Module 2

Developing Problem-based and Project-based Instructional Plans

Module Overview
In Module 1 you practiced how to utilize ICT to develop 21st-century skills to
enhance the learning plans in your area of specialization. In this module, you will be
exploring the nature, theories, and technology-based tools in problem-based and
project-based learning. Furthermore, you will be writing a problem-based and
project-based learning plan citing issues within your area of specialization.

Lessons in this Module:

✓ Lesson 1: Nature of Problem-based and Project-Based Approaches
✓ Lesson 2: Theories on Problem-based/Project-based Learning
✓ Lesson 3. Technology-based tools that can be used for
Problem- based/Project-based Learning
✓ Lesson 4: Model of Constructive Alignment in Writing a Problem-
based and Project-based Learning Plan

At the end of this module, you must be able to:

✓ Differentiate project-based and problem-based learning approaches;
✓ Draw out the implications of the theories to writing problem-based and
project-based learning plan;
✓ Evaluate appropriates of the technology-based tools used in problem-based
and project-based learning;
✓ Explain the rationale behind the model of constructive alignment in writing a
problem-based and project-based learning plan; and
✓ Design project- and problem-based collaborative activities using technology
tools.
Lesson 1: Nature of Problem-based and Project-Based Approaches

Intended Learning Outcomes:

✓ Differentiate project-based and problem-based learning approaches;
✓ Analyze cases that feature problem-based and project-based learning
approaches; and
✓ Draft a collaborative activity using a problem-based and project-based
framework.

Introduction
Welcome to Lesson 1 of Module 2. This lesson will help you understand the nature of
Problem-based and Project-Based Approaches. You will be analyzing cases that
feature Problem-based and Project-Based approaches in your area of specialization
and draft a collaborative activity using a problem-based and project-based
framework. Do your best!

Time frame: 1 day

Activity

Using the First Table, write three (3) skills that you already possess and share ways or
activities that you do to improve or master it.

Skills I Have Activities

Using the table below write three (3) skills that you want to learn and share ways or
activities that you could help you effectively acquire or master those skills.

Skills I Want Activities

Analysis
Reflect using the questions below.
1. What skills do you possess that you are proud of? How did you acquire those
skills?
2. How do we effectively learn new skills? What are the activities that help you
acquire those skills?

Whatever you are trying to master, we learn from experience. In this lesson, we will
explore how we learn from experience using the two most common approaches in
experiential learning.

Abstraction

Learning from Experience

Some teachers find it difficult to understand Problem-based and Project-based
learning because they didn’t realized that they should first explore Experiential
Learning. Experiential learning is commonly misused and misunderstood by some.
Here are some MYTHS about experiential learning:
1) “Experiential learning gives faculty a break”. Basically, the students are teaching
themselves” – the teacher carefully plan and facilitate learning by preparing learner-
centered and integrative activities which can allow the learner to seek out skills in
working with problems independently.
2) “Experiential learning involves only experiences”. – Experience without critical
reflection does not integrate knowledge or facilitate new understanding. Students
must be allowed to determine what they could apply to new situations from their
experience.
3) “Experiential learning must happen outside the classroom”. - Role-playing,
games, and simulations are some examples of opportunities for students to integrate
knowledge, develop new skills, and learn more about themselves which can happen
inside the classroom.

Experiential learning is a blend of both actual experiences and directed

learning to allow the student to attain new concepts and values.
Characteristics of Experiential Learning
These are the characteristics of experiential learning from Wurdinger and Carlson
(2010)
• hands-on learning
• problem-solving process
• real-world problems
• learners interaction with each other and the subject matter
• concrete experiences

It’s NOT experiential if:

• students don’t solve problems.
• student learning outcomes are not clearly defined
• there is no interaction with other students.
• there is no concrete experience.
• there is no guided reflection built-in.

Problem – based and Project-based Learning

Both problem-based learning and project-based learning are forms of
experiential learning. Problem-Based Learning (PBL) use real-world problems to
promote student learning of concepts and principles instead of direct presentation of
facts and concepts (Duch et al, 2001). On the other hand, Project-Based Learning is
a comprehensive instructional approach to engage students in investigation. The
learning activities are organized around a question which is both authentic and
meaningful. (Blumenfeld et al. 1991).
While Project-Based Learning and Problem-Based Learning are usually
interchanged, they are two different approaches to learning. In Project-Based
Learning, students have control of the work or project which may or may not address
a specific problem. In Problem-Based Learning, a selected problem is specified by
the teacher. Students work individually or in teams overtime to develop solutions to
this problem.
Problem-based and Project-Based approaches can be used in various learning
opportunities. It is vital that as teachers we should know when to use it. Below are
some examples of cases where Problem-based and Project-based learning are used.

