning. There were some concepts that a classmate was capable of explaining that made more sense in comparison to the required reading. I now see PBL as a team effort similar to a

Receiving an education via an online course is one that has begun with many challenges. I have come from having no knowledge of researching information to feel like I have journeyed a long way finding the confidence to research pertinent and quality resources. Through this particular unit I have been given the implements to develop a sound knowledge of online group collaborations and the programs to allow the communication to take place.

“Case management for chronic disease is a growing area of nursing practice as part of the current em¬phasis on outcomes and patient-centered care.” Tschannen et al (2013). In the article Improving nurses' perceptions of competency in diabetes self-management education through the use of simulation and problem-based learning, the author discusses a pilot use of wrote education, simulation and problem-based learning to improve nurses competency and ability to provide diabetes self-management education.

In order to provide an effective learning environment for students it is important to understand how children learn and the most effective teaching methods. One of the most important factors is for students to have a positive relationship with their teacher, as well as feeling safe and supported in the classroom, and comfortable enough to take learning risks. Once this classroom environment has been established, using evidence-based effective teaching strategies enhances student learning. Effective teaching strategies include having clear lesson objectives, explicitly teaching skills and strategies, praising specific student achievements and providing specific timely feedback explaining how students can achieve objectives from their current

I have observed a year 10 PDHPE lesson. The lesson topic was ‘mental health’. The teacher used an effective questioning strategy to engage students and provided appropriate feedback to them. In this lesson, students were involved in reading, writing, listening and reflecting. I have found that using a variety of instructional techniques has increased students’ motivation to learn. After the lesson, I discussed with my colleague regarding my learning experience.

The way I determined whether each item number exemplified learning, was by using my definition of what learning means and what I have been taught it means through this chapter. My definition of learning is the acquired knowledge or skills one has obtained by being taught, through experience, and/or by studying. I came up with item numbers 2, 3, 5, 8, 9, and 10 as being examples of learning. I would say 1, 4, 6, and 7 are not examples of learning. Considering the definition of learning by Hilgard and Bower, I wouldn’t change any of my answers. Here are the reasonings for each number below:

The main responsibility of a nurse is to offer a various range of health care services which includes provision of health education, prevention against disease, promotion of health condition and treatment of acute illness. (as cited in Ling, Bo, Ying, Shao & Hui, 2014) They are expected to perform a wide range of clinical skills for saving patients’ lives and this requires student nurses to have solid foundation in their learnings. The problem-based learning is defined as the learning that develops from the process of working towards the solution of a given problem (as cited in Ling, Bo, Ying, Shao & Hui, 2014) and its learning approach has been the focus in the nursing education for student nurses’ academic curriculum. This essay argues that problem-based learning and self-directed learning help student nurses to develop critical thinking skills and problem solving competency. The essay also explains that both learning approaches develop student nurses to become effective team collaborators with good communication skills, which will make them grown and achieve higher in professional nursing career. Moreover, it describes how problem-based learning aids student nurses to develop their self-directed learning skills and empowers them to adopt to changes in the workplace and health care practices.