科研成果详情

This reflective study intends to report the process of implementation and application of an iPBL model in the contexts of OBTL classroom where a student-centred pedagogy has been implemented through a PBL “Shadow Play Performance”. The iPBL model consists of 7 stages: Preparation (P), Conception (C), Design (D), Implementation (I), Operation (O), Evaluation (E), and Revision (R). Thus, the iPBL proposes an innovative scaffolding that enhances the students’ creativity and provides more systematic records. iPBL also includes a subjective measure under the subject-taught teachers as the only raters and assessors in the OBTL context. This implementation tries to extend the insight and reflections on how the teachers have implemented the iPBL in terms of traditional shadow play as an OBTL-facilitated context. The OBTL approach is based on the constructive alignments of how well students achieved are and assessed. There are two common questions that teachers start with in planning their teaching: 1) What would I intend my students to achieve with the expected standard? 2) How would I assess objectively my students after those learning activities? This reflective study includes face-to-face teaching of a class of 50 students, who take the class as free elective under the Division of Culture and Creativity. 10 experimental groups and 4 constructive alignments of Course Intended Learning Outcomes (CILOs) have been well defined at the beginning of the course. For assessing the OBTL classroom, the analytical rubrics are designed for peer assessments at the end of students’ presentation of “Shadow Play performance”. In general, this study reflects on how well the OBTL-based iPBL is implemented in a contemporary cultural content, and initiates students’ intrinsic motivation and participation of the Shadow play performance.