GIRLS

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Two students are working
together to create a model
volcano for a science project.
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Their task is to understand

how volcanic eruptions occur
and demonstrate the process
through a hands-on
experiment.
A group of college students
collaborating to solve a school activity.
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around a table, analyzing reports,
calendars, and notes while
brainstorming effective solutions.
Their task is to identify the root cause
of the communication breakdown and
propose strategies to improve
workflow and information sharing.
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A team is working together to
solve a puzzle, where each
member holds a piece that
contributes to completing the
4up!
whole picture. However, they
face a challenge—one critical
piece (the red piece) is missing
or does not fit properly. The
team must collaborate,
communicate, and analyze the
available pieces to identify the
best way to complete the puzzle.
PROJECT BASED AND
PROBLEM BASED
APPROACHES IN LANGUAGE
ACQUISITION
 THE
POWERPUFF
GIRLS
LANGUAGE ACQUISITION
Language Acquisition is the process of learning
to understand and use a language for
communication. Two modern teaching methods,
Project-Based Learning (PBL) and Problem –
Based Learning, makes this process more
engaging and effective.
Project-Based Learning
Focuses on completing a
meaningful project. Students
work together, apply language
skills in real life situations, and
create a final product like a
presentation or report. This
method encourages creativity,
team work, and practical
language use.
Problem-Based Learning
Is centered on solving real-world
problems. Instead of creating a
product students analyze issues,
research solutions, and use
language to discuss and present
their ideas. This approach develops
critical thinking, communication,
and problem-solving skills.
BUBBLES BLOSSOM BUTTERCUP
 Project-Based Learning Problem-Based Learning
Project-Based Learning begins with Problem-Based Learning begins with
the assignments of task that will lead a problem that determines what
to the creation of final product or student study. The problem derives
artifact. The emphasis is on the end from an observable phenomena or
product. event. The emphasis is on acquiring
• Students work on open – ended new knowledge and solution.
assignment. These could be more • Students are presented with an
than one problem. open – ended, authentic
• Students analyze the problems questions.
and generate solutions. • Students analyze the question.
• Students design and develop a • Students generate hypothesis that
prototype of the solution. explains the phenomena.
• Students refine the solution based • Students identify further follow-up
on feedback from experts, questions.
instructors, and/or peers. • Students seek additional data to
answer the questions.
APPLICATION
The learners will be divided
into 4 groups. Each group will
pick a rolling paper with
problem on it and be given 15
minutes to find a solution to a
real-world problem. After
brainstorming different ideas,
each group will choose the
best solution and make a short
role play with their chosen
ASSESSME
NT
Directions: Analyze the
following questions
thoughtfully. Write only
the letter of the correct
answer.
1. What is the primary focus of a
project-based approach?
A. Presenting real-world problems
B. Completing a project
C. Conducting individual research
D. Analyzing data and drawing
conclusions
2. Which of the following is a
characteristic of problem-based
learning?
E. Completion of the
interdisciplinary projects
F. Emphasis on hands on task
G. Presentation of open-ended and
complex problems
H. Use facilitators to guide learning
process
3. In project-based learning
interdisciplinary integration involves
A. Solving complex, real-world
problem
B. Conducting research
independently
C. Blending multiple academic
projects within a projects
D. Fostering self-directed inquiry
4. Which of the following is a
benefit of project-based learning for
language acquisition?
E. Enhanced critical thinking skills
F. Opportunities for self-directed
learning
G. Develop inquiry skills
H. Authentic language practice in
real-life context
5. What characterize the problem
centered approach in problem-based
learning
A. Completion of a project as the
primary assessments
B. Presentation of real-world
problems
C. Integration of various academic
subjects within a problem
D. Emphasis on collaboration
learning
6. What is the key feature of self-
directed learning on problem-based
learning?
E. Project-based learning
F. Problem-based approach
G. Completion of hands-on task
H. Use of facilitators to provide
guidance
7. Which approach typically
requires a few resources for
implementation
A. Project-based approach
B. Problem-based learning
C. Both requires similar resources
D. It depends on the complexity of
the project or problem
8. What is the primary mode of
assessment in a project-based
approach?
E. Critical thinking and research
solutions
F. Presentation of findings
G. Completion of individual task
H. Self-directed learning activities
9. What distinguishes authentic
languages use in problem-based
learning?
A. Engagement on hands on task
B. Presentation open-ended
problems
C. Immersion of real-life context
D. Completion of interdisciplinary
projects
10. In problem-based learning
collaborative learning contributes
to the development of
E. Leadership regulation skills
F. Individual research abilities
G. Self-directed inquiry skills
H. Critical thinking and problem-
solving skills
ASSIGNMEN
T
In a 1 whole sheet of paper,
identify a small real-world
problem in the school for
example, limited recycling
options or insufficient healthy
snack choices. Lists the steps
you would take to implement
your solution, and mentions the
expected benefits and potential
challenges, submit your work at
or next meeting.
CONCLUDING
ACTIVITY
Learners will
answer situational
sentences related
to the lesson using
Memory Cards.
Thank
you!