Examples of Problem-based Learning Activities

1) Show a video clip where an athlete gets injured and ask questions related to the
force, direction, what ligaments would be involved.
2) Use simple objects to create levers; present various problem using common
objects; give students a scenario where a huge equipment shall be transferred from
one room to another with only one friend to help…how can you do this?

Examples of Project-based Learning Activities

1) Shrinking potato chip bags in the microwave. Hands-on activities are used to
learn about polymers by using a number of their simple objects, like shoes and
sporting equipment. As an activity, they can put a wrapper from their favorite chips or
candy bar into the microwave to learn how heat return to their natural state.
2) Design app. Ask students to create their own App to address a given phenomenon
like global warming, depletion of natural resources, transportation and etc.

Project-Based Learning VS Problem Based Learning

Project-BasedOften Problem-BasedNormally
Multidisciplinary Single SubjectOften short
Often Long term projects"Product"
ProjectsIncludes the might only be a proposed
creation of Product solution or presentation of
or Performance Open- findingsoften uses case
Normally based on studies, scenarios,
endedAuthe
real- world tasks and “messy” problems
settings nticBuild
4’C’sIndepen
dentInquiry
Going Beyond
Review samples of Problem/Project based lesson plan in your area of Specialization.
Choose units from the K to 12 curriculum that can be targeted for the application of
the two approaches. Write your chosen units on the space provided for your area of
specialization.
• Language Education (English and Filipino)

• Mathematics and Science

• Social Studies

• Values Education

• Elementary

• Early Childhood

• SPED
 Application
I. Analyze whether the cases featured is either problem-based or project-based
learning approaches. Explain your answer.
A. Student farm. Students will explore topics about science, social studies, math, and
economics through creating their own organic farm. They can begin by researching
figure out how to take care of the crops they want. They will also find ways to budget
the cost of production and earn from the products.

Analysis

177
B. Present students with a scenario where a student is constantly being late in his
classes. Ask what kinds of rule were broken and why are this rule important in
schools?

Analysis

Lesson 2: Theories on Problem-based/Project-based Learning

Intended Learning Outcomes:

✓ Present theories relative to problem-based and project-based learning; and
✓ Draw out the implications of the theories to writing problem-based and
project-based learning plan.

Introduction
In the previous lesson, you were able to differentiate problem-based and project-
based learning approaches. In this lesson, you will investigate learning theories
relative to problem-based and project-based learning and draw out the implications
of the theories to writing problem-based and project-based learning plan. Good luck!

Time frame: 1 day

Activity

Write a Letter

Pretend that you are already a teacher in your area of specialization. You are excited
to utilize the problem-based and project-based activity that you wrote in the previous
lesson in your classroom. Write a letter to your students' parents that explain the
benefits of problem-based and project-based learning.
Analysis
Reflective Questions
1. What is/are your basis/es in writing the benefit/s of problem-based and project-
based learning in your letter?

2. How do you think the parents of your students will respond?

3. What theories of learning did you use as a reference in writing the letter? Elaborate
your answer.

Abstraction

Review on some Learning Theories

A Learning theory aims to describe how an individual absorbs, retains, and
process information during learning. First, let's try to recall some learning theories in
the context of Problem-based and Project-based learning. There are multiple theories
of learning that guides educators in planning, implementing, and assessing learning,
but in this lesson, we will only include the basic types of learning theories.
1. Behaviorism – in this learning theory, learning is viewed as a response to
external stimuli. Imagine doing a task for your most unlike subject, you were
not thrilled to hear the instructions of your teacher. It all changes when your
teacher announces the possible rewards and consequences you may get for the
task. In behaviorism positive and negative reinforcement act as tools of
learning and behavior modification, it also includes the use of punishment and
reward system.

2. Constructivism – in this learning theory, the learners are seen as the one
responsible for their learning. They use what they previously learned from
 their past experiences and use them to construct their meaning. For example,
you want your learners to create a video presentation about current political
issues in our country. You need first to provide opportunities for them to
utilize their knowledge about politics through discussion and by asking
questions.

