WRITING A PROBLEM

BASED/PROJECT BASED
LEARNING PLAN
PRESENTATION BY:

Brioso, Janina O. Dela Cruz, Nhian Marie T.

Francisco, Vina E. Santos, Jenny T.

 OBJECTIVES:
At the end of the lesson, the students should be able to:

1. Discuss the silent features of problem-based and project-

based learning and their application to the attainment of
learning competencies and learning outcome.

2. Analyze how technologies for teaching and learning can be

maximized in problem-based learning and project-based
learning.

3. Share some performance standards from the curriculum

guide that can employ problem-based and project-based
learning.
WRITING PROJECT/PROBLEM
BASED LEARNING PLAN
Writing a project-based learning plan involves designing
tasks that require students to investigate and create a
product or outcome. It focuses on real-world problems and
encourages collaboration, critical thinking, and creativity.
On the other hand, a problem-based learning plan
centers around posing authentic, open-ended problems
for students to solve.
DOMAINS OF LEARNING
Learning is not just a cognitive function. We can also learn
ATTITUDES, BEHAVIORS, and PHYSICAL SKILLS. These
three domains of learning can be categorized as cognitive
(knowledge) - Benjamin Bloom, psychomotor (skills) -
David Krathwohi and affective (attitudes) - Anita Harrow.

(Peak Performance Center, n.d.)

 A. COGNITIVE DOMAIN
The cognitive domain contains learning skills predominantly
related to mental processes. Learning processes in this domain
included hierarchy of skills involving processing information,
constructing, understanding, applying knowledge, solving
problems, and conducting research.
 A. COGNITIVE DOMAIN
There are six levels of cognitive complexity:
1. Knowledge
2. Comprehension
3. Application
4. Analysis
5. Synthesis
6. Evaluation
A. COGNITIVE DOMAIN
Bloom’s taxonomy focused on describing levels of
attainments rather than process skills, and did not
substantially address the manner in which the learner
proceeds from one level to the next.
The cognitive domain includes skill clusters that organize a
complete, concise, and complementary listing of the
learning skills most critical for each process.
The cognitive domain involves the dev’t of our
mental skills and the acquisition of knowledge.
The 6 categories under this domain are:
1. Knowledge - the ability to recall data and/or information.
2. Comprehension - the ability to understand the meaning.
3. Application - the ability to utilize an abstraction or to use knowledge in
a new situation.
4. Analysis - the ability to differentiate facts and opinions.
5. Synthesis - the ability to integrate different elements in order to form a
sound pattern or structure so a new meaning can be established.
6. Evaluation - the ability to come up w/ judgements about the
importance of concepts.
 BLOOM’S TAXONOMY
Create
evaluate
analyze
apply
understand
remember

The newer version (2001) of Bloom’s Taxonomy of Learning has

a number of added features that can be very useful to
educators as they try to construct optimal learning experiences.
 B. AFFECTIVE DOMAIN
Most people think of learning as an intellectual or mental
function. However, learning is not a just a cognitive function.
You can also learn attitudes, behaviors, and physical skills. The
affective domain involves our feelings, emotions and attitudes.
 B. AFFECTIVE DOMAIN
This domain includes the manner in which we deal with things
emotionally, such as feelings, values, appreciation, enthusiasms,
motivations, and attitudes. This domain is categorized into 5
sub-domains, which include: Receiving, Responding, Valuing,
Organization, Characterization.
 B. AFFECTIVE DOMAIN
1. Receiving Phenomena - the receiving is the awareness of feelings,
emotions, and the ability to utilize selected attention.
2. Responding to Phenomena - responding is active participation of the
learner.
3. Valuing - the ability to see the worth of something and express it. This level
ranges from simple acceptance to the more complex state of commitment.
4. Organization - ability to prioritize a value over another and create a unique
value system.
5. Characterization - the ability to internalize values and let them
control the person’s behavior.
C. PSYCHOMOTOR DOMAIN
Traditionally, these types of objectives are concerned with the
physically encoding of information, with movement and/or with
activities where the gross and fine muscles are used for
expressing information. This area also refers to natural,
automatic responses. This domain is comprised of utilizing
motor skills and coordinating them. The seven categories under
this include:
C. PSYCHOMOTOR DOMAIN
a. Perception - the ability to apply sensory information to motor activity.
b. Set - the readiness to act.
c. Guided Response - the ability to imitate a displayed behavior
d. Mechanism - the ability to convert learned responses into habitual
actions with proficiency and confidence.
e. Complex Overt Response - the ability to skillfully perform complex
patterns of actions.
f. Adaptation - the ability to modify learned skills to meet special events.
g. Origination - creating new movement patterns for a specific situation.
PROJECT-BASED LEARNING
This research reports on the implementation of project-based
learning in teaching writing. The objectives of the research are
to know the implementation of project-based learning in
elevating the students’ ability on writing and to know the
students’ opinion of the implementation of project-based
learning in teaching writing.
PROBLEM-BASED LEARNING
Problem-based learning originated in the 1960's and teaching
pedagogy that is student-centered. Students learn about a
topic through the solving of problems and generally work in
groups to solve the problem where, often, there is no one
correct answer.
LEARNING OUTCOME VS. LEARNING OBJECTIVES

