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a real-
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in the model, students can integrate their professional knowledge and their knowledge of English.
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the model makes them better equipped with functional skills needed for their professional careers and thus makes them more competitive on the job market.
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individual and social learning are combined.
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English is learnt while doing something else, which goes together with the slogan 'learn by doing'.
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brainstorming on the problem given
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identify what their current knowledge is, and what new knowledge they need
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search for new knowledge
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select knowledge and find a solution
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write up a report
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give a group oral presentation
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function well in a group.
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Step 1: Making the case clear. The group explores the problem and tries to identify it. The teacher goes round the groups and helps clarify things or words students do not understand. Each group chooses a chairperson and secretary which should be rotating functions. The role of the chairperson is to coordinate work of individual members and the role of the secretary is to take notes from step 2-
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Step 2: Frame/formulate questions and queries. The teacher asks each group to discuss the illustration and define the problem a little bit more. Students start a brainstorming session about the topic. The secretary is writing down the questions addressing the problem. They continue brainstorming until all the groups have 10 questions on their list. Then the teacher asks them to prioritize the learning needs (select five questions out of these ten).
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Step 3: Identify current knowledge. Try to find an answer to the questions from step 2. Brainstorm. Each group has to find out how much individual members already know about the questions from step 2, what is their current knowledge about it or experience. At this step students are allowed to use their mother tongue, so that they can show their existing professional knowledge. If this occurred in English, some knowledgeable students would tend to remain silent because they would not know the right words in English. Drawings of models and different sketches are made to exchange ideas. The discussion is open with no evaluation yet. The teacher helps the groups when the flow of ideas stops, not by providing information but by pointing to some aspects that haven’t been mentioned.
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Step 4: Structure the ideas. Identify learning needs. The teacher asks students to decide which ideas belong together, and to group the ideas around the questions from step 2. Students also identify what has to be learnt or would require further research.
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Step 5: Formulate learning aims. Distribute assignments among group members. The group reconsiders whether the five questions from step 2 need to be changed again or defined more precisely. Each student is then assigned the task of searching for more information about a particular question. As a rule, students should work on the question they are most knowledgeable about. The secretary writes down the name of the student responsible for a particular question. The chairperson is assigned the task of coordinating the work during the week, making sure nobody forgets the assignment.
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Step 6: Individual Activities/Research. Students use several sources for their research. This can either be the library, the internet, the science database, lecture notes and textbooks on professional subjects or any other source. This research work continues for a week. Since students usually see each other in other lectures they have enough opportunity to remind one another about the assignment and to exchange ideas.
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Step 7: Discussion and evaluation of information. At the second meeting, the groups discuss the information found by each individual student. Students pass on their ideas or information they have found, invite others to join in the discussion, weigh the advantages and disadvantages, discuss the causes and results. In this step they have to use only the target language. Using the information they have found, they at the same time practice the language skills necessary for information exchange and goal-
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Panitz L.: Great Ideas for helping groups work better together http://home.capecod.net/~tpanitz/cccchtml/ideasforbettergroups.html
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Cole G: PBL http://coe.sdsu.edu/eet/Articles/pbl/index.htm
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Values and Benefits of Interdisciplinary/Cross-
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Duch B.: Problems: A Key Factor in PBL, Centre for Teaching Effectiveness http://www.udel.edu/pbl/cte/spr96-
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Problem Writing Guide http://www.udel.edu/pblc/problems/
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PBL at Maricopa Community Colleges http://www.mcli.dist.maricopa.edu/pbl/materials.html
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Rio Salado’s Official Problem-
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TENTEC http://www.pedc.se/tentec/didactics/pbl.html
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Problem-
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Problem-
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Problem-
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Conflict Assessment http://spot.colorado.edu/~wehr/40GD1.HTM
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Temasek Centre for Problem-
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