3. Cognitivism - in this learning theory there are an emphasis on facts and

recall of knowledge. If you are going to ask your students to create a project
or to solve a problem, you need to give time and allow them to gather
knowledge and facts that they need. Imagine being asked to cook a meal
without knowing its ingredients. Discussions and explanations are still needed
in using problem-based and project-based approaches.
The following are only a few of the multiple theories of learning that guide
educators in the teaching and learning process. There is no such single learning theory
that could explain how learning takes place. Now let's try to understand better
Problem-based and Project-based learning by digging deeper into learning theories
that support experiential learning.

Experiential Learning Theory

David Kolb is an American psychologist and educational theorist who earned
his Ph.D. in Social Psychology from Harvard University. He is best known for his
contributions to Experiential learning theory, Kolb's Learning Styles, and learning
style inventory.
His work on experiential learning tries to explain learning as a process where
knowledge becomes a product of various combinations of grasping and transforming
experiences.
Experiential Learning theory emphasizes that concrete experience provides
information that serves as a basis for reflection. From these reflections, we assimilate
knowledge and form abstract concepts.
Kolb identifies two different ways of grasping experience:
1) Concrete Experience;
2) Abstract Conceptualization.

He also identified two ways of transforming experience:

1) Reflective Observation;
2) Active Experimentation.

The Experiential Learning Cycle

Kolb's experiential learning style theory is like a baseball field where the
learner 'touches all the bases'.
 Experiential Learning Cycle. (2020). [Illustration]. https://www.simplypsychology.org/learning- kolb.jpg?
ezimgfmt=rs:402x308/rscb20/ng:webp/ngcb20

In this theory, learning occurs if there is a mutually supportive process that

integrates all the stages. The learner could enter the cycle at any stage and then follow
its sequence logically. It is assumed that learning only takes place when the learner
successfully executes all stages.
For example, let's imagine that you ask your students to learn how to use a
microscope.
✓ Some students might choose to start learning by observing the teacher or a
classmate as they use the microscope and then reflect from it.
✓ Another student might prefer to read and analyze a book or manual on how to
use a microscope.
✓ Yet another student might decide to just try and explore how to use the
microscope directly.

Diversity in the classroom plays a vital role, the preferences of our students is
important. Some may prefer to be "watchers" who benefit from reflective observation
while others may want to be "doers" and are more probably be involved in active
experimentations and as a teacher, we must recognize the needs of our learners.
Going Beyond
Read about the topics below according to your area of specialization.

• Language Education (English and Filipino)

- Problem/Project-based learning in Language Acquisition
- Teaching English/Filipino with Problems/Project Based Approach

• Mathematics and Science

- Using Technology to enhance inquiry
- Project-based Multimedia Learning

• Social Studies
- Using Technology to enhance social science inquiry
- Project-based Multimedia Learning

• Values Education
- Nature of Problem –based approaches in Values Education
- Project-based Multimedia Learning

• Elementary
- Using Technology to enhance inquiry
- Project-based Multimedia Learning

• Early Childhood
- Using Technology to enhance early childhood education
- Project-based Multimedia Learning

• SPED
- Nature of Problem –based approaches in SPED
- Project-based Multimedia Learning

Closure
Congratulations! You were able to present theories relative to problem-based and
project-based learning and draw out the implications of those theories in writing
problem-based and project-based learning plan. Now you are ready to explore
Technology-based Tools that can be used for Problem-based/Project-based Learning.
Get ready for next lesson!
Lesson 3: Technology-based Tools that can be used for Problem-based/Project-
based Learning

Intended Learning Outcomes:

✓ Identify technology-based tools that can be used for problem-based and
project-based learning; and
✓ Evaluate the appropriateness of the technology-based tools used in problem-
based and project-based learning.

Introduction
You’ve come a long way in understanding problem-based and project-based learning
and the theories relative to it. Now let’s explore some Technology-based Tools that
can be used for Problem-based/Project-based Learning. Let’s start!

Time frame: 2 days

Activity

My Smartphone

Check your smartphone and choose the top three (3) most used applications that you
installed. Describe its functions and ways you can utilize it in teaching and learning
by writing its advantages and disadvantages.

Application Function Advantages Disadvantages

Analysis
1. How will you make use of the advantages of using technology for Problem-
based/Project-based Learning?

2. How will you address the disadvantages of using technology for Problem-
based/Project-based Learning?

3. What other tools you think is available that you can use for Problem-based/Project-
based Learning?

Abstraction

Technology Tools for Problem-based and Project-based Learning

For Problem-based and Project-based learning to be successful, there should be
a focus on the use of technology together with appropriate methods and strategies to
reach maximum learning. To allow the attainment of lesson objectives, your
technology tools/platform should be properly implemented. It is a known fact that
both teachers and students struggle in utilizing technology tools for Problem-based
and Project-based Learning. Here, we will explore some tools that may help us in
implementing Problem-based and Project-based learning in the future.

