Chapter 4 (Problem-based Learning and Project-based Learning)

CHAPTER 4

Problem-based Learning and Project-based Learning

Maricel H. Magbanua                                                  BSEd II – ENGLISH

Problem-Based Learning (PBL) - uses an inquiry model or a problem-solving model. It is an approach that challenges students to learn through engagement in a real problem.

Steps in Problem-Based Learning

1.    Read and analyze the problem scenario.

2.    List what is known.

3.    Develop a problem statement.

4.     List what is needed.

5.    List actions, solutions and hypotheses.

6.    Gather information.

7.    Analyze information.

8.    Present findings and recommendations. 

Reminders for PBL to Work:

Ø  Guidelines must be set on how the team will work together and the expected dates of completion.

Ø  Teacher gives guidance but does not give answers to students.

Ø  Students must be given reasonable amount of time to do the work.

Ø  Teachers make clear how the performance will be assessed.

GRASPS of Understanding by Design

G- oal

R- ole

A- udience

S- ituation

P- roduct and Performance

S- tandards for Success

Project- Based Learning (PrBL/PjBL) - Focuses on a production model. As the name implies involves a project which involves a complex task and some form of student presentation and/or creating an actual product.

Students do Project-Based Learning by:

Ø  Defining the purpose of creating end product

Ø   Identifying their audience

Ø   Doing research on the topic

Ø   Designing the product

Ø   Implementing the design

Ø   Solving the problems that arise; and finally

Ø   Coming up with product

Steps in Problem- based Learning

Ø  Conceptualize the project design

Ø  Critique each other’s design

Ø   Revise and finalize their project design

Project-Based Learning or Collaborative Project-Based Learning -Project-based learning is a comprehensive perspective focused on teaching by engaging students in investigation.

Three (3) types of Project-Based Learning.

1.    Challenge-Based Learning/Problem-Based Learning

2.    Place-Based Education

3.     Activity-Based learning.

Some reminders for PrBL/PjBL/C-PBL

·         Students should be given sufficient time to work on and present their projects.

·         The presentation of the product or project is not the end of PrBL.

·         Encourage the students to employ creative and interesting ways on presenting their project to sustain the audience's attention.

Features of both PrBL (C-PBL) and PBL

Ø  Based on constructivist approach to learning

Ø  Learner-focused

Ø  Experiential

Ø  Geared toward “real world” tasks

Ø  Inquiry-based

Ø  Projects or problems have more than one approach or answer

Ø  Stimulate professional situations

Ø  Teachers as coach or facilitator

Ø  Students generally work in cooperative groups

Ø  Students are encouraged to fine multiple sources of information

Ø  Emphasis on authentic, performance-based assessment

Ø  Relate to information processing approach

 Comprehensive project-based learning

Ø  is organized around an open-ended driving question or challenge.

Ø  creates a need to know essential content and skills.

Ø  requires inquiry to learn and/or create something new.

Ø  requires critical thinking, problem solving, collaboration, and various forms of communication, often known as "21st Century Skills."

Ø  allows some degree of student voice and choice.

Ø  incorporates feedback and revision.

Ø  results in a publicly presented product or performance.

Assessment in PBL and PrBL and in K to12

4 Levels of Learning Outcomes to be assessed in K to 12

1.    Knowledge

2.    Process or skills

3.    Understanding

4.    Products/Performance

Knowledge - Substantive content of the curriculum, able facts and information that the student acquires.

Process - Skills or cognitive operations that the students performs on facts and information for the purpose of constructing meanings and understanding.

Understanding - Enduring big ideas, principles and generalizations inherent to the discipline which are assessed by the 6 facets of understanding.

1.    Explaining

2.    Interpreting

3.    Applying

4.    Demonstrating perspective

5.    Displaying empathy

6.    Possessing self-knowledge

Explaining - Explain concepts, principles and processes by putting them in their own words, teaching them to others, justifying answers.

REFLECTION

"Problem-based learning is based on the instructional method used to initiate students' learning, motivation, and acquisition of content knowledge, problem solving, and self-directed learning skills. This approach focuses on facilitating the learning process, and not as much on providing the knowledge in the instructional form (Kolmos, 1996). Project-based learning is perceived to be a student-centered approach, with the goal for the learner to take the ownership of the learning through the problem solving process (Savery & Duffy, 1995). "

Research has explored: how to enhance employability (Harvey et al., 2002); career development (Kumar, 2007), ways to embed employability within the curriculum through a This paper aims to extend the link between employability and sustainable development by referring particularly to integrative approaches to sustainable development and suggesting how Project-Based Learning (PBL), an approach used in contexts as varied as non-formal and informal workplace learning (Kyndt et al., 2009), or nursing and medical education (Feletti, 1993) may enhance learning and development. Research suggests that the experience of project work and problem-based learning supports the development of personal skills (Kolmos, 1996) and abilities (Moesby, 2005); the skills that are required and honed as part of PBL, are skills that enhance employability prospects. In this paper it will be suggested that approaches associated with PBL not only contribute to the development of employability skills, but may also enable universities to work in a more synergistic way, where the curriculum, the extra-curricular and the co-curricular enhance the experience of the learner through a focus on sustainable development. "