Dilemma Based Learning In The Humanities

Dilemma-based Learning in the Humanities: Integrating social. emotional and thinking skills - eBook

Dilemma-based Learning in the Humanities

Dilemma-based Learning in the Humanities is designed to aid a developing understanding of the ways in which the dilemma-based learning framework can be applied to the secondary humanities classroom. Using this technique you can introduce tools that will help your students to practice and develop their abilities to make wise choices in their lives. This book will enable you to delve straight in to working with dilemmas, allowing you to expose your students to enquiries into a number of diffi cult choices based upon real life.Using this book you can implement techniques that will: *allow your students to practise and develop skills they can use throughout their lives to make considered decisions, including skills of refl ection, enquiry, logical and analytical thinking and considering multiple solutions *improve students' social skills and their ability to work with others as part of an effective group, as enquiries are based upon a joint quest, in the belief that several thinkers working together are more effective than just one *encourage whole-class and group discussion that will challenge and stretch your students' thinking *give students skills that they can use in other subjects to raise performance, such as creative thinking and reasoning *aid your professional development, adding to the tools and strategies that you have at your disposal as a teacher

One-Day, One-Problem

One-day, one-problem is a unique adaptation of problem-based learning (PBL) pioneered at Republic Polytechnic, Singapore. Here students are challenged each day with a problem from their domain and attain the necessary learning outcomes in the process of responding to the problem. Throughout the day students would engage in small group discussions, self-directed learning and conversations with their teacher who plays the role of a facilitator. This approach to learning and instruction represents a new brand of constructivist learning in a more structured learning environment compared to conventional PBL. This book contains a series of chapters by authors with first-hand experience in the One-day,one-problem PBL approach. Unlike other books on PBL, the chapters are both research-informed and practical. Results of empirical studies into the factors of PBL such as quality of problems, tutor behaviours, scaffoldings, student learning and interest are discussed together with practical implications for the educator. The book begins with an overview of the one-day, one-problem process, providing a viewpoint from both the student and tutor. Republic Polytechnic’s pedagogical philosophy and epistemological belief of education are introduced with the intent to share how the polytechnic designed and implemented a system that supports the philosophical beliefs. Results and practical implications of empirical studies on the various factors that influence students’ learning in PBL are discussed. These include the quality of problems and the use of scaffoldings for students’ learning, tutors as facilitators, preparation of staff for PBL, student assessment, how students learn in the process of PBL and student interest.