Part I
When I first came to Maastricht and attended the first tutorial at the Maastricht University it felt so tricky and complicated, because I have never experienced Problem Based Learning method. However, it was just a temporary period and everything goes only to the good, thus I would like to depict that change.
In the preliminary discussion ‘formulating learning objectives’ stays constant throughout both checklists, however we can see a major change in ‘defining the problem’. In the beginning it was unclear how to determine problems or how to clarify concepts but it is no longer an issue in the tutorials.
If you want to be prepared for tutorials you have to put a lot of effort into your homework and analyzing tasks that were assigned. In the self-study section of the PBL Skills in an International Classroom checklist we can see just a slight change in preparation for post-discussions, however points like ‘selecting sources of information’, ‘studying sources’ and others did not change; thus we can conclude that it is my strength.
Showing your strengths in a delicate way takes some time that is why you have to fully engage in post-discussion at tutorials. As it was mentioned in the beginning, at …show more content…
I did not have an opportunity of being the head of debate; however we can see a huge improvement in the discussion leader part of the checklist. At the beginning it was scattered all over the place but it maximized completely in just one month. ‘Summarizing’, ‘stimulating’, ‘asking questions’ and ‘concluding’ are the points that has a tendency to stay fixed; however we can notice a major improvement in ‘structuring’ and slight changes in point like ‘preparation’, ‘reformulating’ and others. Hence, we can conclude that being a discussion leader in upcoming tutorials should not be a general issue, and tutorial should go as smooth as hot knife through
When I first came to Maastricht and attended the first tutorial at the Maastricht University it felt so tricky and complicated, because I have never experienced Problem Based Learning method. However, it was just a temporary period and everything goes only to the good, thus I would like to depict that change.
In the preliminary discussion ‘formulating learning objectives’ stays constant throughout both checklists, however we can see a major change in ‘defining the problem’. In the beginning it was unclear how to determine problems or how to clarify concepts but it is no longer an issue in the tutorials.
If you want to be prepared for tutorials you have to put a lot of effort into your homework and analyzing tasks that were assigned. In the self-study section of the PBL Skills in an International Classroom checklist we can see just a slight change in preparation for post-discussions, however points like ‘selecting sources of information’, ‘studying sources’ and others did not change; thus we can conclude that it is my strength.
Showing your strengths in a delicate way takes some time that is why you have to fully engage in post-discussion at tutorials. As it was mentioned in the beginning, at …show more content…
I did not have an opportunity of being the head of debate; however we can see a huge improvement in the discussion leader part of the checklist. At the beginning it was scattered all over the place but it maximized completely in just one month. ‘Summarizing’, ‘stimulating’, ‘asking questions’ and ‘concluding’ are the points that has a tendency to stay fixed; however we can notice a major improvement in ‘structuring’ and slight changes in point like ‘preparation’, ‘reformulating’ and others. Hence, we can conclude that being a discussion leader in upcoming tutorials should not be a general issue, and tutorial should go as smooth as hot knife through