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Lesson 4 Developing Problem-Based and Project Based Instructional Plans

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Nard Kindipan Gumarang
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45 views41 pages

Lesson 4 Developing Problem-Based and Project Based Instructional Plans

Uploaded by

Nard Kindipan Gumarang
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 PPTX, PDF, TXT or read online on Scribd
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LESSON

4
Developing problem based and project
based instructional plans
What are they?

 Instructional models

 Provide guidelines and methods

 To design instruction

 To facilitate the learning process


What is their
outcome?
Project – based Learning
 Artifact

Problem – based Learning


 Solution
Why are they
important?
 Great strategies to engage students

 Help students become critical


thinkers

 Develop 21st century skills


What’s the
difference?
Definition of
project-based 1
learning
Project – based
learning
… PBL begins with the assignment of
tasks that will lead to the creation of a
final product or artifact. The emphasis
is on the end product.
Project – based
learning
… Students work on open-ended
assignments. These could be more
than one problem

… Students analyze the problems and


generate solutions.
Project – based
learning
… Students design and develop a
prototype of the solution

… Students refine the solution based on


feedback from experts, instructors,
and/or peers
Definition of
problem- 1
based
Problem – based
learning
… PrBL begins with a problem that
determines what students study. The
problem derives from an observable
phenomena or event. The emphasis is
on acquiring new knowledge and the
solution is less important.
Problem-based
learning
… Students are presented with an open-
ended, authentic question.

… Students analyze the question

… Students generate hypotheses that


explain the phenomena.
Problem-based
learning
… Students identify further follow-up
questions

… Students seek additional data to


answer the questions.
Project –
based 2
learning how
0 Set the stage –
1 anchor the activity
… Trafficking in persons is a serious crime and a grave
violation of human rights. Every year, thousands of men,
women and children fall into the hands of traffickers, in
their own countries and abroad. Almost every country in
the world is affected by trafficking, whether as a country
of origin, transit or destination for victims.
0 Task or guiding
2 question

… Create an “artifact” to create


awareness on the seriousness of
human trafficking problem in the
world in your community.
0 Process or
3 investigation
… Research
… Prediction
… Explanation
… Synthesis
… Evaluation
0 Discussion with
4 peers and/or
experts
… Brainstorming
… Negotiating
… Collaborating
… Resolving
… Conflicts, etc.
0 Creation of artifact
5
…
0 Presentation of
6 artifact
…
Project – based
learning example
Source:

http://
www.edutopia.org/project-based-learn
ing-introduction-video
problem –
based 2
learning how
0 Students are
1 presented with a
problem
0 Group students 5 –
2 8 students reason
through a problem
0 Generate
3 hypotheses

….
0 Identify what they
4 know and what
they need to know
….
0 Search for the
5 information
needed
…. Self directed study
0 Share what they
6 have learned with
the group
….
0 Assess their
7 progress until they
resolve the
problem
….
0 Summarize their
8 learning

….
0 Students present
9 their solution and
their learning
….
problem – based
learning example
Source:

http://
www.youtube.com/watch?v=J63e_YS
ntuo

http://
www.youtube.com/watch?v=ULIBoD
Characteristic
s of problem 3
or project
0 authenticity
1
… Resembles real-life problems or tasks

… Engages the student in the same


thinking process as experts and
professionals
0 authenticity
1
… Personally relevant and meaningful to
the learner

… Multiple perspectives

… Multiple outcomes
0 collaboration
2
… Group work
… Peer reviews
… Collaboration with experts
… Negotiations
… Conflict resolution
… Giving and receiving help
… Building communication and
management skills
0 reflection
3
… Journal
… Blog
… Debriefing
… Verbalize and articulate their thinking
… Assess their learning
… Identify mistakes and make
corrections
0 facilitation
4
… Modeling
… Coaching
… Scaffolding
… Providing resources
0 assessment
5 Project – based learning Problem – based learning

 Formative and Summative  Formative and Summative


 Individual and Group  Group
 Multiple Products  Multiple forms
 Assess critical thinking,  Assessing the solution and the
planning, organizing the analytic and investigative
activity, and artifact process
0 Assessment tools
6 … Student reflections
… Informal conversations
… Self-assessment
… Debriefing sessions
… Journal entries
… Progress reports
… Peer assessment
… Rubrics
… Portfolios
THANKS!
CREDITS: This presentation template was created by Slidesgo, including icons by
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