Considerations and applications for technology in PBL

Technology plays a significant role in supporting learning in PBL. Below are
some characteristics of Problem-based and Project-based learning in the 21 st Century
teaching, learning and learning environment, and how technology can be best utilized.
1. Learner-centered – the abilities and processes of the learner are the utmost
priority of PBL. Educators must put in mind that the knowledge, skills, and
 attitude of the learners should always be considered. Strategies must also
revolve on students' prior knowledge, motivation, interests, and skill-level in a
PBL environment. Teachers could use tools like online surveys, polls, and
collaborative online workspaces to assist them in checking student progress
and to better understand the learners.

2. Collaborative – a well-selected technology tool should promote a community

of learners that encourages productivity. Collaboration helps in engaging
learners and develops positive well-being. Technology tools should help in
producing new knowledge by exploring real-world problems or cases. Access
to external resources and resource persons is now easier with the emergence
and re-conceptualization of online systems that support collaboration between
teachers and learners.

3. Real-life applications - “Learning is stronger when it matters” (Brown et al.,

2014, p.11). Authentic learning environments are created when students are
capable of making connections between new material and the real-world.
With communication tools like Facebook messenger are used to connect via
video chat across the world and other tools such as virtual reality, online
forums, blogs, and discussions learners should apply new skills and build a
sense of community.

4. Engages critical thinking – Students are encouraged to explore a subject

beyond limits of a given material in Virtual Environments and with these
students become self-reliant. There is an influx of information available thus
questions that allow students to investigate rather than completing a simple
search are required. Specific technological tools could be used to close gaps
in the problem-solving process.

Choosing appropriate Tool in your area of Specialization

Even with the range of technological tools available, it is still challenging for
educators to identify exactly which tools best promote PBL. Here are some questions
that we can use in selecting the appropriate tool for PBL:
1. Does the tool encourage a learner-centered environment?
2. Will the tool allow for collaboration among students?
3. Does the tool promote real-world applications?
4. Can the tool be used to facilitate investigation, problem-solving and inquire
Application
I. Exploring New Tool
Look for at least three (3) technology tools you can specifically use in your area of
specialization for Project/Problem – based Learning. Discuss its functions below.
Name:
Specializatio
n
Description:

Functions:

How to Use

Notes

Name:
Specializatio
n
Description:

Functions:

How to Use

Notes
Name:
Specializatio
n
Description:

Functions:

How to Use

Notes

Closure
Congratulations! You were able to evaluate the appropriateness of the technology-
based tools used in problem-based and project-based learning. Now it’s time to create
a model of constructive alignment in writing a problem-based and project-based
learning plan. Keep up the good work!
Lesson 4: Model of Constructive Alignment in Writing a Problem-based and Project-based
Learning Plan

Intended Learning Outcomes:

✓ Create a model of constructive alignment in writing a problem-based and
project-based learning plan; and
✓ Explain the rationale behind the model of constructive alignment in writing a
problem-based and project-based learning plan.

Introduction
You are getting closer to developing Problem-based and Project-based Instructional
Plans. I know that you are excited but this time let us try to create a model of
constructive alignment in writing a problem-based and project-based learning plan
and explain its rationale. Almost there! Keep it up!

Time frame: 2 days

Activity

Fill out the table below using the Curriculum Guide of your Area of Specialization.

Worksheet for Designing a Course

(adapted from Fink, 2003)

Learning Ways of Assessing Teaching and Learning Resources

Competencies Activities

1.

2.

3.
Analysis
1. What is it that you want your students to “know” after the lesson?

2. How did you determine what is it that you want them to “know” by the end of the
lesson?

3. How do you know if they “know” what you want them to know?

Abstraction
What is Constructive Alignment?

As a teacher, it is our role to ensure to we achieve the desired learning outcomes

by creating a learning environment that supports the learning activities. Constructive
Alignment is the coherence between assessment, teaching strategies, and intended
learning outcomes in an educational program. (McMahon & Thakore 2006). We want
our learners' to construct their learning through relevant learning activities. We do our
best to make sure that that there is proper alignment in all components in the teaching
system, which includes the curriculum and its intended outcomes, the teaching
methods used, and the assessment tasks.

