TP PBL Portal

	Discussion: PBL Induction for Students in a Major Project A group of lecturers from Informatics and IT School met on 11 July 2008 to discuss their Segment 2 findings. In their context, PBL would be implemented in a subject known as Major Project . As this is the first time that a student would be doing a subject in PBL mode, the induction process is very important for both students and staff to ensure a smooth and successful transition into this mode of learning-teaching. The group’s focus was on what could be done to induct students into PBL. Their discussion drew out three stages, or three steps they felt were important in the induction process. They kept in mind that the aim of this process was to equip students with the necessary skills-set required in PBL. The group also determined that, as part of the induction process, facilitators would need to prepare themselves to transit from an instructional to facilitation mode of teaching.
	Problem-based Learning for North 6 Cluster Primary and Secondary Schools How might Problem-based Learning (PBL) be implemented on a Primary School level? How should PBL curriculum be designed to take into account the capabilities of students and the resources available in the Primary School context? These and other issues were considered in the three day PBL workshop conducted for 25 teachers from seven Primary Schools and one Secondary School in May 2008. Participants also had the opportunity to craft PBL problems scenarios, and came up with interesting problems such as: Fit for my Idol (for Pri 6 Science, Maths and Art learning outcomes); Taufiq’s Problem ( P3 Science- digestive system); Spin The Wheel (Sec 2 Maths); SingAussie Games 2009 (Social Studies); 100 Acres Wood Christmas Party (P3 Maths), Area of Triangles (P5 Maths); Carpark Space and Slippery Ground Causes Accidents (both Maths).
	Discussion: The Challenges of PBL Problem-crafting A group of business school lecturers from the hospitality and tourism diplomas met on 7 April 2008 to share on their research for PBL Segment 2. The issues they considered included: Factors to consider when designing a PBL problem; how to engage students in the PBL process, and how to maximise peer learning.
	A group of Engineering lecturers completes the 30-hr PBL Foundation Programme Their learning community item culminated with a knowledge sharing session with their colleagues from Temasek Engineering School. The title of their presentation was “How could opportunities and feedback in formative assessment practice be provided to improve student learning in content and process during PBL?” The presentation addressed the benefits of formative assessment and provided examples, methods, resources needed and even obstacles to support its implementation.
	Book review A book published by TCPBL has been reviewed in the Journal of Access Policy & Practice, Vol.4, No. 1, 2006, pp. 78-80. The reviewer concludes that: "the book delivers its remit as a record of an ‘institutional’ development of problem-based learning and reflects the centrality of the student experience. The keynote papers, theoretical discussions and practical application of PBL will be of interest to educators involved in strategic management and teachers delivering problem-based learning approaches in practice." K. Tan, M. Lee, J. Mok and R. Ravindran (Eds) (2005) Problem-based Learning: New directions and approaches. Singapore: Learning Academy, Temasek Centre for Problem-Based Learning, Temasek Polytechnic.


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