PBL and Facilitator

The role of a facilitator in PBL

The role of a facilitator in PBL

We have already presented our cases in last two weeks. Problem based learning (PBL) use the problem as a vehicle for learning. A faculty becomes a facilitator instead of direct instructor. It is assumed that a faculty provides minimum guidance in PBL. A faculty designs or chooses a problem for the students. After working on designing a problem, I realize how important a faculty’s role in PBL. A faculty not only provides the problem but also models the learning process. H/She may not be an expert in the field but h/she definitely needs to be an expert in learning process. The success of PBL depends on the faculty’s role in the learning process. The role and responsibilities of faculties in PBL need to be flexible. They can decide the degree of directness in the class depending on the education level or the progress made by the students in the process. They can fade their role in guidance if the students develop their problem solving skills. Therefore, PBL needs to be flexibility adapted and its success depends on facilitators’ skills.

Feedback of my lectures

I have recently had an opportunity to deliver a technical lecture in a class of about sixty students and also a lab session lecture to a class of five students. I think enough practice of the lecture helped me to avoid my nervousness during the lecture. Two faculty members came to the class to provide feedback about it. I tried to engage the audience by making eye contacts, walking different areas in the classroom and asking questions during my lectures. I was appreciated by the faculties for my initiative about engaging the audience. The microphone was noisy at the beginning what I took care of immediately and it was considered by the faculties as taking control of the class. They also appreciated the pace of my lecture and my professional look. I was recommended to be more methodical about explaining a complicated slide. I was also advised not to put too much information in one slide. The most important method I learnt from this feedback was about describing a figure in the presentation. I needed to introduce the axis of a figure before explaining about it. I also struggled with the filler phrase ‘uh’ during the lecture, what I think could be avoided by more practice. It was an exciting experience and the feedback I received would be very helpful to improve my skills.