Learner Centred Didactics: Problem Based Learning, Critical Thinking

Assessment type	Summative
Assessment method/tool	Essay
Operationalisation (what is being assessed and why, how to conduct it)	This summative assessment tool constitutes an exam to be conducted at the end of the implementation of CU2 (i.e. last workshop session) and, as such, it represents 60% of the final grade. This exam can be provided to trainees in paper or online versions, depending on the way the workshop is implemented (in person or online). It focuses on assessing trainees’ achievements in terms of CU2 Learning Outcomes: Use LCD strategies in classroom to adapt the learning environment to learners’ characteristics. Create Problem-Based Learning (PBL) exercises for welding/STEM in accordance with the steps, resources and criteria needed for its implementation. Select tools to foster Critical Thinking in learners, integrating them in the learning environment. Plan a Collaborative Learning environment following its three-steps process to improve learners’ group dynamics. Use Collaborative Learning experiences to promote communication and cooperation between learners. The question of this Essay is: Based on the development of the PBL (an activity conducted during the workshop), please elaborate on the following topics: What were the steps and criteria you used to design the PBL; How did that activity promote collaborative learning? What were the steps followed to improve the group dynamic? Would you plan the activity in another way to promote collaborative learning and, if so, how would you do it? To what level did the activity promote critical thinking? Trainees will have 1 hour to elaborate this essay.
Remarks	The best way to teach trainees to create a PBL exercise for welding/STEM is to ask them to solve a PBL in class. The solution can be reached by working collaboratively, and by thinking critically, thus addressing all Learning Outcomes of this Competence Unit in a practical way. As such, after providing an overview to trainees about learner centred didactics, the trainer asks trainees to gather in groups, working collaborative with other trainees and thinking critically about the case study illustrated by the PLB, to solve it and to take a notes about their experience during the process. This experience will allow them to write this individual essay. The responses provided by each trainee will be evaluated against the Learning Outcomes of this CU.