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Overview of theOverview of the
ShoptalkShoptalkPart One : Brief Discussion on PBLPart One : Brief Discussion on PBL- Case Studies of PBL in Malaysian Schools,- Case Studies of PBL in Malaysian Schools,Intel-ISEF Projects & Framework of SupportIntel-ISEF Projects & Framework of SupportSystemSystem
for TPDfor TPDPart Two : Case Studies of OutstandingPart Two : Case Studies of OutstandingMalaysian Teachers as Facilitators,Malaysian Teachers as Facilitators,Coaches & Mentors in Intel-ISEF projectsCoaches & Mentors in Intel-ISEF projects
Part Three : Essential Strands of TFD &Part Three : Essential Strands of TFD &Learning HelixLearning Helix
Conclusion & Open DiscussionConclusion & Open Discussion
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Part One: OverviewPart One: Overview
Brief Introduction of Support System forBrief Introduction of Support System forMalaysian Teachers On PBL & Intel-ISEFMalaysian Teachers On PBL & Intel-ISEFProjectsProjects
Discussion on the-state-of-practice of PBLDiscussion on the-state-of-practice of PBL
in Malaysiain Malaysia Key points on promoting PBL in schoolsKey points on promoting PBL in schools
--- some relevant issues--- some relevant issues
--- pertinent current problems / questions--- pertinent current problems / questions
--- major challenges for teachers--- major challenges for teachers Action plans neededAction plans needed
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Introduction: Brief Notes onIntroduction: Brief Notes on
MALAYSIAMALAYSIAPopulation
About 26 millions
Student enrolments:
About 10 millions
Primary Schools:7,500 schools
About six millions
Secondary/ high
schools: !,600 schoolsAbout four millions
Number of teachers:
Primary about 200.000
High schools about
150,000
MAP OF SOUTH-EAST ASIA
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Intel Innovation inIntel Innovation in
EducationEducation
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PromotingPromoting
Key Success FactorsKey Success FactorsStrengthen the framework and programs forStrengthen the framework and programs forTPD: open more options to teachers-To beTPD: open more options to teachers-To bemore competent, efficient & effective inmore competent, efficient & effective inmanaging PBL project as well self-directedmanaging PBL project as well self-directedlearnerslearners
Utilize fully the existing resources & supportUtilize fully the existing resources & supportsystem to develop new training sessions andsystem to develop new training sessions andreaching out schools in remote regionsreaching out schools in remote regions
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MORE ACTIVE PARTICIPATION OFMORE ACTIVE PARTICIPATION OF
STUDENTS & TEACHERSSTUDENTS & TEACHERS
IN PBL IN SOME SCHOOLSIN PBL IN SOME SCHOOLS
AT SCHOOL LEVEL, STATE LEVEL
NATIONAL & INTERNATIONAL LEVEL
Science Fairs-PBL
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Major Intel in Educations effortsMajor Intel in Educations efforts
for enhancing Malaysianfor enhancing Malaysian
Participation in Intel-ISEF ProjectsParticipation in Intel-ISEF Projects 1999-20001999-2000
Intel ISEF Workshops & SeminarsIntel ISEF Workshops & Seminars
Gearing up & awareness stageGearing up & awareness stage 2001-20022001-2002Intel Science Camps & SeminarsIntel Science Camps & Seminars
Developing more systematic supportDeveloping more systematic supportsystemsystem
2003-20052003-2005Intel-ASM Science CampsIntel-ASM Science Camps
Greater participation from scientificGreater participation from scientificcommunitiescommunities
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Framework for Building SupportFramework for Building Support
System for Malaysian TeachersSystem for Malaysian Teachers
in Intel-ISEF projectsin Intel-ISEF projects
MOTIVATIONALMOTIVATIONAL
SystemSystem
-INTRINIC-INTRINIC
-EXTRINIC-EXTRINIC
PROFESSIONAL
DEVELOPMENT
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Harvest of Fruits :Some of theHarvest of Fruits :Some of the
INTEL_ISEF Finalists/ WinnersINTEL_ISEF Finalists/ Winners
Shooting the stars
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Reflective InsightsReflective Insights Over the years, more Intel-ISEF MalaysianOver the years, more Intel-ISEF Malaysian
finalists had successfully competed in thefinalists had successfully competed in thefairs; however, until 2004, only twofairs; however, until 2004, only twofinalists won prizes. There were concernsfinalists won prizes. There were concernswith regard to :with regard to : the quality of the finaliststhe quality of the finalistsprojects, the number of projects submittedprojects, the number of projects submittedfor selection, the responses from premierfor selection, the responses from premierschools, the practices of PBL in schools;schools, the practices of PBL in schools;
the motivation of teachers to guide,the motivation of teachers to guide,mentor and coach students.mentor and coach students.
