Here are some examples of supporting tools for

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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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