This file is about problem-based learning and an analysis of a book using Bloom's taxonomy

1. PROBLEM-BASED LEARNING
by Verónica Vallejos

2. Definition
Student-
centered
approach
• Learning needs
• Self-directed
enquiry
• Integrate theory
and practice
Acquire knowledge and
skills together
Versatile
communication
• Natural
• Motivational
• Learned applied
knowledge
• Encourages preparation
and homework
LIFE LONG LEARNER
Skills
Benefits
PROBLEM-BASED
LEARNING
Critical
thinking
Effective
collaboration
Creative
thinking
Develop a solution
to a defined
problem
Team based
Apply
knowledge

3. 
Metacognition
Knowledge and
control people have
over their thinking
and learning
activities
• Attend
• Acquire
• Represent
• Recall information
Intellectual
functioning of
the mind
The learner's
ability
• The purpose of the
assignment.
• What is known
about the task.
• What needs to be
known.
• The strategies and
skills that facilitate
or impede
understanding.
Thinking
conscious
awareness
Planning, choosing,
and monitoring
2 Components of the
Metacognitive
process
Awareness Action
• The
successful
completion of
the task.
• The outcome
of any
attempt to
solve the
problem.
METACOGNITIVE
APPROACH

4. 
• An understanding of
one’s own knowledge
state.
• You can be accurate or
inaccurate in your
appraisal of your own
knowledge.
• Comprehension during
reading or listening can
be either good or poor.
• Can be definied simply
as the persuit of a goal.
• It’s what you do when
you don’t know what
you’re doing.
• Asking questions: Is my
strategy working?
METACOGNITIVE
FUNCTIONING
3 Major
Categories
Problem
solving
Critical
thinking
Metamemory and
Metacomprehension
• What human beings do or
at least potentially can do
• Evaluating ideas for their
quality, especially judging
whether or not they make
sense..
• Can take very specific
forms.

5. 
Common
European
Framework of
Reference for
Languages
B1 LEVEL

7. 

8.  Mental
activity
Working
memory
Long term
memory
Metamemory and
Metacomprehension
Problem
solving

9. 
Metacognition
conscious
awareness

10. 
Action

11. 
Problem solving

12. 
Metamemory and
Metacomprehension

13. 
Critical thinking

14. 
 Writing tasks are not enough in this book because
the exercises don’t give the students’ challenge to
perform a good writing paper due to the examples
which are very simple.
WEAKNESS

15. 
WEB BIBLIOGRAPHY
 https://elt.oup.com/student/result/?cc=ec&selLanguage=en
 http://www.epsi-usa.com/approach/metacognition.htm
 Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K.
A., Mayer, R. E., Pintrich, P. R., Raths, J., Wittrock, M. C. (2000). A
Taxonomy for Learning, Teaching, and Assessing: A revision of
Bloom's Taxonomy of Educational Objectives. New York: Pearson,
Allyn & Bacon.
 http://www.nwlink.com/~donclark/hrd/bloom.html
 http://gse.buffalo.edu/fas/shuell/cep564/metacog.htm

16. 
THANK YOU