Unit 3: Problem-based and Project-based Instructional Plan Development

(Authored by: Mr. Mark Lester B. Liquigan)

Introduction

Problem-based learning originated in the 1960s, and is a student-centered teaching pedagogy. Students
learn about a subject through problem solving, and usually work in groups to solve the problem where
there is often no right answer to it. In short, 'it empowers learners to conduct research, to combine
theory and practice and to apply knowledge and skills to develop a viable solution to a given problem'
(Savery, 2006).

Project-based learning is rooted in John Dewey and William Kilpatrick 's research and dates back to 1918
when the term was first used (Edutopia, 2014). Project-based learning is an instructional method in
which students learn by studying a specific topic, problem or obstacle. This encourages constructive
learning, challenges students and allows for reasoning in higher order (Savery, 2006). Students are
solving real-world issues and finding solutions by completing a project. Students do have some input
over the project they are going to be working on, how the project is going to finish and the final product.

Learning Outcomes

At the end of this unit, you are expected to:

1. Discuss the Problem-based and Project-based approaches.

2. Identify the different ICT tools that can be utilized in learning

Activating Prior Knowledge

Compare and Contrast between problem-based and project-based learning. Give its differences and
similarities of the two approaches.
 Problem-based and Project-based Approaches

Problem-based Project-based
Topic 1. Problem-based and Project-based Approaches

Learning Objectives

At the end of the lesson, you are expected to:

1. Discuss the Problem-based and Project-based approaches.

2. Identify the different ICT tools that can be utilized in Problem-based learning and Project-based
approaches.

3. Select ICT tools appropriate for Problem-based learning and Project-based approaches

4. Integrate appropriate ICT tools in the Problem-based and Project-based approaches

instructional plan

Presentation of Content

A. Problem-based and Project Based Approaches

The distinction between problem-based learning and project-based learning is that students who
complete problem-based learning also share the results with the teacher and collectively set the
learning goals and outcomes. Project-based learning, on the other hand, is a method where objectives
are set. It's also relatively organized in the way the teaching takes place.

Project-based learning is often multidisciplinary and more complex, whereas problem-based learning is
more likely and shorter to be a single subject. Project-based learning usually follows general steps
whereas problem-based learning provides concrete steps. Importantly, project-based learning also
includes realistic projects that solve real-world problems while problem-based learning uses situations
and cases that may be less real-life relevant (Larmer, 2014);

In sum up, the value of performing active learning with students is possibly worthy and not the actual
name of the mission. All problem-based and project-based learning has its place in today 's classroom
and can facilitate learning in the 21st Century.
Topic 2. ICT Tools in Problem-based and Project-based Approaches

Importance and reasons of ICT Tools in teaching and learning

1. Those learning ICT tools are inexpensive-you probably already have them in your classroom or school.

2. They are generic-this means the students and teachers are widely available and commonly used.

3. Content-free-Challenges children creatively with this kind of program.

4. Technology-controlled children-ICT becomes an instrument for learning in a variety of ways and

demands

5. Build ICT capability for students and ICT literacy-this is enhanced by promoting and scaffolding ICT
learning in key learning areas.

ICT Tools in developing problem-based and project based-learning

1. Word processing has close links to literacy and language development. Being proficient in

word processing skills is something which students will continually use and build on
throughout their school career.

2. Blogs are an excellent way for students to collaborate and communicate using an online
word processor. 

3. Wikis ('What I Know Is'): These can be a repository of knowledge for students and like
blogs, the possibilities for wikis are wide open. There can be research projects, writing
projects, and library projects just to name a few.

4. Emails - great for developing online literacy skills. We all write differently online and for
different audiences too.

5. Web creation and design: These are really online word processors and so the possibilities in
literacy lessons are endless but can be limited to the teacher's own capabilities in ICT.

6. Web searching (Information literacy skills): The ability to find information is a vital skill to
have in the 21st century strategies are available to navigate electronic texts and the internet
Where are the signposts and clues are shown.

7. Drawing and graphics programs: Visual literacy is equally relevant today than ever before.
Imagine demonstrating to your students how to use one of these drawing or graphics
programs so that they can use it creatively in order to add an image to a newspaper article,
to understand how pictures can sometimes tell a thousand words just by the color,
expressions or medium used

8. Digital video: Harness the power of video to help students develop their language skills. 

9. Spreadsheets and Databases: it is an information opportunity for the teaching and

reinforcement of a range of higher-order language skills, such as keyword selection and the
skimming and scanning of text.
Topic 3. Developing Problem-based and Project-based Learning Plans

Steps to prepare a PBL should be considered. The steps stated below should be kept in mind in the
process of learning:

1. Determining the theme, goals and sub-themes, and making groups: After searching for various
resources, students can offer questions for a framework project. Questions are classified with new
problems created. Students help to form plans for PBL.

2. Groups prepare and define project works and plans: The group members work together to prepare a
project plan. They 're looking for answers to the questions like where and how they're going, what
they're doing. By planning their studies, they select resources, define roles and distribute plans.
Therefore, they divide labor among themselves.

3. Implementing the PBL plans including materials and equipment needed: Group members analyze the
data and information in an organized manner. They are looking for answers to the questions, collecting
data, organizing information, interviewing resource people, combining and summing up findings.

4. PBL Presentation planning and reporting: Students decide on key points of the presentation. After
planning what sort of a presentation will be made, they ensure the preparation of materials necessary
for presentation.

5. Presentation of calendar of activities: Presentations are made in class and at other specified locations
(at other classrooms, at other schools, etc.) and input is given to the teacher.

6. Establish checkpoints and assessing evaluation of reports.

7. Gathering of salient reports and information related to PBL.

8. Evaluation and overview of problem/project-based plans.: Students share feedback about the project
with the teacher and other students, and make the necessary comments.

The main steps of PBL learning can be listed differently:

(1) Setting goals

(2) Determination and definition of the work to be done or the subject to be dealt with

(3) Equipment formation

(4) the characteristics of the final report and the delivery form;

(5) make calendar for the analysis

(6) establishing checkpoints

(7) assessing the evaluation requirements and the extent of sufficiency

(8) gathering information;

(9) information structure and reporting;

(10) overview of project / project related issues

Summary

 In this lesson, we discussed the differences between problem-based and project-based learning
which can be effectively be used in order to engage learners in different activities, assignments
and outputs by using higher plane of thinking.

 The used of different ICT tools that can give specific skills to be employed and other activities or
platform used to accomplish or outputs of the learners.