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Used as a model of learning to enhance & enrichUsed as a model of learning to enhance & enrichlearning in some selected schools (schools wherelearning in some selected schools (schools whereteachers & students are keen & interested to beteachers & students are keen & interested to beinvolved) estimated less than 10% of Malaysianinvolved) estimated less than 10% of Malaysianschoolsschools
Opportunities provided only as extra-curricular orOpportunities provided only as extra-curricular orco-curricular activitiesco-curricular activities Allocation of resources (time, financial, personnel)Allocation of resources (time, financial, personnel)
are limitedare limited Greater emphasis of schooling is on examinationGreater emphasis of schooling is on examination
and certificationand certification Normally, school administration & parents do notNormally, school administration & parents do not
encourage active participation in PBLencourage active participation in PBL
Review on State-of-the-Practice ofReview on State-of-the-Practice of
PBL in Malaysian SchoolsPBL in Malaysian Schools
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Difficulty in understanding the complexity ofDifficulty in understanding the complexity of
managing PBLmanaging PBL Problems in developing better quality PBL & projectsProblems in developing better quality PBL & projects Limited school support system for teachers asLimited school support system for teachers as
facilitators, mentors & coaches in PBLfacilitators, mentors & coaches in PBL
Lack of inquiry & research culture in schools toLack of inquiry & research culture in schools toconduct PBLconduct PBL
Concerns of schools/ MOE : the readiness /Concerns of schools/ MOE : the readiness /competencies of teachers in making innovativecompetencies of teachers in making innovativechanges using PBLchanges using PBL
Relevant issuesRelevant issues
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CURRENT PROBLEMS (1)CURRENT PROBLEMS (1) PBL is not the major mode of learning inPBL is not the major mode of learning in
schools, limited no. of students involvementschools, limited no. of students involvementin PBLin PBL
Low quality PBL projectsLow quality PBL projects Many road blocks & constraints in learningMany road blocks & constraints in learning
environments of PBLenvironments of PBL Few resources are allocated for PBL activitiesFew resources are allocated for PBL activities Parental support & understanding of PBL areParental support & understanding of PBL are
lackinglacking
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CURRENT PROBLEMS (2)CURRENT PROBLEMS (2) Only selected groups or individual teachersOnly selected groups or individual teachers
facilitate PBL in schoolsfacilitate PBL in schoolsTeachers who are interested in PBL volunteerTeachers who are interested in PBL volunteerto coach students using their own resourcesto coach students using their own resources(time, expertise & fund)MORE WORKLOAD(time, expertise & fund)MORE WORKLOAD& STRESS ON TEACHERS& STRESS ON TEACHERS
Teachers need more knowledge & skills inTeachers need more knowledge & skills inmanaging students PBLmanaging students PBL
Support from other teachers & schoolSupport from other teachers & schooladministration are often not availableadministration are often not available
Parents & communities outside school rarelyParents & communities outside school rarelyengage in coaching students projectsengage in coaching students projects
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Some Pertinent QuestionsSome Pertinent Questions
How to promote PBL more effectively?How to promote PBL more effectively? How to manage PBL more efficiently?How to manage PBL more efficiently? How to enhance students excellence inHow to enhance students excellence in
performance-based PBLperformance-based PBL ??
