Bantayan Southern Institute

Bantayan, Cebu

SPEC 20 - Technology for Teaching and Learning 2

Disclaimer: The statements stated above are borrowed from the online sources. The school does
not claim or own the presented statements. Links for the sources are found in the reference part of
the Self-Learning Home Task.

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 A. Readings/Instructions:

Lesson 2 – Problem Based Learning and Project-Based Learning

Lesson 3 Writing Problem Based and Project-Based Learning

Problem Based Learning

Objectives:

Integrate knowledge and skills from various areas;

Preparing students for a social environment as teamwork

Self-evaluation and self-criticism, against self-complacency, trying to see

beyond their own ideas and knowledge.

 Problem-based inquiry is an
effort to challenge students to
address real-world problems
and resolve realistic
dilemmas.

What is it?

Problem based learning (PBL) is a teaching strategy

during which students are trying solve a problem or a set
problems unfamiliar to them. PBL is underpinned by a
constructivist approach, as such it promotes active
learning. Activities are carried out with groups of
students, typically in a tutorial or seminar setting. PBL
fosters self-directed learning, effective problem solving,
communication and collaboration skills. Students tend to
work in groups to problem solve with the lecturer or tutor
taking a backstage role during the activity, their
involvement is usually limited to guiding and monitoring
the process.

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Such problems create opportunities for meaningful activities that engage students in problem
solving and higher-ordered thinking in authentic settings. Many textbooks attempt to promote
these skills through contrived settings without relevance to students’ lives or interests. A
notorious algebra problem concerns the time at which two railway trains will pass each other:

Two trains leave different stations

headed toward each other. Station
A is 500 miles west of Station B.
Train A leaves station A at 12:00
pm traveling toward Station B at a
rate of 60 miles per hour. Train B
leaves Station B at 2:30 pm for
Station A at a rate of 45 miles per
hour. At what time will the trains
meet?

Reading this question, one might

respond, “Who cares?”, or, “Why
do we need to know this?” Such
questions have created substantial
anxiety among students and have,
perhaps, even been the cause of
nightmares. Critics would argue
that classic “story problems” leave
a lasting impression of
meaningless efforts to confuse and
torment students, as if they have
come from hell’s library. Problem-
based inquiry, on the other hand,
intends to engage students in
relevant, realistic problems.

Several changes would need to be made in the above problem to promote problem-based
inquiry. It would first have to be acknowledged that the trains are not, in fact, traveling at
constant rates when they are in motion; negotiating curves or changing tracks at high speeds
can result in accidents.

Further, all of the information about the problem cannot be presented to the learner at the
outset; that is, some ambiguity must exist in the context so that students have an opportunity to
engage in a problem-solving activity. In addition, the situation should involve a meaningful
scenario. Suppose that a person intends to catch a connecting train at the second station and

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requires a time-efficient itinerary? What if we are not given data about the trains, but instead,
the outcome of a particular event, such as an accident?

Why should we use problem-based inquiry to help students learn?

The American educational system has

been criticized for having an
underachieving curriculum that leads
students to memorize and regurgitate
facts that do not apply to their lives
(Martin, 1987; Paul, 1993). Many claim that
the traditional classroom environment,
with its orderly conduct and didactic
teaching methods in which the teacher
dispenses information, has greatly
inhibited students’ opportunities to think
critically (Dossey et al., 1988; Goodlad,
1984; Wood, 1987). Problem-based inquiry
is an attempt to overcome these obstacles
and confront the concerns presented by
the National Assessment of Educational Progress:

If an unfriendly foreign power had attempted to impose on America the mediocre educational performance
that exists today, we might well have viewed it as an act of war. We have, in effect, been committing an
act of unthinking, unilateral educational disarmament. (A Nation at Risk, 1983)

Problem-based inquiry emphasizes learning as a process that involves problem solving and
critical thinking in situated contexts. It provides opportunities to address broader learning goals
that focus on preparing students for active and responsible citizenship. Students gain
experience in tackling realistic problems, and emphasis is placed on using communication,
cooperation, and resources to formulate ideas and develop reasoning skills.

What is a framework
for a problem-based
inquiry?

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 Situated cognition,
constructivism, social learning,
and communities of practice
are assumed theories of
learning and cognition in
problem-based inquiry
environments. These theories
have common themes about
the context and the process of
learning and are often
associated.

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Characteristics

Some common characteristics in problem-based learning models:

Activity is grounded in a general question about a problem that has multiple possible answers
and methods for addressing the question. Each problem has a general question that guides the
overall task followed by ill-structured problems or questions that are generated throughout the
problem-solving process. That is, to address the larger question, students must derive and
investigate smaller problems or questions that relate to the findings and implications of the
broader goal. The problems or questions thus created are most likely new to the students and
lack known definitive methods or answers that have been predetermined by the teacher.

Learning is student-centered; the teacher acts as facilitator. In essence, the teacher creates an
environment where students take ownership in the direction and content of their learning.

Students work collaboratively towards addressing the general question. All of the students
work together to attain the shared goal of producing a solution to the problem. Consequently,

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 the groups co-depend on each other’s performance and contributions in order to make their
own advances in reasoning toward answering the research questions and the overall problem.

