Unformatted text preview: olfhagen, & Van Der Vleuten, 2001). Assuming that your
students will naturally learn if you provide them with hands-on experiences is a
common pitfall to avoid (Hausfather, 2001). Make sure to provide your students
with needed instruction or support for some or all of the issues listed above (Tarp 51 & Sage, 2002). This is likely to mean that you will have to identify the types of
supporting tools you will need.
Supporting tools. In general, but not always, supporting tools are
applications of technology that guide and scaffold students’ problem solving.
Here are some examples of supporting tools for problem-based learning.
• Students can be provided with completed analyses of analogous cases
to help guide their solution of the case they have been given (Jonassen,
1999; Jonassen & Hernandez-Serrano, 2002). • Students also may need resources for accessing information they may
lack. For example, they may need self-instructional modules or access
to appropriate web sites. • Students are also likely to need tools that scaffold complex
performances. For example, they may need data analysis tools,
graphing or concept mapping tools, and spreadsheets. • Students are likely to need tools to support collaboration and
conversation like access to chat rooms and e-mail, and ways of
keeping track of group decisions. Evaluation and Problem-Based Learning
To some extent the principles of effective assessment are the same for
problem-based learning as they are for other forms of learning. One of these
principles is that teachers should continuously monitor students’ learning. When 52 students are constructing knowledge, it’s important to make sure that students are
constructing accurate or useful knowledge, and not developing significant
misconceptions (Brooks & Brooks, 1999; Simpson, 2001; Tarp & Sage 2002).
You should provide time for students to reflect, talk, and write about their
learning. These opportunities should also include time to reflect on their problem
solving processes (Arends, 2001).
A second important evaluation princi...
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