How to support teachers as effective &How to support teachers as effective &efficient facilitators, coaches and mentorsefficient facilitators, coaches and mentorsfor PBL?for PBL?
Can we learn from teachers who areCan we learn from teachers who are
successful in managing PBL ?successful in managing PBL ? What are the main lesson learnt ?What are the main lesson learnt ? How does it help TPD ?How does it help TPD ?
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Major challenges to teachers:Major challenges to teachers:
to improve professionallyto improve professionally To be active learners: seek & explore newTo be active learners: seek & explore new
knowledge & skillsknowledge & skills
Learning to learn: e.g. to use the multi-mediaLearning to learn: e.g. to use the multi-mediaresourcesresources
To be self-directed in learningTo be self-directed in learning
To be reflective practitionersTo be reflective practitioners
Learning to communicate & network with otherLearning to communicate & network with othercommunitiescommunities
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Action Plans NeededAction Plans Needed
More teachers & students involvement in PBLMore teachers & students involvement in PBL
e.g. More & better quality Intel-ISEF projectse.g. More & better quality Intel-ISEF projects Teachers meeting their own challenges as self-Teachers meeting their own challenges as self-
directed learnersdirected learners
e.g. educators network, e-mentors discussionse.g. educators network, e-mentors discussions Enhancing Leadership Roles of MOE & otherEnhancing Leadership Roles of MOE & other
scientific communitiesscientific communities
e.g.e.g. forum, dialogues, reaching out programsforum, dialogues, reaching out programs
Greater Parental Voluntary ParticipationGreater Parental Voluntary Participatione.g. PTA-coaching teamse.g. PTA-coaching teams
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Steps in getting more teachersSteps in getting more teachers
involvement in PBLinvolvement in PBLProviding efficient info & orientationProviding efficient info & orientation
training to teachers in all geo/regionstraining to teachers in all geo/regions
Enhancing leadership roles of schoolEnhancing leadership roles of schooladministrators. district MOE officersadministrators. district MOE officers
Motivating the scientific communities &Motivating the scientific communities &
educating the parents to mentoreducating the parents to mentor
talented young student scientiststalented young student scientists
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Part Two
ase Studies of Selected
alaysian Teachers Role ModTheir Reflective Insights
nto Their Roles & Experiences teacher-coaches/ mentors
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Reflective Insights fromMalaysian role model
effective teacher-facilitators
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Benefits experienced by
Intel-ISEF teacher-coaches
Gaining new knowledge,skills & experiences as
active learners Developing self
efficacy, self-confidence,self-esteem, satisfaction on
achievements
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unique opportunities tounique opportunities to
contribute & buildcontribute & build
relationships with studentsrelationships with students
playing a variety of rolesplaying a variety of roles
such as advisers, coaches,such as advisers, coaches,
mentors & facilitatorsmentors & facilitators
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Opportunities toOpportunities to
share withshare with otherother
teachers, parents,teachers, parents,mentors & widermentors & wider
communities oncommunities onproject managementproject management
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Other benefitsOther benefits Opportunities to travel & meet peopleOpportunities to travel & meet people Awards & RecognitionAwards & Recognition Keeping pace with changesKeeping pace with changes Align with good scientific practicesAlign with good scientific practices Access to expert helpAccess to expert help Help to build research culture in schoolsHelp to build research culture in schools Contribute to local communityContribute to local community
Professionally stimulating, motivating &Professionally stimulating, motivating &rewardingrewarding
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Strengths of teacher-coachStrengths of teacher-coach
i- Ts interests, initiatives &innovativeness
