Introduction
Role Play Activity:
In pairs or small groups, create a 2-minute role-play to reenact the scene as shown in the pictures below. Focus on capturing the key actions and emotions shown in the picture. Be creative and try to bring the scene to life for your classmates!
Task
At the end of the lesson, the students should be able to:
- Discuss the salient features of problem-based learning and project-based learning and their application to the attainment of learning competencies and learning outcomes;
- Analyze how technologies for teaching and learning can be maximized in problem-based learning and project-based learning; and
- Share some performance standards from the Curriculum Guide that can employ problem-based learning and project-based learning.
Process
NATURE OF PROBLEM-BASED LEARNING
Problem - based learning is an approach that involves a process of inquiry and solving open-ended questions that serve as the main problem that the learners will work on. The type of questions posited is focused on a specific content standard and its application to real life issues. It also requires more than one answer or solution. Learners are engaged in a collaborative task as they work towards the solution to the problem. This learning activity is done in small groups with each member assigned a certain task to accomplish. In the process of engaging in PBL, they learn several skills such as problem-solving, communicating, research, among others which are essential in the workplace. The end goal of PBL is to ensure that the target, the learning competencies, are achieved in the process.
Ali (2009) described PBL as a process that is used to identify problems with a scenario to increase knowledge and understanding. In her article, she proposed the following five principles of PBL that may be considered by the teachers in planning or using the approach:
- It is a power of independent and self-directed learning.
- Learning happens in a group and teacher is a facilitator.
- All groups have to participate equally.
- Students’ learn motivation, teamwork, problem-solving and engagement with the task.
- Materials such as data, photographs, articles, can be used to solve the problem.
Lo (2009) proposed a six-stage process used in the adoption of the online PBL:
- Identifying the problem – current issues that do not have just one answer or definite solution;
- Brainstorming – generate ideas; tackle the problem through self-directed questioning; arouse students’ intrinsic motivation;
- Collecting and analyzing information – assigning group members to collect information; posting what they found and what they learned; collaborative collection of useful information;
- Synthesizing information – solving the problem through synthesized relevant data; knowledge building;
- Co-building knowledge – presentation of the solution to the learning problem/issue; and
- Refining the outcomes – giving feedback and suggestions by the instructor to help students improve; learning from other group’s presentation.
Benefits of Problem-Based Learning
Several studies have revealed positive impacts of PBL on learners as they engage in the process. Among these are the following:
- Promotes self-confidence and motivation
- Reduces students’ nervousness during the learning process
- Increases students’ responsibility in learning
- Makes students easily learn the material though sharing of ideas
- Promotes problem-solving skills
- Promotes self-directed learning
- Promotes active learning
- Makes students explore many learning resources
- Makes students develop positive attitude towards learning
You may watch this video:
Role of Technology
How is technology integrated in the PBL activity? As the learners embark on an open-ended question collaboratively, there are number of free online tools that they can use from the commencement of the task to its completion especially that some of the group tasks will be done outside the regular class hour. These online tools will allow the learners to be actively connected and engaged in the group task while monitoring their own contributions. The teacher acting as facilitator may also have the opportunity to peep into the activities of each learner thereby enabling him/her to give feedback at any stage of the PBL activity. Bower, Hedberg and Kuswara (2010) stress that technology is simply the mediator for collaboration and representation and that it is the type of task and thinking processes in which students engage that determine the quality of learning.
The world wide web has opportunities for PBL that can be utilized by the learners to accomplish their task. Web 2.0 technologies are characterized by collaboration, sharing and networking. These may facilitate and enhance PBL activities (Tambouries, et.al, 2012) in its different stages.
Productivity tools such as those for writing, presentations, spreadsheets, calendar, organizers, citations and others are also available to assist learners and teachers in accomplishing required tasks and outputs from a PBL activity. There are free tools that can be downloaded for mobile phones, laptops or desktops. Before using or recommending these tools to learners, it is important that teachers take note or try out the tools first to be familiar with the most appropriate too for the PBL activity.
When using PBL, the learning competencies must be the primary consideration together with the content and performance standards before the technology integration. As soon as there are in place, the statement of learning outcomes in the learning plan must be stated in behavioral and measurable terms. PBL is about developing higher order thinking skills; therefore, the taxonomy of objectives should be utilized to ensure that you are targeting the required outcomes. Consider using the revised Bloom’s taxonomy by Anderson and Krathwohl in creating your learning outcomes.
Nature of Project-Based Learning / Project-Based Approach
Project-based learning is an approach but has evolved as a teaching method that engages learners in a series of planned tasks resulting to the generation of solutions to real-world problems. It is a student-centered approach as it takes into account the realm of experiences and interest of students. This method is based on John Dewey’s principle of learning by doing and Vygotsky’s constructivist theory of learning that advocates social construction of knowledge. PrBL/PBA is a collaborative learning activity where learners work on an authentic task guided by an open-ended question. Each member has an assigned role that will contribute to the solution of the problem that was identified. This problem reflects real issues in their community or the world at large.
What is the difference between projects and project-based learning?
For more information about PBL, you may access the following websites:
7 Must-have problem based learning apps, tools, and resources by Matthew Lynch (October 3, 2017)
https://www.thetechedvocate.org/7-must-problem-based-learning-apps-tools-resources/
https://www.pblworks.org/
Evaluation
Constructing Key Questions for PBL
Using the curriculum guide in your area of specialization and the assigned learning competency, construct key questions that can motivate students to engage in a PBL activity.
Exit Ticket: How do you compare problem-based learning and project-based learning?
Credits
References:
Edutopia. (2018, October 22). Projects and project-based learning: what's the difference? Retrieved from https://www.youtube.com/watch?v=dhwuQU2-g5g&feature=youtu.be
Grade Power Learning. (2018). What is inquiry-based learning (and how it is effective)?. Retrieved from https://gradepowerlearning.com/what-is-inquiry-based-learning/
Lynch, M. (2017). 7 must-have problem based learning apps, tools, and resources. Retrieved from https://www.thetechedvocate.org/7-must-problem-based-learning-apps-tools-resources/
Minneapolis Public Schools. (n.d.). Web 2.0 tools. Retrieved from https://mpls.k12.mn.us/uploads/web2_0tools.pdf
PBL Works. (2010, December 10). Project based learning: explained. Retrieved from https://www.youtube.com/watch?v=LMCZvGesRz8&feature=youtu.be
Teacher Page
This WebQuest material was prepared for Technology for Teaching and Learning 2 Students of CSTC, Sariaya Quezon by Prof. Anabel Sta Cruz - Sollano.