Thanks Bob!
I totally understand the point about not adding my suggestion to the event sampling section.
About the PBL a/b/c questions...
I agree with your suggestion to narrow down the 'a'-question as well. Not sure if your comment means that you saw this is perhaps problematic?
I appreciate that this means that the PBL section would then in fact be more specific than the others, but I think it will provide us with more valuable data if we go that route. I find that there is a lot of confusion around PBL, much more than around other teaching methods. At the start of our workshop, a maths teacher in the Kiribati group said that her course was full of PBL and when I looked, I realised she referred to questions along the lines of 'Martha has two sweets; John has five..." (I'm simplifying here.) Well, she said, it's real life and it's a problem... (!) Then there is all the typical confusion between PBL and the discussion method/project work/ reflection etc. that might have a 'real life' reference with a 'problem' flavour. So it will help to ask specific questions to ensure we're looking at the right teaching/learning action. Otherwise our data won't be very meaningful.
What do others think?
Best wishes,
Anouk