applicable to the particular dilemmas of journalism education. Another important influence was he work of philosopher Ellen Langer and her two books Mindfulness(1991)and The Power of Mindful Learning(1994) The pedagogical mode This model attempts to use a problem-based learning methodology and reflective approach to curriculum, including the explicit development of skills in critical reflection The framework is described in its simplest form below 1. Starts in the real world 2. You are here. what will you do now? 3. Puts this real world in a theoretical context 4. Critically reflects on real world problem 5 Identifies the nature of the problem decisions to be made 6. Identifies processes for resolving problem 7. Critically reflects on processes used on problem Using this model, students encounter the"problem", such as writing news, before they have even considered what"news"is. To complete the task, students draw on a range of knowledge/skills imultaneously. The teacher facilitates analysis of the situation and helps students identify relevant previous experience and potential resources. Students use self-directed or small group learning to form their own ideas about the best courses of action As Barrows(1985: 6)found, when students are not initially provided with, nor do teachers synthesise, all the information needed to solve the problem, it provides greater realism and free inquiry. This approach leads students to take responsibility for their own learning Small group discussion is important to the success of the model because students are required to articulate their address the problems of student passivity, lack of engagement with the issues and a lack of ownership"of problems There are two ways a teacher can make facts or ideas seem personally important. The most common approach is to shape or interpret ideas so that their relation to the lives, interests and curiosities of the majority of students is readily apparent. When critics of education clamour for relevance, they are usually speaking of this kind of relevance. The second approach is to change students'attitudes towards the material, that is, to teach students to make the material meaningful to themselves(langer 1997: 75) Brooks reaffirms that is it is important not to give too much direction to students. Teachers interactions should be at the meta-cognitive level and opinions or information sharing with students must be avoided Student ownership has been shown to be essential to successful learning. If they do not own theapplicable to the particular dilemmas of journalism education. Another important influence was the work of philosopher Ellen Langer and her two books Mindfulness (1991) and The Power of Mindful Learning (1994). The Pedagogical Model This model attempts to use a problem-based learning methodology and reflective approach to curriculum, including the explicit development of skills in critical reflection. The framework is described in its simplest form below. 1. Starts in the real world 2. You are here…what will you do now? 3. Puts this real world in a theoretical context 4. Critically reflects on real world problem 5. Identifies the nature of the problem & decisions to be made. 6. Identifies processes for resolving problem 7. Critically reflects on processes used on problem Using this model, students encounter the “problem”, such as writing news, before they have even considered what “news” is. To complete the task, students draw on a range of knowledge/skills simultaneously. The teacher facilitates analysis of the situation and helps students identify relevant previous experience and potential resources. Students use self-directed or small group learning to form their own ideas about the best courses of action. As Barrows (1985:6) found, when students are not initially provided with, nor do teachers synthesise, all the information needed to solve the problem, it provides greater realism and free inquiry. This approach leads students to take responsibility for their own learning. Small group discussion is important to the success of the model because students are required to articulate their thinking and think things through collaboratively. This focus on active learning also seeks to address the problems of student passivity, lack of engagement with the issues and a lack of “ownership” of problems. There are two ways a teacher can make facts or ideas seem personally important. The most common approach is to shape or interpret ideas so that their relation to the lives, interests and curiosities of the majority of students is readily apparent. When critics of education clamour for relevance, they are usually speaking of this kind of relevance. The second approach is to change students’ attitudes towards the material, that is, to teach students to make the material meaningful to themselves (Langer 1997:75). Brooks reaffirms that is it is important not to give too much direction to students. Teachers' interactions should be at the meta-cognitive level and opinions or information sharing with students must be avoided. Student ownership has been shown to be essential to successful learning. If they do not own the