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Week 06

The document outlines the development of Project-based Instructional Plans, emphasizing the importance of planning, student engagement, and assessment in creating meaningful learning experiences. It details objectives such as identifying ICT tools, selecting appropriate projects, and integrating assessments, while also contrasting Problem-Based and Project-Based Instructional Plans. Both approaches aim to foster critical thinking, collaboration, and real-world application of knowledge among students.

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10 views4 pages

Week 06

The document outlines the development of Project-based Instructional Plans, emphasizing the importance of planning, student engagement, and assessment in creating meaningful learning experiences. It details objectives such as identifying ICT tools, selecting appropriate projects, and integrating assessments, while also contrasting Problem-Based and Project-Based Instructional Plans. Both approaches aim to foster critical thinking, collaboration, and real-world application of knowledge among students.

Uploaded by

jamaicabetios0
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Western Mindanao State University

College of Teacher Education


IPIL CAMPUS

AS21 MATH 120 TTL2


___________________________________

TECHNOLOGY FOR TEACHING &


LEARNING 2
_______________________________________

Instructor: JOEMAR A. BAYUTAS


Western Mindanao State University
Ipil Campus
Purok Corazon, Ipil Heights, Ipil, Zamboanga Sibugay

AS21 MATH 120 TTL2


TECHNOLOGY FOR TEACHING & LEARNING 2

Topic: Developing Project-based Instructional Plan

Objectives:

1. Identify different ICT tools that can be utilized in Project-based learning (according to research
articles);
2. Select ICT tools appropriate for Project-based learning;
3. Integrate appropriate ICT tools in the Project-based instructional plan; and
4. Develop an outline of Project-based instructional plan

Read and Ponder:

INTRODUCTION
A Developing Project-based Instructional Plan is a structured framework designed to guide
educators in creating learning experiences centered on projects. This approach emphasizes active,
hands-on learning where students engage in real-world problem-solving, collaboration, and critical
thinking.
Project-based Instructional Plan is a dynamic instructional approach that engages students in
authentic, real-world tasks and projects. Developing effective project-based instructional plans requires
careful planning, consideration of learning objectives, student engagement, and assessment strategies.

In this lesson, we will explore the key components and steps involved in creating impactful
project-based instructional plans.

1. Understanding Project-Based Learning:


 Define project-based learning: Project-based learning is an instructional methodology
that involves students in exploring real-world problems and challenges, often
collaboratively, to develop deeper understanding and skills.
 Key features of PBL: Authentic tasks, inquiry-driven learning, collaboration, and student
autonomy are some of the hallmarks of project-based learning.

2. Identifying Learning Objectives:


 Clearly define learning objectives: Begin by identifying the specific knowledge, skills,
and competencies that students should acquire through the project.
 Align with curriculum standards: Ensure that the learning objectives align with relevant
curriculum standards or educational goals.

3. Selecting Appropriate Projects:


 Choose meaningful projects: Select projects that are relevant and meaningful to
students' lives and interests. Consider real-world problems, interdisciplinary topics, and
community connections.
 Balance complexity: Projects should be challenging enough to engage students and
promote critical thinking, but not so complex that they become overwhelming.
4. Designing Project Structures:
 Establish project guidelines: Define clear project guidelines, including objectives,
deliverables, timeline, and resources.
 Foster collaboration: Encourage collaboration among students by designing tasks that
require teamwork, communication, and problem-solving.
 Scaffold learning: Provide scaffolding and support structures to help students navigate
the project tasks and build their understanding gradually.

5. Integrating Assessments:
 Use authentic assessments: Develop assessments that reflect real-world challenges and
outcomes. Consider using a variety of assessment methods, such as presentations,
portfolios, and reflections.
 Assess process and products: Evaluate both the process of project development (e.g.,
collaboration, critical thinking) and the final products or outcomes.
 Provide feedback: Offer timely and constructive feedback to guide students' progress
and encourage continuous improvement.

6. Implementing Reflection and Iteration:


 Foster reflection: Incorporate opportunities for students to reflect on their learning
experiences, challenges, and achievements throughout the project.
 Encourage iteration: Emphasize the iterative nature of project-based learning, where
students revise and refine their work based on feedback and reflection.

7. Supporting Differentiated Instruction:


 Address diverse learner needs: Consider the diverse backgrounds, interests, and
learning styles of students when designing projects and providing support.
 Offer flexibility: Allow for flexibility in project design and assessment to accommodate
individual student strengths and interests.

Summary:
Developing project-based instructional plans requires thoughtful planning, alignment with
learning objectives, and a focus on student engagement and assessment. By integrating authentic
projects, fostering collaboration, and promoting reflection, educators can create meaningful learning
experiences that empower students to apply their knowledge and skills in real-world contexts.

Topic: Problem-Based and Project-Based Instructional Plans

Objectives:

1. Develop intended learning outcomes/objectives from the identified Mathematics competencies


(from the DepEd Curriculum Guide) in the chosen unit that best require ICT integration;
2. Select ICT tools that are aligned to Mathematics competencies, outcomes, and assessment with
teaching and learning activities; and
3. Develop problem-based and project-based instructional plans

Read and Ponder:

INTRODUCTION
Problem-Based Instructional Plans and Project-Based Instructional Plans are both student-
centered approaches to learning that emphasize active engagement, critical thinking, collaboration, and
real-world application.

While they share similarities, they also have distinct characteristics:

1. Problem-Based Instructional Plans (PBIs):


 PBIs typically start with a complex, real-world problem or scenario that students need to
investigate, analyze, and solve.
 The problem serves as the focal point for learning activities, guiding students through the
exploration of relevant concepts, principles, and skills.
 Students work in small groups or individually to identify the underlying issues, gather
information, generate hypotheses, and propose solutions.
 PBIs often emphasize inquiry-based learning, where students take responsibility for
directing their own learning process.
 The role of the teacher in PBIs is that of a facilitator or guide who provides support,
resources, and guidance as needed.
 Assessment in PBIs focuses on the process of problem-solving, as well as the quality of
students' understanding and application of relevant content and skills.

2. Project-Based Instructional Plans (PBIs):


 PBIs involve students in the creation of a tangible product or outcome that addresses a real-
world challenge, question, or issue.
 Projects are typically interdisciplinary in nature and require students to integrate knowledge
and skills from various subject areas.
 Students engage in an extended process of inquiry, planning, design, implementation, and
reflection as they work on their projects.
 Projects often culminate in presentations, exhibitions, or demonstrations where students
showcase their work to authentic audiences.
 PBIs encourage collaboration, creativity, problem-solving, and self-direction among
students.
 The teacher's role in PBIs includes facilitating project planning, providing guidance and
feedback, and assessing both the process and the final product.

While both approaches share common goals of promoting deep learning and student
engagement, they differ in terms of the central focus and structure of learning activities. Problem-Based
Instructional Plans center around the exploration and resolution of complex problems, while Project-
Based Instructional Plans revolve around the creation of authentic products or outcomes. Both
approaches offer valuable opportunities for students to develop critical thinking skills, apply knowledge
in meaningful contexts, and collaborate with peers.

========END OF
LESSON=======

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