Abstract:

Usually teacher prepares the class scheduling, explaining theoretical concepts, problem solving, etc.. When this schedule does not include student Intervention few contingencies can be expected in the development of the class, only doubts and questions. However, when the program includes active participation of students there is the possibility of a more or less expected student participation based on the guidelines of the teacher.
When following the method of problem-based learning, teacher presents case studies and problems to study, reasoning and solve in the context of the class. These problems are made available to students in time for their preparation.

In this paper, our group of teachers test a new learning methodology based on the unexpected. Students receive cases and problems to study, reasoning and finally solve in class. This resolution involves understanding theoretical concepts so that each case has scored those concepts that should be known. If learning is meaningful, students can reason and / or solve a different case or problem form those initially assigned. In this way the student thinks in class a case or new problem not seen before,which requires the understanding and application of the same theoretical concepts. We call this “managing the unexpected” and, based on our experience, it is an excellent opportunity to teach and learn.

Keywords:

Problem-based Learning, Unexpected Class.