Saint Peter’s College of Toril Inc.

Mc Arthur Highway, Toril, Davao City TTL2 – MRS. GONZALES

College Department
1st Term 2nd Semester AY 2020-2021

Course Activity Worksheet3

Course Code TTL2

Course Title Technology for Teaching and Learning 2
Time Frame Week 3
Topics Revisiting Elementary Learning Plans: Integration of 21st century
communication skills and ICTs,
Nature of Project-based and problem-based approaches in language
acquisition
Intended Learning Outcome At the end of the lesson, the students must have:
(ILO)  Identified the Elementary Learning Plans: Integration of 21st
Century communication skills and ICTs.
 Understood the nature of project-based and problem-based
approaches in language acquisition.
Teaching and Learning Activities  Individual Activity
(TLAs)  Computer-aided Instruction
 ICT Integrated and Project-Based Learning Plan
 Write to your Professor
 Watching Videos
Assessment Tasks  Activity worksheet completion
 ICT Projects
Assessment Rubrics Rubrics for Essay and Tables/Graphs/Poster
Clarity of words-5 Content-10
Concise/Brief-5 Organization of ideas-10
Content-5 Creativity-10

Introduction

At the end of the lesson, the students must have:

1. Identified the Elementary Learning Plans: Integration of 21st Century communication skills and ICTs.
2. Understood the nature of project-based and problem-based approaches in language acquisition.

Learning Content

How does ICT helps to develop 21st century skills?

It incarnates the vision for learning and teaching with the use of Information, Communications and
Technology tools (ICT) in order to provide to the students significant 21st century skills such as personal and
social responsibility, critical thinking, digital competence, as well as collaboration and communication.

What are 21st century communication skills?

One of the most popular buzz word phrases in the world of education. But what are 21st century skills?
The most common or often referred to as the 4 C's. It includes Communication, Collaboration, Critical thinking
and Creative thinking.

What is the importance of ICT in the 21st century?

ICT helps teachers to interact with students. It helps them in preparation their teaching, provide feedback.
ICT also helps teachers to access with institutions and Universities It also helps in effective use of ICT software
and hardware for teaching – learning process.

Problem-based and Project-based Learning

Problem-based learning originated in the 1960s and is a teaching pedagogy that is student-
centred. Students learn about a topic through the solving of problems and generally work in groups to
solve the problem where, often, there is no one correct answer. In short, ‘it empowers learners to
conduct research, integrate theory and practice, and apply knowledge and skills to develop a viable
solution to a defined problem,’ (Savery, 2006).

Project-based learning has its origins back in the work of John Dewey and William Kilpatrick
and dates back to 1918 when the term was first used (Edutopia, 2014). Project-based learning is an
instructional approach where students learn by investigating a complex question, problem or challenge.
It promotes active learning, engages students, and allows for higher order thinking (Savery, 2006).
Students explore real-world problems and find answers through the completion of a project. Students
also have some control over the project they will be working on, how the project will finish, as well as
the end product.

The differences

The difference between problem-based learning and project-based learning is that students
who complete problem-based learning often share the outcomes and jointly set the learning goals and
outcomes with the teacher. On the other hand, project-based learning is an approach where the goals
are set. It is also quite structured in the way that the teaching occurs.

Project-based learning is often multidisciplinary and longer, whereas problem-based learning

is more likely to be a single subject and shorter. Generally, project-based learning follows general
steps while problem-based learning provides specific steps. Importantly, project-based learning often
involves authentic tasks that solve real-world problems while problem-based learning uses scenarios
and cases that are perhaps less related to real life (Larmer, 2014).

