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Overview of the
Shoptalk
Part One : Brief Discussion on PBL
- Case Studies of PBL in Malaysian Schools,
Intel-ISEF Projects & Framework of Support
System
for TPD
Part Two : Case Studies of Outstanding
Malaysian Teachers as Facilitators,
Coaches & Mentors in Intel-ISEF projects
Part Three : Essential Strands of TFD &
Learning Helix
Conclusion & Open Discussion

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Part One: Overview
Brief Introduction of Support System for
Malaysian Teachers On PBL & Intel-ISEF
Projects
 Discussion on the-state-of-practice of PBL
in Malaysia
 Key points on promoting PBL in schools
--- some relevant issues
--- pertinent current problems / questions
--- major challenges for teachers
 Action plans needed

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Introduction: Brief Notes on
MALAYSIA
Population
About 26 millions
Student enrolments:
About 10 millions
Primary Schools:
7,500 schools
About six millions
Secondary/ high
schools: !,600 schools
About four millions
Number of teachers:
Primary about 200.000
High schools about
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MAP OF SOUTH-EAST ASIA 150,000

Intel Innovation in
Education

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 Promoting
Key Success Factors
Strengthen the framework and programs for
TPD: open more options to teachers-To be
more competent, efficient & effective in
managing PBL project as well self-directed
learners
Utilize fully the existing resources & support
system to develop new training sessions and
reaching out schools in remote regions

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 MORE ACTIVE PARTICIPATION OF
STUDENTS & TEACHERS
IN PBL IN SOME SCHOOLS

Science Fairs-PBL
AT SCHOOL LEVEL, STATE LEVEL
NATIONAL & INTERNATIONAL LEVEL
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 Major Intel in Education’s efforts
for enhancing Malaysian
Participation in Intel-ISEF Projects
 1999-2000
Intel –ISEF Workshops & Seminars
Gearing up & awareness stage
 2001-2002

Intel Science Camps & Seminars

Developing more systematic support
system
 2003-2005

Intel-ASM Science Camps

Greater participation from scientific
communities
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 Framework for Building Support
System for Malaysian Teachers
in Intel-ISEF projects
MOTIVATIONAL
PROFESSIONAL
System
DEVELOPMENT  -INTRINIC

 -EXTRINIC

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 Harvest of Fruits :Some of the
INTEL_ISEF Finalists/ Winners

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Shooting the stars
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 Reflective Insights
 Over the years, more Intel-ISEF Malaysian
finalists had successfully competed in the
fairs; however, until 2004, only two
finalists won prizes. There were concerns
with regard to : the quality of the finalists’
projects, the number of projects submitted
for selection, the responses from premier
schools, the practices of PBL in schools;
the motivation of teachers to guide,
mentor and coach students…………….

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 Review on State-of-the-Practice of
PBL in Malaysian Schools
 Used as a model of learning to enhance & enrich
learning in some selected schools (schools where
teachers & students are keen & interested to be
involved) estimated less than 10% of Malaysian
schools
 Opportunities provided only as extra-curricular or
co-curricular activities
 Allocation of resources (time, financial, personnel)
are limited
 Greater emphasis of schooling is on examination
and certification
 Normally, school administration & parents do not
encourage active participation in PBL

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 Relevant issues
 Difficulty in understanding the complexity of
managing PBL
 Problems in developing better quality PBL & projects
 Limited school support system for teachers as
facilitators, mentors & coaches in PBL
 Lack of inquiry & research culture in schools to
conduct PBL
 Concerns of schools/ MOE : the readiness /
competencies of teachers in making innovative
changes using PBL

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 CURRENT PROBLEMS (1)
 PBL is not the major mode of learning in
schools, limited no. of students’ involvement
in PBL
 Low quality PBL projects
 Many road blocks & constraints in learning
environments of PBL
 Few resources are allocated for PBL activities
 Parental support & understanding of PBL are
lacking

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 CURRENT PROBLEMS (2)
 Only selected groups or individual teachers
facilitate PBL in schools
Teachers who are interested in PBL volunteer
to coach students using their own resources
(time, expertise & fund)—MORE WORKLOAD
& STRESS ON TEACHERS
 Teachers need more knowledge & skills in
managing students’ PBL
 Support from other teachers & school
administration are often not available
 Parents & communities outside school rarely
engage in coaching students’ projects

