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TTL 2

Problem-based and project-based learning are experiential learning approaches that engage students in real-world challenges. Project-based learning focuses on extended investigations leading to the creation of products, while problem-based learning emphasizes collaborative problem-solving. Both methods aim to develop essential skills such as critical thinking, creativity, and collaboration among students.

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Reymart Tolentino Lipasan
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9 views14 pages

TTL 2

Problem-based and project-based learning are experiential learning approaches that engage students in real-world challenges. Project-based learning focuses on extended investigations leading to the creation of products, while problem-based learning emphasizes collaborative problem-solving. Both methods aim to develop essential skills such as critical thinking, creativity, and collaboration among students.

Uploaded by

Reymart Tolentino Lipasan
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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NATURE OF

PROBLEM-BASED
AND PROJECT-
BASED
APPROACHES
Both problem-based
and project based
NATURE OF learning are types
PROBLEM- of experiential
learning. While
BASED AND project-based and
PROJECT- problem-based
BASED learning share
much in common,
APPROACHES they are two
distinct approaches
NATURE OF PROBLEM-
BASED AND PROJECT-
On the other hand,
BASED APPROACHES
Project-based learning is
problem-based
an instructional approach learning (PrBL) is an
designed to give students instructional
the opportunity to develop method in which
knowledge and skills
through engaging projects
students learn
set around challenges and through facilitated
problems they may face in problem solving
the real world. task.
PROJECT-BASED In project-based
learning, students are
LEARNING given the opportunity to
According to Buck Institute
learn, discover, and
of Education, “Project-
create throughout the
Based Learning is a
entire learning
The Buck process.
Institute for
teaching method in which
students gain knowledge Education identified
and skills by working for essential elements for
an extended period of PBL and these
time to investigate and elements are Gold
respond to complex Standard PBL. These
question, problem, or
essential elements
challenges.
5. Need to Know – gain knowledge,
ESSENTIAL ELEMENTS understand concepts and apply
FOR PBL
1. Significant Content – project is
skills to answer the driving
question and create project
focused on teaching students
products.
important knowledge and skills, 6. Voice and Choice – students
derived
2. 21st from standards.
Century Competencies – make choices about the products to
students build competencies be created, how they work, and
valuable for today’s world, such as how they use their time guided by
problem solving, critical thinking the teacher
and collaboration. 7. Critique and Revision – give and
3. In-Depth Inquiry – students are receive feedback on the quality of
engaged in an extended, rigorous their work leading them to make
process of asking question, using revisions or conduct further inquiry
resources, and developing answers.
8. Public Audience – students
4. Driving Question – focused on present their work to other people,
open-ended question that students beyond their classmates and
understand and find intriguing. teacher.
OUTCOMES OF PBL 6. They are more engaged in
1. They learn project the learning process.
management.
2. They learn to take creative 7. They make deep connection
risk. between ideas.
3. They become system
thinker.
8. They engage in iterative
thinking.
4. They become explorers.

5. They become problem- 9. They think divergently.


solvers.
OUTCOMES OF PBL
EXAMPLES OF PBL
6. Create a diorama.
1. Creating your own website.

2. Video project. 7. Create a mural.

3. Model of bridge
(engineering & construction)
8.Produce your own podcast.
4. Sculptures.

5.Create a poster. And many more…………….


Students engaged in self-
directed learning(SDL) and
PROBLEM-BASED then apply their new
LEARNING
Problem-based learning is knowledge to the problem
and reflect on what they
an instructional approach learned and the
in which a carefully effectiveness of the
constructed, open-ended strategies employed. The
problems are used by teacher acts to facilitate the
groups of students to work learning process rather than
The goals of PrBL includes
through content to a to provide knowledge.
helping students develop 1)
solution. Students work in flexible knowledge,
collaborative groups to 2)effective problem-solving
identify what they need to skills, 3) SDL skills, 4)
learn in order to solve a effective collaboration skills,
and 5)intrinsic motivation.
For Instructors
BENEFITS AND RISK • Class attendance increases.
OF PROBLEM-BASED • The method affords more
LEARNING intrinsic reward.
Benefits of Problem-Based • It encourages students to
For Students spend more time studying.
Learning
• It’s a student-centered • It promotes
approach. interdisciplinarity.
• Typically, students find it For Institutions
more enjoyable and satisfying. • It makes student learning a
• It encourages greater priority.
understanding. • It may aid student retention.
• Students with PrBL • It may be taken as evidence
experience rate their abilities that an institution values
higher. teaching.
• PrBL develops lifelong
For Instructors
BENEFITS AND RISK • Creating suitable problem
OF PROBLEM-BASED scenarios is difficult.
• It requires more prep time.
LEARNING • Students have queries about the
Risk of Problem-Based process.
For Students Learning • Group dynamics issues may
• Prior learning experiences do not require faculty intervention.
prepare students well for PrBL. • It raises new questions about
• PrBL requires more time and For
what Institutions
to assess and how.
takes away study time from other • It requires a change in
subjects. educational philosophy for faculty
• It creates some anxiety because who mostly lecture.
learning is messier. • Faculty will need staff
• Sometimes group dynamics development and support.
issues compromise PrBL • It generally takes more
effectiveness. instructors.
• Less content knowledge may be • It works best with flexible
PROJECT-BASED • Focus on an open-ended
questions or task
LEARNING VS. • Provide authentic
PROBLEM-BASED applications of content
LEARNING and skills
• Build 21st Century
Success Skills
• Emphasize student
Both PBLs independence and inquiry
• Are longer and more
multifaceted than
traditional lessons or
assignments
PROJECT-BASED PROBLEM-
BASED
More of single-subject, but can be
Often multi-subject
multi-subject

May be lengthy (weeks or months) Tend to be shorter, but can be


lengthy

Follows general, variously name Classically follows specific,


steps traditionally prescribed steps

Includes the creation of a product or The “product” may be tangible or a


performance proposed solution, expressed in
writing or in a presentation
May use scenarios but often involves Often use case studies or fictitious
real-world, fully authentic tasks and scenarios as “ill-structure problems”
settings.
The end

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