Learning is driven by the context of the problem and is not bound by an established
curriculum. In this environment, students determine what and how much they need to learn in
order to accomplish a specific task. Consequently, acquired information and learned concepts
and strategies are tied directly to the context of the learning situation. Learning is not confined
to a preset curriculum. Creation of a final product is not a necessary requirement of all problem-
based inquiry models.

Project-based learning models most often include this type of product as an integral part of the
learning process, because learning is expected to occur primarily in the act of creating
something. Unlike problem-based inquiry models, project-based learning does not necessarily
address a real-world problem, nor does it focus on providing argumentation for resolution of an
issue.

In a problem-based inquiry setting, there is greater emphasis on problem-solving, analysis,

resolution, and explanation of an authentic dilemma. Sometimes this analysis and explanation
is represented in the form of a project, but it can also take the form of verbal debate and written
summary.

Instructional models and applications

 There is no single method for designing problem-based inquiry learning environments.

Various techniques have been used to generate the problem and stimulate learning. Promoting
student-ownership, using a particular medium to focus attention, telling stories, simulating and
recreating events, and utilizing resources and data on the Internet are among them. The
instructional model, problem-based learning will be discussed next with attention to
instructional strategies and practical examples.

Designing the learning environment

The following elements are commonly associated with PBL activities.

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Problem generation: The problems must address concepts and principles relevant to the content
domain. Problems are not investigated by students solely for problem solving experiences but
as a means of understanding the subject area. Some PBL activities incorporate multidisciplinary
approaches, assuming the teacher can provide and coordinate needed resources such as
additional content, instructional support, and other teachers. In addition, the problems must
relate to real issues that are present in society or students’ lives. Contrived scenarios detract
from the perceived usefulness of a concept.

Problem presentation: Students must “own” the problem, either by creating or selecting it.
Ownership also implies that their contributions affect the outcome of solving the problem.
Thus, more than one solution and more than one method of achieving a solution to the problem
are often possible. Furthermore, ownership means that students take responsibility for
representing and communicating their work in a unique way.

Predetermined formats of problem structure and analysis towards resolution are not
recommended; however, the problem should be presented such that the information in the
problem does not call attention to critical factors in the case that will lead to immediate

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 resolution. Ownership also suggests that students will ask further questions, reveal further
information, and synthesize critical factors throughout the problem-solving process.

Teacher role: Teachers act primarily as cognitive coaches by facilitating learning and modeling
higher order thinking and meta cognitive skills. As facilitators, teachers give students control
over how they learn and provide support and structure in the direction of their learning. They
help the class create a common framework of expectations using tools such as general
guidelines and time lines.

As cognitive modelers, teachers think aloud about strategies and questions that influence how
students manage the progress of their learning and accomplish group tasks. In addition,
teachers continually question students about the concepts they are learning in the context of the
problem in order to probe their understanding, challenge their thinking, and help them deepen
or extend their ideas.

Student role: Students first define or select an ill-structured problem that has no obvious
solution. They develop alternative hypotheses to resolve the problem and discuss and negotiate
their conjectures in a group. Next, they access, evaluate, and utilize data from a variety of
available sources to support or refute their hypotheses. They may alter, develop, or synthesize
hypotheses in light of new information. Finally, they develop clearly stated solutions that fit the
problem and its inherent conditions, based upon information and reasoning to support their
arguments. Solutions can be in the form of essays, presentations, or projects.

Problem-Based Learning

 Working in teams.
 Managing projects and holding
leadership roles.
 Oral and written communication.
 Self-awareness and evaluation of group
processes.
 Working independently.
 Critical thinking and analysis.
 Explaining concepts.
 Self-directed learning.
Problem-Based Learning

Engaging Students

Problem-based learning  (PBL) is a student-centered approach in which students learn about a

subject by working in groups to solve an open-ended problem. This problem is what drives the
motivation and the learning. 

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Why Use Problem-Based Learning?

Nilson (2010) lists the following learning outcomes that are associated with PBL. A well-
designed PBL project provides students with the opportunity to develop skills related to:

 Working in teams.
 Managing projects and holding leadership roles.
 Oral and written communication.
 Self-awareness and evaluation of group processes.
 Working independently.
 Critical thinking and analysis.
 Explaining concepts.
 Self-directed learning.
 Applying course content to real-world examples.
 Researching and information literacy.
 Problem solving across disciplines.

Considerations for Using Problem-Based Learning

Rather than teaching relevant material

and subsequently having students
apply the knowledge to solve
problems, the problem is presented
first. PBL assignments can be short, or
they can be more involved and take a
whole semester. PBL is often group-
oriented, so it is beneficial to set aside
classroom time to prepare students
to  work in groups  and to allow them
to engage in their PBL project.

Students generally must:

 Examine and define the problem.

 Explore what they already know about underlying issues related to it.
 Determine what they need to learn and where they can acquire the information and
tools necessary to solve the problem.

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  Evaluate possible ways to solve the problem.
 Solve the problem
 Report on their findings.

 Work effectively in groups.

