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Problem Based

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Problem Based

Uploaded by

angelicadelacross86977
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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I.

Definition of Problem-based learning: (give definition)

Problem-Based Learning (PBL) is a teaching method in which complex real-world problems are used
as the vehicle to promote student learning of concepts and principles as opposed to direct presentation
of facts and concepts. It can also provide opportunities for working in groups, finding and evaluating
research materials, and life-long learning (Duch et al, 2001).
PBL relies on the process of discovery of knowledge, where there is not only a single correct answer
but several possible options. Thus, the PBL model is based on the constructivist learning theory,
where discovery learning and cultivation of thinking are more important than the accuracy of
materials. In the constructivist view of learning, meaningful learning occurs when people construct
knowledge with the help of existing schemas and the viewpoints of others. Assessments used in a
constructivist approach allow for a diversity of answers best captured in a reflection, participation in
discussion, or debate rather than the transmission of knowledge.
PBL uses open ended / ill-structured problems that mirror real-world problems. The authenticity of the
problems helps students to transfer their knowledge and skills beyond the classroom, preparing them
for the workplace and life in a rapidly changing world. The open-ended nature of problems gives
students the flexibility to approach it from different angles, to take different thematic sidelines
according to their personal interests. This gives them control of the learning process, capturing their
interest and motivating them to learn.
II. Examples of PBL: provide some activities, process
Problem Based possible activities:

1. Give real world situations like ordering food, asking for directions, or shopping using the target
language.

2. Students can decode messages or understand regional dialects. They present their findings and
solutions.

3. Students can research, write, and present news articles. This encourages writing and speaking skills and
keeps them updated with current events.

4. Let students have real communication challenges they might face in their future professions. This could
involve drafting a persuasive business email, preparing for a job interview, or making a sales pitch.

5. Students are divided into groups, each representing a different country. They are given a common
problem to solve or a project to work on. This encourages students to communicate with each other
using the target language.

6. Students imagine that they have traveled to other countries. Thus, will research travel information,
create an itinerary, and write blog posts about their "experiences" in the foreign country.

7. Include prereading or prewriting exercises, discussions to link the problem with the students’
knowledge and experiences, or pre-teaching vocabulary and structures that will be useful in finding
solutions to the problem

8. Students will choose a place where they have visited for the first time. They will write specific phrases
they know about the language that is spoken in that place. Afterwards, they will explain to the class
the meaning of that phrase and share their reflection on their experience on how they have learned that
language.

III. Technological tools to be used in problem-based learning/ integration of technology in PBL:


state them
PBL Common Activities Mapped To Technology Tools

Sharing Padlet, YouTube, Facebook, Reddit, Flickr, Twitter, Blogger, SlideShare

Discussing Facebook, Zoom, Skype, Twitter, Blogger, Moodle, Canvas, Padlet, Adobe Connect,
Microsoft OneNote,

Reading Google

Writing Google Docs, Typewith.me, MS Office, WordPress

Communicating Facebook, LinkedIn, YouTube, Flickr, Zoom, Skype, MSN, Yahoo messenger,
Twitter, Blogger, Doodle, Adobe Connect, Microsoft OneNote, Viber
Reflecting Facebook, LinkedIn, YouTube, Flickr, Zoom, Skype, MSN, Yahoo messenger,
Twitter, Blogger,

Argumenting Kialo, Facebook, LinkedIn, YouTube, Zoom, Skype, MSN, Twitter, Blogger,
FirstClass, Email, Microsoft OneNote