Bigg’s Model of Constructive Alignment

John Biggs is an Australian educational psychologist and novelist who

obtained his Ph.D. from the University of London. He held Chairs and has been
employed in various positions across different countries. He developed the model of
constructive alignment for designing teaching and assessment.
 Figure 1: Model of an Aligned Curriculum

Biggs suggests that it is important that activities should be designed to enable

students to learn how to demonstrate achievement at the highest level as described by
the outcomes; therefore learning activities are designed before the assessment. He also
emphasized that “students tend to learn what they think they will be tested on”, then it
is important that the assessment regime needs to be presented before the teaching and
learning activities, and teachers should be focusing on the verbs within the outcomes
that express "the very best understanding that could reasonably be expected"

Figure 2. Differential levels of achievement (2010)

 He added that surface learning is a result of a poorly aligned system where the
test does not reflect the objectives. Students will always predict the assessment task
and then learn what they thought will meet those requirements and there is no
problem as long as those assessment requirements reflect the curriculum.

Constructive alignment is like criterion-referenced assessment which aligns

assessment to the objectives, but there is more to that, CA is (a) not taking so much
about the matching of the objectives to assessment but in expressing the objectives in
terms of intended learning outcomes (ILOs), that will later define the assessment task;
and (b) it aligns the teaching methods, to the intended outcomes as well as the
assessment tasks.

Constructive Alignment in PBL

In the previous lessons, we learned that both Problem-based and Project-based

learning are creating opportunities for students to construct knowledge through
effective interactions and collaborative inquiry and not only infusing problems into
the class. In ensuring that there’s constructive alignment in Problem/Project-based
learning, the Cooperative Problem-Based Learning (CPBL) Model proposed three (3)
phases as follows:

Phase 1: Problem Restatement and Identification

This phase aims to prevent students from jumping into conclusions by training
them to think and focus when faced with a problem. With this, the students are guided
in understanding and analyzing the problem, defining the existing knowledge as well
as the gap. This is usually done by asking students to restate and identify the problem
to check their understanding before coming to class. This will allow instructors to
define a problem, as required in constructive alignment as well as assess students’
ability to understand.

Phase 2: Peer Teaching, Synthesis, and Solution Formulation

Phase 2 elaborates on the essence of self-directed learning where students

search and acquire new knowledge driven by the need to use or apply the knowledge.
This aims to train students to fill in the gap in their knowledge that they have
identified in Phase 1 before trying to find a solution to the problem. After this phase,
the learners are expected to develop self-directed learning skills to fill their
knowledge gaps, synthesize, and apply them to formulate the solution.
Phase 3: Generalization, Closure, and Internalization
Finally, at this phase, the learners are expected to critically determine the best
solution for the problem and use metacognitive skills to internalize and generalize the
concepts and skills learned. This will allow learners to invoke critical evaluation of
solutions, develop metacognitive abilities in reflecting and improving themselves and
summarize as well as connection concepts.
 Constructive Alignment in Problem/Project-based learning plans is vital in
ensuring that the learners are getting the appropriate learning experiences before they
are being assessed, and to ensure that assessments are done reflect the curriculum.

Application
Create a model of constructive alignment in writing a problem-based and
project-based learning plan. Explain its rationale.

Closure
You are getting there! You’ve already explained your model of constructive alignment
in writing a problem-based and project-based learning plan. You are now ready for
the last phase of this module, writing a Problem-based learning Plan for your area of
specialization! Congratulations!
Lesson 5: Writing a Problem-based learning Plan Citing Issues within the
Subject Area

Intended Learning Outcomes:

✓ Analyze sample learning plans for the possible integration of PBL.
✓ Create a learning plan using a problem-based and project-based approach with
the integration of ICT.

Introduction
You are now in the last part of this module. You have now a clear understanding of
Problem-based and Project-based Learning. This time you are expected to write a
Problem-based learning Plan Citing Issues in your area of specialization. Do your
best!

Time frame: 3 days

Activity
Using the Sample Learning Plans you downloaded in the previous lesson,
review the parts, and try to analyze the Learning Plan. Analyze for possible
integration of Problem/Project-based learning.

Analysis
Discuss your observations with your partner.
1. Based on your observations, what parts of the Learning plan do elements of
Problem/Project-based learning should be integrated?

