 Ie, wrth bob gych. Ar gyflaenwch i'n ddeudio'n meddwl i'r cyflaenwch mewn ffordd ond ni'n eirol i'r ystod mewn dd 등entyn ymgyrch o'r ystodau a'i ddweud ardal ar gweithio'n cyffaint cyfrydd. Oedden nhw'n dda i fynd i'r grwyl ar gyfer, yna bobl ni'n teimlo mewn ilio ar y ddiadau Ie, mae'n mynd wneud i ddewch eu byd patreonau ac arfer Gymdeithasol felly i'r cyfleoedd yn cyflaenwylliant thysg. So we want to create leaders, but also team players, good communicators, motivators, and ultimately decision makers. And we want them to be ready to work both nationally and internationally, so no pressure. So do we have a solution? Well, we use problem-based learning. Now this is a method of teaching and learning that's both a curriculum and a process. Our students work together in small groups to collaborate and set their own learning objectives on a problem and apply knowledge in a sophisticated way. They also access information independently using a variety of tools as is relevant to today's working world. It's a very different way of learning from second level and we facilitate this transition by having a developmental approach for our students. So in the first year they come in and they're much more heavily supported by their tutor. They have an extra tutorial to run through each problem. But gradually through the second and third year that they're doing problem-based learning, they become much more independent of the tutor. So we have students in our first year come in and halfway through the semester they put their hand up and say, sorry, when are you going to teach us? And eventually by third year they're very much independent of the tutor and they're running the tutorial saying, okay, what did everybody find out about this? The aim I suppose really is that we facilitate this critical thinking independent learning team working in the first three years so that when they're in their fourth year and spend most of their time independently carrying out a research dissertation and working more clinically independently that these foundation skills are in place. Now problem-based learning, everybody's heard about that, nothing new. And a lot of people use it as adjuncts to their traditional teaching. What's different about our course is that the problems are at the centre of our curriculum. And every other subject that they cover actually integrates with the content of the problem that they're studying that week. So each problem incorporates a number of different subject areas rather than just using it as a way to teach one particular subject. So in this way we feel our students see the integration and relevance of what they're learning in real life clinical practice and sort of avoids this information overload really. What have we found? Well, those of you will know that students on problem-based learning courses don't actually know any more or less than students from traditional courses. But what they do know they seem to retain for longer and they're also acquiring these skills during the learning process of independent working, team working etc. which they can then use in their working life. My own research has looked at learning styles and we find that our students coming in are very reflective in their learning and they actually remain significantly reflective over the three years. However, the activities they engage in, the constant feedback they're getting on how they're participating in the tutorial and they get marks for that participation and how they're applying their information in their written work. All of this seems after three years to help them develop an active learning style as well and they do become significantly more active. Our graduates have told us that and employers have told us that because what they're working with is real life problems that they're actually able to go out into the workplace and apply their theoretical knowledge. And it's rated as a preferable way to learn by both the students and the tutors. And I suppose any advice I would have to people really is, well, it's a very challenging way to set up a curriculum, I would say. It takes a lot of planning and coordination by all of the people involved in teaching the students. But really I found it very motivating and very creative because we update our problems every year and you're constantly coming up with new ways to trigger those learning issues in the students and get them thinking about things and we're using lots of more videos and online resources etc. so that they, to really bring alive the material for the students. And it really helps you to stay up to date in different topic areas and this really led to the development of this textbook where we used problem-based learning to write a textbook about language development and impairment. And I suppose the idea was that we created real life problems using my own clinical experience as a clinician but also as a teacher using the most up-to-date knowledge that we have and giving ideas about using different resources so that tutors could actually use these problems themselves in their own lectures and tutorials be it in large or small groups. Any advice I'd have to people really is that you need to let it go. You need to let go of this expert model that you are the fountain of knowledge and that students are coming into your classroom and they will just absorb this knowledge. And really instead you put that expertise into writing your problems and I suppose to try and trust that what you're developing in the students is more than just learning knowledge and skills but you're creating an intelligent and critical attitude to knowledge which is really the essence of turtle level education.