Learner Centred Didactics: Problem Based Learning, Critical Thinking

Assessment type Summative
Assessment method/tool Multiple-Choice Question
Operationalisation (what is being assessed and why, how to conduct it) This summative assessment tool aims to assess trainees’ acquisition of all Learning Outcomes of this CU:
  • 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.

    • As such, it must be applied at the end of the last workshop session, providing trainees 45 minutes to 1 hours to complete. Each of the 10 questions has a score of 10%, and the total score must be of 80% to PASS.

    In BOLD, the correct option in each question.

    Please select the best answer for each question with an X:

    1. The principles of the Learner Centred Approach are connected to four factors, crucial for setting learning environments adapted to learners’ features:
    Option A: Cognitive and Meta-Cognitive,
    Motivational and Affective,
    Social,
    Individual Differences.

    Option B: Cognitive and Meta-Cognitive,
    Motivational and Affective,
    Development and Social,
    Individual Differences

    Option C: Cognitive and Meta-Cognitive,
    Affective,
    Motivational,
    Social

    2. The aim of the Learner Centred Approach:
    Option A: Is to place the learner in the middle of the classroom when he/she is performing a task or work, so that everyone can see what he/she is are doing.

    Option B: Is to focus on one learner to help him/her overcome challenges and difficulties, motivating him/her to be actively involved in his/her own learning process.

    Option C: Is at the development of learners’ skills considering their own personal features, challenges and achievements.

    3. According to the Learning Centred approach, the Trainer:
    Option A: Focuses on the learning process, guiding learners into solving problems and finding decisions.

    Option B: Focuses on providing instructions to learners on what they should do to solve problems and to find solutions.

    Option C: Focuses on learners’ challenges and difficulties, solving them in the scope of a practical learning environment.

    4. What is the main feature of a collaborative learning environment?
    Option A: It creates opportunities to the learner to explore topics related to the matters addressed in class to solve problems and find solutions.

    Option B: It creates opportunity for the teacher to collaborate with the learner during class to solve a given problem and learn new concepts.

    Option C: It enhances learning by engaging learners into working together and sharing ideas and points of view to solve problems and learn new concepts.

    5. When planning a collaborative learning environment, the Trainer must:
    Option A: Define a purpose linked to what skills and knowledge must be acquired by learners and how the learning environment must be prepared to promote the acquisition of those skills and knowledge.

    Option B: Promote learners’ competition amongst themselves as a way to foster their motivation to learn and participate in the learning activities.

    Option C: Consider interactions between learners from the same group to understand which learner is the best in finding solutions to the problems at hand during a given task.

    6. To ensure a proper collaborative learning environment, the trainer must structure a task at hand, by:
    Option A: Creating working groups and allowing learners to work in the task freely, focusing only in achieving results.

    Option B: Support only the learner with more difficulties in participating in the task, so he/she is able to catch up with the others who have less difficulties.

    Option C: Clearly defining the learning outcomes to be achieved by learners at the end of the task.

    7. What are the necessary steps to create a Problem-Based Learning (PBL) assignment?
    Option A: The Trainer provides a problem, to which follows its analysis by learners who then have to break the problem into components to be able to develop a plan to obtain the required information to solve the problem. At the end, the learners present the solution to their colleagues and to the teacher, who should develop materials based on those results.

    Option B: The Trainer provides to learners a problem to be solved and hints on its solution, to facilitate learners’ search for information to solve it. At the end, the results must be presented by learners, fostering discussions with their colleagues.

    Option C: The Trainer provides a problem to the learners with several option of solution, which they have to test until they achieve a given result. At the end, the results are presented to the trainer in paper, to be assessed.

    8. What are the main advantages of the use of PBL assignments in classroom?
    Option A: PBLs contribute to a friendly working environment, even though its impact is limited as they do not contribute to learners’ acquisition of skills and knowledge connected to the materials addressed during class.

    Option B: PBL assignments allow learners to apply the knowledge they already have to solve a problem, provide them opportunities to think about concepts and solve problems related to the matters addressed during class and improve learners’ motivation and capacity to work with others.

    Option C: PBL assignments are an opportunity for learners to focus only on what was taught by the Trainer during class, thus allowing them to transfer their knowledge on the matters directly to the PBL solution.

    9. Promoting critical thinking on learners can be done, by:
    Option A: Planning a collaborative working environment where learners can interact amongst themselves to explore new concepts, research for matters related to classes and understand what kind of information, and source, to consider, to solve a problem.

    Option B: Allowing learners to critic and argue with the Trainer in an open learning environment in which they can refute the matters addressed in class, according to their preconceived ideas on those matters.

    Option C: Teaching learners on how to collect information on the matters addressed in class, having no regards to the source of that information, as this is not important. The important thing is that learners have access to that information, to formulate a conclusion on those matters.

    10. In order to select the tools to foster learners’ critical thinking, Trainers must consider the importance of:
    Option A: Allowing learners to question ideas and facts, and to analyse them in a rational way, searching for logical connections between them.

    Option B: Allowing learners to focus on opinion-based information provided by others on the matters addressed during class, without the need to check the veracity of the information.

    Option C: Focusing only on the use of digital tools, as learners are now more interested in technology.
    Remarks This assessment counts for 60% of the learner’s final grade.

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