In a simple term, “a learning objective is the instructor’s

purpose for creating and teaching their course. These are
the specific questions that the instructor wants their course
to raise. In contrast, learning outcomes are the answers to
those questions. They are the specific, measurable
knowledge and skills that the learner will gain by taking the
course” Spiro (n.d.). “They are always written in a student-
centered, measurable fashion that is concise, meaningful,
and achievable.
 CURRICULUM ALIGNMENT
Curriculum is what is taught in a given course or subject.
Curriculum Alignment is a process of aligning a program’s
curriculum with its goals.

Curriculum Alignment is a process of ensuring congruency

among:

The Written Curriculum

The Taught Curriculum
The Tested Curriculum
CURRICULUM ALIGNMENT
TAUGHT

TEKS

WRITTEN TESTED
PURPOSE OF CURRICULUM ALIGNMENT:

To provide a clear understanding of the standard at

each grade level and subject area.
To assure instruction at each grade level and subject
area is in target.
To assure all students have an equitable education
based on high standards. (National, state and local)
2 FORMS OF CURRICULUM ALIGNMENT
1. VERTICAL ALIGNMENT - is the how and when of what’s
taught. It’s about linking lessons, skills, and assessments
together as a holistic experience.

Curriculum Maps - detailed representation of the abilities

and content that must be covered in each course - helps
our teachers ensure that students in different classes learn
the same things.
2 FORMS OF CURRICULUM ALIGNMENT
2. HORIZONTAL ALIGNMENT - ensuring that curricular
objectives, instruction, and assessment are matched across
each grade level, throughout your system.

what we teach?
when we teach it?
how we know if students are learning it?

Cross grade alignment - is when a certain theme or tool is

used in different subjects and courses at the same time.
2 TYPES OF CURRICULUM ALIGNMENT
1. MACRO ALIGNMENT - is a large scale and focuses on
ensuring that the curriculum, instructional practices, and
assessments are all aligned.

2. MICRO ALIGNMENT - regardless of your curriculum-

design framework, your map-unit template most likely
includes: what student’s will know, what students will do, a
variety of assessments, and the incorporation of state or
other standards.
WHAT DO WE ALIGN?

Standards
Curriculum
Teaching
Evaluation
4 DIMENSIONS OF EVALUATING PBL

Self
Peer
Teacher
Audience
 SELF-EVALUATION
is an especially important place of the summative
evaluation because it taps into higher-level thinking and
awareness of the material, process, and final product. It
makes students think about their successes, mistakes,
and goals for the next time. Choose oral or written form,
and include expectations or rubrics for this evaluation.
 PEER EVALUATION
are unique to collaborative projects, Teacher considers
the student experience. We can use this information to
modify the workflow for the next project and hold
students accountable for their work (effort, constructive
contributions to the team, etc.)
 PUBLIC VS. PRIVATE EVALUATION

Public critiques (such as comments on blog posts) and

class discussion help provide wider perspective and may
even carry more meaning for the student than teacher
feedback. Consider having a content area professional or
college professor provide critiques for added credibility.
 PUBLIC VS. PRIVATE EVALUATION

Private evaluations, like self-reflections and teacher

feedback, can address confidential information about
teammates that allows students to be honest about their
peers and themselves.
 CONSTRUCTIVE CRITICISM
The goal of evaluations should be to emphasize growth and
encourage improvement. There are several techniques
that help us in our oral or written constructive criticism.
 CRITIQUE SANDWICH
A negative comment about a problem or flaw is presented between
positive comments about something done well.

"I Like That. . .” Require feedback that includes answers to

all of these statements:

I like that. . .
I wonder if. . .
Best next steps might be. . .
 ROSE/THORN/BUD
This critique also addresses the good (rose) and the bad
(thorn), but also the potential (bud) for what may be a good
idea but needs work.

Qualitative rather than quantitative

Multi-dimensional learning like PBL requires multi-
dimensional evaluations that encourage student
success
THANK YOU!