2. Are there any learning activity requires students to do inquiry activities or create
projects? Describe it, if none suggest an activity.
Abstraction

The Problem-Centered Design

Problem-based and Project-based learning (PBL) is both an approach and a
teaching method to the curriculum. It draws on the needs, interests, abilities, and
social problems of learners and cut across subject boundaries. It challenges students
by carefully designing problems that allow them to use problem-solving techniques,
self-directed learning strategies, team participation skills, and disciplinary knowledge.
There are two major problem-centered curriculum designs.
1. Life-Situations Design - in these designs students are allowed to see directly
the relevance of what they are studying. The content is organized around
persistent life situations to encourage students to become directly involved in
the improvement of the community.

2. Core Problem Design - The problems are based on common human activities
and it typically centers on general education. The Core design includes
common needs, problems, concerns, of the learners as its focus.

Steps in Designing, Implementing and Assessing PBL

Twenty-first-century skills require the use of instructional approaches that let
students to apply content, own their learning, utilize technology efficiently, and work
with others. Here are the steps in Problem/Project-Based Learning:

Step 1: Identify Outcomes/Assessments. First, you need to determine if your

course has learning outcomes that suit with PBL, then develop formative and
summative assessments to measure student learning. PBL fits best with
process-oriented course outcomes such as research and problem solving
which requires collaboration.

Step 2: Design the Scenario. Next, think of a real, complex issue related to
your course content you design, a scenario with an embedded problem that
will emerge through student brainstorming. It’s usually easy to identify lots of
problems in our fields; the secret is writing a scenario for our students that
will encourage different types of thinking, discussion, research, and learning.
Remember that scenarios should be motivating, interesting, and generate
good discussion and should take place to meet the learning outcomes.
Step 3: Introduce PBL. Some students are new to PBL; you could always
start with easier scenarios like the long line in the canteen. With this, students
could familiarize themselves with the process. You can also allow groups to
have their way of dealing with problems and share them with the class.
 Step 4: Research. PBL research begins with small-group discussions where
students define the problem and determine their background knowledge, what
topics to research, and where they need to look to find data. The problem
should be written as a statement or research question. Students should assign
roles and responsibilities and develop an initial hypothesis to “test” as they
research a solution. Remember: research questions and hypotheses can
change.

Step 5: Product Performance. The students create products and

presentations which will synthesize their research, solutions, and learning.
The format of the summative assessment is completely up to you. Students find
resources to develop background knowledge that informs their understanding
and then they collaboratively present their findings.

Step 6: Assessment. The groups’ products and performances are evaluated in

this step. The use of rubrics and reflections to determine whether students
have met the outcomes and to decide whether all group members participated
meaningfully is advised.
Although we presented PBL as a step, it functions cyclically. This
type of process-oriented, self-directed, and collaborative
pedagogical strategy can help students succeed.

Application
Create a learning plan using a problem-based and project-based approach with
the integration of ICT. Use the templates and rubrics found at the link below to help
you. (http://learningnetwork.setbc.org/pblresource/2017/01/20/pbl-rubrics-and-templates/ )

Closure
At last! You were able to develop Problem-based and Project-based
Instructional Plans in your area of specialization. You are now ready to proceed to
the next module. Great job!

Module Summary
Congratulations on completing the last lesson for Module 2: Developing
Problem-based and Project-based Instructional Plans. Here are some of the important
points covered in this module:
✓ Problem-Based Learning uses real-world problems to promote student
learning of concepts and principles instead of direct presentation of concepts,
and a selected problem is specified by the teacher.
✓ Project-Based Learning is a comprehensive instructional approach to engage
students in investigation and students to have control of the work or project
which may or may not address a specific problem.
✓ A Learning theory aims to describe how an individual absorbs, retains, and
process information during learning.
✓ Behaviorism is a learning theory where learning is viewed as a response to
external stimuli.
✓ Constructivism is a learning theory where the learners are seen as the one
responsible for their learning.
✓ Cognitivism is a learning theory with an emphasis on facts and recall of
knowledge.
✓ David Kolb is an American psychologist and educational theorist who is best
known for his contributions to Experiential learning theory, Kolb's Learning
Styles, and learning style inventory.
✓ Experiential Learning theory emphasizes that concrete experience provides
information that serves as a basis for reflection.
✓ Constructive Alignment is the coherence between assessment, teaching
strategies, and intended learning outcomes in an educational program.
✓ John Biggs is an Australian educational psychologist and novelist who
developed the model of constructive alignment for designing teaching and
assessment.
✓ Life-Situations Design allows students to see directly the relevance of what
they are studying.
✓ Core Problem Design is based on common human activities and it typically
centers on general education.