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 Some Pertinent Questions
 How to promote PBL more effectively?
 How to manage PBL more efficiently?
 How to enhance students’ excellence in
performance-based PBL ?
 How to support teachers as effective &
efficient facilitators, coaches and mentors
for PBL?
 Can we learn from teachers who are
successful in managing PBL ?
 What are the main lesson learnt ?
 How does it help TPD ?
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 Major challenges to teachers:
to improve professionally
 To be active learners: seek & explore new
knowledge & skills
 Learning to learn: e.g. to use the multi-media
resources
 To be self-directed in learning

 To be reflective practitioners

 Learning to communicate & network with other

communities

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 Action Plans Needed
 More teachers & students’ involvement in PBL
e.g. More & better quality Intel-ISEF projects
 Teachers meeting their own challenges as self-
directed learners
e.g. educators’ network, e-mentors discussions
 Enhancing Leadership Roles of MOE & other
scientific communities
e.g. forum, dialogues, reaching out programs
 Greater Parental Voluntary Participation
e.g. PTA-coaching teams

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 Steps in getting more teachers’
involvement in PBL
Providing efficient info & orientation
training to teachers in all geo/regions
Enhancing leadership roles of school
administrators. district MOE officers
Motivating the scientific communities &
educating the parents to mentor
talented young student scientists
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 Part Two
Case Studies of Selected
Malaysian Teachers’ Role Mode
& Their Reflective Insights
Into Their Roles & Experiences
as teacher-coaches/ mentors
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 Reflective Insights from
Malaysian role model

effective teacher-facilitators

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 Benefits experienced by
Intel-ISEF teacher-coaches
     Gaining new knowledge,
skills & experiences as
active learners
      Developing self –
efficacy, self-confidence,
self-esteem, satisfaction on
achievements
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 unique opportunities to
contribute & build
relationships with students

 playing a variety of roles

such as advisers, coaches,
mentors & facilitators

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 Opportunities to
share with other
teachers, parents,
mentors & wider
communities on
project management
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 Other benefits
 Opportunities to travel & meet people
 Awards & Recognition
 Keeping pace with changes
 Align with good scientific practices
 Access to expert help
 Help to build research culture in schools
 Contribute to local community
 Professionally stimulating, motivating &
rewarding

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 Strengths of teacher-coach

i- T’s interests, initiatives &

innovativeness
c-T’s competencies, creativity &
confidence
e-T’s abilities to explore, expand &
extend PBL
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 Meeting Challenges
& Constraints
CREATING A HOTBED FOR
YOUNG SCIENTISTS TO NURTURE
AND GETTING SCHOOL
AMINSTRATORS, PARENTS &
COLLEAGUES TO VOLUNTEER, TO
SUPPORT & TO COOPERATE
EFFECTIVELY
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 SUMMARY
What are the VALUABLE
LESSONS LEARNED BY
& FROM THESE ROLE
MODELS
Mission possible
---Malaysia
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 Part Three: Overview
Introduction: Reflective Summary
Two Essential Strands (Learning
Curves) in TPD
 Teacher as learner
 Teacher as coach/ mentor

Framework of Learning Helix

For Building Teacher Development
Enhancing Sustainable Growth of
TPD
Conclusion & Open Discussion

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 Essential Strands (Learning Curves)

1--Professional Strand:
Teacher as facilitator/
coach/ mentor
2--Motivational strand :
teacher as learner===
learning to know, to do, to
learn, to be, to work as a
team member
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 Understanding the Framework of TPD:
Double Helix Learning model

Understanding the complexities

of learning & multiple roles of
teachers In the PBL contexts

Needs to build the support links for

teachers to strengthen their roles
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 Promoting
Key Success Factors
Strengthen the framework and programs for
TPD: open more options to teachers-To be
more competent, efficient & effective in
managing PBL project as well self-directed
learners
Utilize fully the existing resources & support
system to develop new training sessions and
reaching out schools in remote regions

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 Enhancing Sustaining Growth
of TPD in PBL
Establish a community of teachers and
resources with a strong --online e-learning
presence and F2F interaction
e.g. provide database of projects; info on new
topics for science fairs, e-group discussion,
e-mentors
shop talks, dialogues, media communication:
newsletters, reviews, special coverage etc.

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 Conclusion

It is important
to build a
strong support
system to
enable TPD
& enhance
effective PBL
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 Open Discussion

How can we learn

from the complexities
of PBL & TPD
through the reflective
insights of the
Malaysian
02/11/10
experiences?
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 Further discussion and sharing
reflective practices
 Please continue our discussion in
http://groups.yahoo.com/groups/pbl-educ
 You can contribute your insights into

PBL and TPD by join the egroup

 You will others sharing their views,

perspectives, experiences…..
Hope you enjoyed this shoptalk……
Thank you
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