Inclusive Education: Teaching in Academically Diverse Classrooms
Abstract
This article describes a process and provides a rationale for the implementation of Problem Based Learning (PBL) in preservice teacher education classes. Problem Based Learning is a particular instance of Case Based Pedagogy. In this article, a PBL template and instructional model are introduced with two (2) scenarios using the progressive disclosure approach. The template and PBL process are designed to enhance higher order, critical thinking skills in the teacher candidates in a relevant and collaborative manner. Student responses to one of the scenarios, drawn from actual classroom activity and focusing on the salient features of the scenario are provide in a table format. Outcomes identified by the authors over a 12 year period related to enhanced student performance are provided.
Location
Room 2903
Recommended Citation
Blackbourn, J.M., "Inclusive Education: Teaching in Academically Diverse Classrooms" (2007). SoTL Commons Conference. 62.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2007/62
Inclusive Education: Teaching in Academically Diverse Classrooms
Room 2903
This article describes a process and provides a rationale for the implementation of Problem Based Learning (PBL) in preservice teacher education classes. Problem Based Learning is a particular instance of Case Based Pedagogy. In this article, a PBL template and instructional model are introduced with two (2) scenarios using the progressive disclosure approach. The template and PBL process are designed to enhance higher order, critical thinking skills in the teacher candidates in a relevant and collaborative manner. Student responses to one of the scenarios, drawn from actual classroom activity and focusing on the salient features of the scenario are provide in a table format. Outcomes identified by the authors over a 12 year period related to enhanced student performance are provided.