 Introduce students to group processes and do some warm up exercises to allow them to
practice assessing both their own work and that of their peers.
 Consider having students take on different roles or divide up the work up amongst
themselves. Alternatively, the project might require students to assume various
perspectives, such as those of government officials, local business owners, etc.
 Establish how you will evaluate and assess the assignment. Consider making the self
and peer assessments a part of the assignment grade.

Designing problem-based activities

A complex real-world problem is
an essential component of
Problem-Based Learning (PBL)
and ‘content’ or knowledge is
introduced through the context of
the authentic problem and its
resolution. In PBL the problem is
usually expressed in the form of
a scenario to establish the
activity with the students.
In the Active Learning
Classroom, students work on the
problem in small groups. First,
they must identify what they know, what they don’t know and what they must learn to solve a
problem.

The benefits of using Problem-Based

Learning
Nilson (2010, p. 190) lists learning
outcomes associated with PBL. A
well-design PBL project provides
students with the opportunity to
develop skills related to:
 Working in teams.
 Managing projects and holding
leadership roles.

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  Oral and written communication.
 Self-awareness and evaluation of group processes.
 Working independently.
 Critical thinking and analysis.
 Explaining concepts.
 Self-directed learning.
 Applying course content to real world examples.
 Researching and information literacy.
 Problem-solving across disciplines.

Creating a good problem

scenario
Good problem scenarios are
authentic and ill-structured and
require students to go beyond their
textbooks to pursue deep
knowledge. Well-formed scenarios
feel real, containing realistic
situations and settings, key players,
consequences, and problem
statements that require student
analysis and further research.

Design good problems for the

students to work with: make them real, realizable, open-ended, in need of discussion and
problem-solving strategies. Make it clear that real world ‘problems’ and discussions have
multiple possible ‘right’ answers and that students need to work together imaginatively.
Learning happens by working out solutions, not by having the right solution.

“PBL is a student-centered, inquiry-based instructional model in which learners engage with an

authentic, ill-structured problem that requires further research (Jonassen & Hung, 2008). Students
identify gaps in their knowledge, conduct research, and apply their learning to develop solutions and
present their findings (Barrows, 1996). Through collaboration and inquiry, students can
cultivate  problem-solving  (Norman & Schmidt, 1992), metacognitive skills (Gijbels et al., 2005),
engagement in learning (Dochy et al., 2003), and intrinsic motivation.”

(http://www.facultyfocus.com/articles/instructional-design/problem-based-learning-six-steps-to-design-
implement-and-assess/)

In active learning, problems can be small puzzles that form the basis of meaningful activities in
which problem statements can be discussed and resolved. Such small activities can help groups

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and individuals identify knowledge gaps and strengths. From this, they can develop strategies
for developing their knowledge and skills.

Six Steps to designing a problem-based approach

Step One: Identify intended learning outcomes – answer, what will your student know and be
able to do?

Step Two: Design the Scenario – design a scenario with an embedded problem that is a real,
complex issue related to your course content. Scenarios should be motivating, interesting, and
generate good discussion. Create a scenario that will challenge different types of thinking, and
elicit discussion, research, and learning that needs to take place to meet the learning outcomes.

Step Three: Introduce PBL – PBL is likely to be new to your students. Explain it and develop
their confidence by allowing them to practice with an “easy problem,”
Step Four: Research and enquiry – PBL research begins with small-group brainstorming
sessions in which students:
 Examine, clarify and define the problem;
 Explore what they already know about the problem;
 identify what they don’t know yet and what they need to learn more about (topics to
research);
 Determine what they need to learn and where they can find and acquire the information
and tools necessary to solve the problem.
 Evaluate possible ways to solve the problem.
 Solve the problem.

Groups should,

 write the problem as a statement or research question;

 use group roles and assign responsibility for researching topics necessary for them to
fully understand their problems;
 develop an initial hypothesis to “test” as they research a solution and revise this as
necessary.
Step Five: Product Performance – using their knowledge and research data, the students
should create products and presentations.
Step Six: Evaluation – the students, or peer groups, should evaluate their products or
performances. Rubrics can be used to support this and to aid group reflection on what they
have done.

Reference: https://blogs.shu.ac.uk/learningspaces/enhancing-practice/developing-your-
practice/teaching-in-active-learning-classrooms/designing-problem-based-activities/

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https://intranet.ecu.edu.au/learning/curriculum-design/teaching-strategies/problem-based-
learning

https://granite.pressbooks.pub/teachingdiverselearners/chapter/problem-based-learning-2/

Glazer, E. (2010) Emerging Perspectives on Learning, Teaching, and Technology, Global Text,
Michael Orey. (Chapter 14) Attribution CC 3.0. Retrieved from
https://textbookequity.org/Textbooks/Orey_Emerging_Perspectives_Learning.pdf

Resources: EVAN GLAZER (UNIVERSITY OF GEORGIA)

B. Activity/Assessment:

https://youtu.be/RGoJIQYGpYk

Instructions: Based on this video, please answer the following

1. Where does a problem-based learning commonly used in a real life cases?

2. What does problem-based learning design to?

3. Name the benefits of problem solving.

4. What is the core ideas of problem-based learning.

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