In conclusion, it is probably the importance of conducting active learning with students that is
worthy and not the actual name of the task. Both problem-based and project-based learning have their
place in today’s classroom and can promote 21st Century learning.

http://www.edutopia.org/blog/pbl-vs-pbl-vs-xbl-john-larmer

NAME: MARIANNE G. DUMANGCAS WEEK NO: 3 DATE:

CONTACT NO. 09511716343 COURSE: BSED YEAR LEVEL: 3RD YR
Learning Activities

Activity 1
The Four C’s: Making 21st Education Happen
https://youtu.be/ghx0vd1oEzM
Answer the following questions.
1. What are the four C’s of 21st Century skills?
2. Why are 21st century skills important?

The four C’s of 21st Century Skills are the ff:

1 1. Critical Thinking
2. Communication
3. Collaboration
4. Creativity

21st century skills are important to provide a successful learning in the classroom and to ensure
2 students complexity and flexibility as a person. They will also discover their abilities to work and
communicate across diverse nations. We need to cultivate student’s full potential especially with
the future career that they want someday. All of this skills will become their shield against
pressure and at the same time will become the motivation that they need as future professionals.

Activity 2

Writestatements that are based on facts and/or fake, about 21 st Century Skills.

FACTS FAKE

Digitally native

Allow us to connect

Produce and publish valuable content

Evaluating the information posted

Personal and social responsibility

Activity 3

Design a Lesson Plan on 21st Century Learning Skills. You may open this link as your guide. You may use any
elementary grades on a particular subject. (Use another sheet of paper)

G6_Q4_W4_LC1_Dai
ly-Lesson-Plan.docx

Activity 4

PROJECT-BASED LEARNING
When the focus is on the project or “doing a PBL” rather than what students are learning, we are focused on
the wrong aspect of project-based learning. More so, if you do a project and as soon as it is done go back to
the worksheets or the textbook, we signal that the project was the goal, not necessarily the learning.

Given the illustration below,how can one achieve an authentic learning goals and meaningful
project-based learning?
 Students will learn in a collaborative projects by being a critically thinkers. Collaboration enables individuals to
work together to achieve a define common purpose. The above illustration tries to show us the skills that we can
get out from a collaborative works. When individuals work together openly processes and goals become more
aligned. This kind of collaborative skills will try to help us in our future jobs. The most important benefit
of authentic learning is that it prepares students for the real world more effectively than traditional classroom-
based learning. With authentic learning, student activities match the real-world tasks of professionals in practice as
closely as possible. If we will look into its deeper sense, project based learning will only be achieved if one would
have the qualities of the above mentioned characteristics in order to achieved a meaningful project-based
learning.

Activity 5

Write to your Professor. Ask yourself to identify problems in your community. Or it may be the kind
of modality we used to during this pandemic (blended learning, modular, etc.).Research to come up with
information about this problem and come up with an “action plan.” Write to your professorwith yourfacts
and make an action plan.

Learning Assessment

Choose the word written in the box as described in each item below.

Communication Creativity Organization

Collaboration Cooperation Problem-solving

Creativity __________ 1. Mental process involving the generation of new ideas or concepts,
or new association between existing ideas or concepts.
Collaboration________2. Process where two or more people work together toward a common goal
Cooperation 3. Process of working or acting together
Communication 4. Process that allows people to exchange information by several methods
Organization ________ 5. Social entity that is goal directed and deliberately structured

Assignment: Individual work ( 20 POINTS )

How to write a problem-based/project-based learning plan?

Reference/s

https://katielmartin.com/2018/07/14/project-based-learning-are-you-focused-on-the-project-or-the-learning/

http://www.edutopia.org/blog/pbl-vs-pbl-vs-xbl-john-larmer

https://youtu.be/ghx0vd1oEzM
Assignment:
How to write a problem-based/project-based learning plan?