Diagramming Gliffy, Diagramly, Dabbleboard

III. Advantages and Disadvantages

Advantages of Problem-Based Learning


1. Development of Long-Term Knowledge Retention
Students who participate in problem-based learning activities can improve their abilities to retain and
recall information, according to a literature review of studies about the pedagogy.
The literature review states “elaboration of knowledge at the time of learning” -- by sharing facts and
ideas through discussion and answering questions -- “enhances subsequent retrieval.” This form of
elaborating reinforces understanding of subject matter, making it easier to remember.
Small-group discussion can be especially beneficial -- ideally, each student will get chances to
participate. But regardless of group size, problem-based learning promotes long-term knowledge
retention by encouraging students to discuss -- and answer questions about -- new concepts as they’re
learning them.
2. Use of Diverse Instruction Types
Grouping students together for problem-based learning will allow them to:
a) Address real-life issues that require real-life solutions, appealing to students who struggle to
grasp abstract concepts
b) Participate in small-group and large-group learning, helping students who don’t excel during
solo work grasp new material
c) Talk about their ideas and challenge each other in a constructive manner
d) Tackle a problem using a range of content you provide -- such as videos, audio recordings,
news articles and other applicable material
3. Continuous Engagement
Providing a problem-based learning challenge can engage students by acting as a break from normal
lessons and common exercises.
Although conducted with post-secondary students, a study published by the Association for the Study
of Medical Education reported increased student attendance to -- and better attitudes towards --
courses that feature problem-based learning.
4. Development of Transferable Skills
According to a 2015 book that outlines theories and characteristics of the pedagogy, the tangible
contexts and consequences presented in a problem-based learning activity “allow learning to become
more profound and durable.”
For example, if they work together to address a dispute within the school, they may develop lifelong
skills related to negotiation and communicating their thoughts with others.

5. Improvement of Teamwork and Interpersonal Skills


Successful completion of a problem-based learning challenge hinges on interaction and
communication, meaning students should also build transferable skills based on teamwork and
collaboration.
Disadvantages of Problem-Based Learning
1. Potentially Poorer Performance on Tests
Devoting too much time to problem-based learning can cause issues when students take standardized
tests, as they may not have the breadth of knowledge needed to achieve high scores.
2. Student Unpreparedness
Problem-based learning exercises can engage many of your kids, but others may feel disengaged as a
result of not being ready to handle this type of exercise for a number of reasons. On a class-by-class
and activity-by-activity basis, participation may be hindered due to:
a) Immaturity - some students may not display enough maturity to effectively work in a group,
not fulfilling expectations and distracting other students.
b) Unfamiliarity - some kids may struggle to grasp the concept of an open problem, since they
can’t rely on you for answers.
c) Lack of Prerequisite Knowledge - although the activity should address a relevant and tangible
problem, students may require new or abstract information to create an effective solution.
3. Teacher Unpreparedness
If supervising a problem-based learning activity is a new experience, you may have to prepare to
adjust some teaching habits. For example, overtly correcting students who make flawed assumptions
or statements can prevent them from thinking through difficult concepts and questions. Similarly, you
shouldn’t teach to promote the fast recall of facts. Instead, you should concentrate on:
a) Giving hints to help fix improper reasoning
b) Questioning student logic and ideas in a constructive manner
c) Distributing content for research and to reinforce new concepts
d) Asking targeted questions to a group or the class, focusing their attention on a specific aspect
of the problem
4. Time-Consuming Assessment
If you choose to give marks, assessing a student’s performance throughout a problem-based learning
exercise demands constant monitoring and note-taking. You must take factors into account such as:
a) Completed tasks
b) The quality of those tasks
c) The group’s overall work and solution
d) Communication among team members
e) Anything you outlined on the activity’s rubric
5. Varying Degrees of Relevancy and Applicability
It can be difficult to identify a tangible problem that students can solve with content they’re studying
and skills they’re mastering. This introduces two clear issues:
a) First, if it is easy for students to divert from the challenge’s objectives, they may miss
pertinent information.
b) Second, you could veer off the problem’s focus and purpose as students run into unanticipated
obstacles. Overcoming obstacles has benefits, but may compromise the planning you did. It
can also make it hard to get back on track once the activity is complete.

References

Mathews-Aydinli, J. (2007). Problem-based learning and adult English language

learners. Cal.org. https://www.cal.org/adultesl/pdfs/problem-based-

learning-and-adult-english-language-learners.pdf

No title. (n.d.). Prodigygame.

https://www.prodigygame.com/main-en/blog/advantages-disadvantages-

problem-based-learning

What is Problem Based Learning? (2019). Instructional Design Australia.


https://instructionaldesign.com.au/problem-based-learning/

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Dalilis, Gillette Gail Molina, Lourlin Joy
Duran, Melvin John Pepi, Nathali
Gabutan, Emerald Primero, Clarisa Jayne

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