c-Ts competencies, creativity &confidencee-Ts abilities to explore, expand &
extend PBL
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CREATINGCREATING A HOTBED FORA HOTBED FOR
YOUNG SCIENTISTSYOUNG SCIENTISTS TO NURTURETO NURTURE
AND GETTING SCHOOLAND GETTING SCHOOL
AMINSTRATORS, PARENTS &AMINSTRATORS, PARENTS &
COLLEAGUES TO VOLUNTEER, TOCOLLEAGUES TO VOLUNTEER, TOSUPPORT & TO COOPERATESUPPORT & TO COOPERATE
EFFECTIVELYEFFECTIVELY
Meeting ChallengesMeeting Challenges
& Constraints& Constraints
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SUMMARYSUMMARY
What are the VALUABLELESSONS LEARNED BY
& FROM THESE ROLEMODELSMission possible
---Malaysia
Boleh
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Part Three: OverviewPart Three: Overview
Introduction: Reflective SummaryIntroduction: Reflective SummaryTwo Essential Strands (LearningTwo Essential Strands (LearningCurves)Curves) in TPDin TPD
Teacher as learnerTeacher as learner Teacher as coach/ mentorTeacher as coach/ mentor
Framework of Learning HelixFramework of Learning HelixFor Building Teacher DevelopmentFor Building Teacher Development
Enhancing Sustainable Growth ofEnhancing Sustainable Growth ofTPDTPD
Conclusion & Open DiscussionConclusion & Open Discussion
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1--Professional Strand:Teacher as facilitator/
coach/ mentor
2--Motivational strand :teacher as learner===
learning to know, to do, tolearn, to be, to work as a
team member
Essential Strands (Learning Curves)
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Needs to build the support links for
teachers to strengthen their roles
Understanding the Framework of TPD:
Double Helix Learning model
Understanding the complexities
of learning & multiple roles of
teachers In the PBL contexts
P tiP ti
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PromotingPromoting
Key Success FactorsKey Success FactorsStrengthen the framework and programs forStrengthen the framework and programs forTPD: open more options to teachers-To beTPD: open more options to teachers-To bemore competent, efficient & effective inmore competent, efficient & effective inmanaging PBL project as well self-directedmanaging PBL project as well self-directed
learnerslearnersUtilize fully the existing resources & supportUtilize fully the existing resources & support
system to develop new training sessions andsystem to develop new training sessions andreaching out schools in remote regionsreaching out schools in remote regions
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Enhancing Sustaining GrowthEnhancing Sustaining Growth
of TPD in PBLof TPD in PBLEstablish a community of teachers andEstablish a community of teachers and
resources with a strong --online e-learningresources with a strong --online e-learningpresence and F2F interactionpresence and F2F interaction
e.g. provide database of projects; info on newe.g. provide database of projects; info on newtopics for science fairs, e-group discussion,topics for science fairs, e-group discussion,e-mentorse-mentors
shop talks, dialogues, media communication:shop talks, dialogues, media communication:newsletters, reviews, special coverage etc.newsletters, reviews, special coverage etc.
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ConclusionConclusion
It is importantto build a
strong supportsystem to
enable TPD
& enhanceeffective PBL
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Open DiscussionOpen Discussion
How can we learn
from the complexitiesof PBL & TPD
through the reflective
insights of the
Malaysian
experiences? Further discussion and sharingFurther discussion and sharing
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Further discussion and sharingFurther discussion and sharing
reflective practicesreflective practices
Please continue our discussion inPlease continue our discussion inhttp://groups.yahoo.com/groups/pbl-eduhttp://groups.yahoo.com/groups/pbl-edu
You can contribute your insights intoYou can contribute your insights into
PBL and TPD by join the egroupPBL and TPD by join the egroup You will others sharing their views,You will others sharing their views,
perspectives, experiences..perspectives, experiences..
Hope you enjoyed this shoptalkHope you enjoyed this shoptalk
Thank youThank you
http://groups.yahoo.com/groups/pbl-educatorshttp://groups.yahoo.com/groups/pbl-educatorshttp://groups.yahoo.com/groups/pbl-educators