Twenty-first century skills necessitate the implementation of instruction that allows students to apply
course content, take ownership of their learning, use technology meaningfully, and collaborate. Problem-
Based Learning (PBL) is one pedagogical approach that might fit in your teaching toolbox.
PBL is a student-centered, inquiry-based instructional model in which learners engage with an authentic,
ill-structured problem that requires further research (Jonassen & Hung, 2008). Students identify gaps in
their knowledge, conduct research, and apply their learning to develop solutions and present their
findings (Barrows, 1996). Through collaboration and inquiry, students can cultivate problem solving
(Norman & Schmidt, 1992), metacognitive skills (Gijbels et al., 2005), engagement in learning (Dochy et
al., 2003), and intrinsic motivation. Despite PBL’s potential benefits, many instructors lack the
confidence or knowledge to utilize it (Ertmer & Simons, 2006; Onyon, 2005). By breaking down the PBL
cycle into six steps, you can begin to design, implement, and assess PBL in your own courses.

STEP ONE: IDENTIFY OUTCOMES/ASSESSMENTS

PBL fits best with process-oriented course outcomes such as collaboration, research, and problem
solving. It can help students acquire content or conceptual knowledge, or develop disciplinary habits such
as writing or communication. After determining whether your course has learning outcomes that fit with
PBL, you will develop formative and summative assessments to measure student learning. Group
contracts, self/peer-evaluation forms, learning reflections, writing samples, and rubrics are potential PBL
assessments.

STEP TWO: DESIGN THE SCENARIO

Next you design the PBL scenario with an embedded problem that will emerge through student
brainstorming. Think of a real, complex issue related to your course content. It’s seldom difficult to
identify lots of problems in our fields; the key is writing a scenario for our students that will elicit the
types of thinking, discussion, research, and learning that need to take place to meet the learning
outcomes. Scenarios should be motivating, interesting, and generate good discussion. Check out the
websites below for examples of PBL problems and scenarios.

Problem-Based Learning at University of Delaware

Problem-Based Learning in Biology
Science PBL
STEP THREE: INTRODUCE PBL

If PBL is new to your students, you can practice with an “easy problem,” such as a scenario about long
lines in the dining hall. After grouping students and allowing time to engage in an abbreviated version of
PBL, introduce the assignment expectations, rubrics, and timelines. Then let groups read through the
scenario(s). You might develop a single scenario and let each group tackle it in their own way, or you
could design multiple scenarios addressing a unique problem for each group to discuss and research.

STEP FOUR: RESEARCH

PBL research begins with small-group brainstorming sessions where students define the problem and
determine what they know about the problem (background knowledge), what they need to learn more
about (topics to research), and where they need to look to find data (databases, interviews, etc.). Groups
should write the problem as a statement or research question. They will likely need assistance. Think
about your own research: without good research questions, the process can be unguided or far too
specific. Students should decide upon group roles and assign responsibility for researching topics
necessary for them to fully understand their problems. Students then develop an initial hypothesis to
“test” as they research a solution. Remember: research questions and hypotheses can change after
students find information disconfirming their initial beliefs.

STEP FIVE: PRODUCT PERFORMANCE

After researching, the students create products and presentations that synthesize their research, solutions,
and learning. The format of the summative assessment is completely up to you. We treat this step like a
research fair. Students find resources to develop background knowledge that informs their understanding,
and then they collaboratively present their findings, including one or more viable solutions, as research
posters to the class.
STEP SIX: ASSESSMENT

During the PBL assessment step, evaluate the groups’ products and performances. Use rubrics to
determine whether students have clearly communicated the problem, background, research methods,
solutions (feasible and research-based), and resources, and to decide whether all group members
participated meaningfully. You should consider having your students fill out reflections about their
learning (including what they’ve learned about the content and the research process) every day, and at the
conclusion of the process.

Although we presented PBL as steps, it really functions cyclically. For example, you might teach an
economics course and develop a scenario about crowded campus sidewalks. After the groups have read
the scenario, they develop initial hypotheses about why the sidewalks are crowded and how to solve the
problem. If one group believes they are crowded because they are too narrow and the solution is
widening the sidewalks, their subsequent research on the economic and environmental impacts might
inform them that sidewalk widening isn’t feasible. They should jump back to step four, discuss another
hypothesis, and begin a different research path.