Name: Alexander M.

Magsisi Date: March 2023

Year and Section: BSED VALUES III-A Subject: VALED19

ENGAGING ACTIVITIES

A. Watch the video of William Golding’s Lord of the Flies and answer the following
questions. Here’s the link to the video.

1. Understand the Problem

- The Lord of the Flies by William Goldings was all about a group of young
boy’s who are stranded on a deserted island. They develop rules and
organizational system, out in the absence of adults to serve as a civilizing
impulse, the children eventually become violent and brutal.

2. Explore the problem

- The struggle between Jack and Ralph is the central conflict in Lord of the
Flies. The conflict over who will lead the island represents a clash between a
peaceful democracy, represented by Ralph, and a violent dictatorship,
represented by Jack. Both boys are potential leaders of the entire group, and
while Jack reluctantly accepts Ralph's leadership at first, as the plot
progresses, their rivalry grows and intensifies until it becomes a death
struggle. Ralph and Jack (and the boys who support them) represent
opposing values and aspects of human nature. Ralph represents law, duty,
reason, and the protection of the weak, whereas Jack represents violence,
cruelty, mob rule, fear-based government, and tyranny. The story appears to
be showing us that humanity's violent and savage impulses are more
powerful than civilization, which is inherently fragile, as we see Ralph's hold
over the other boys weaken and crumble until he is cast out and hunted. And,
while Ralph is saved at the last minute by a representative of civilization in
the form of the naval officer, the fact that a global war is taking place
emphasizes the idea that civilization itself is under serious threat from
violent forces.
 3. Resolve the Problem

- Ralph looks up as he regains consciousness and sees a British naval officer,

who informs him that he has seen the fire. When Jack and the hunters arrive
at the beach, they come to a halt when they see the officer, who asks, What
have you been doing? Is there a war going on?
The officer inquires as to their number and informs them that they have been
rescued. But he chastises them. As Ralph sobs for the loss of innocence and
for his friends Simon and Piggy, the officer turns his back. He also laments the
darkness in men's hearts.

PERFORMANCE TASK

Direction: Comparison between Problem Based and Project Based Learning.

Project Problem
Based Similarities Based
Learning Learning
● Skills: Collaboration, ● Open-Ended ● Skills: Perspective
Communication and ● Inquiry Based taking, Teamwork
Self Direction. ● Active Learning and Information
● Students participate ● Real Life Application Literacy.
in the solution. ● Cross Disciplinary ● The solution are
● Students look at a ● Self-Evaluation theoretical, not
variety of solutions, ● Process of Learning applied by students.
but focus on a few. ● Small group ● Students look at a
● Teachers define the collaboration variety of solutions
problem. ● Constructivism to include their
● Create a product. comprehensive plan.
● Cross curricular. ● Students define the
● Ends with product problem
performance. ● Create a solution.
● Usually single
subject.
● Ends with proposed
solutions.
UNDERSTANDING DIRECTED ASSESSMENT

The second module focuses on "Developing Problem-based and Project-Based

Approaches." Our goal is to demonstrate that we understand problem- and
project-based learning strategies. By the end of the lesson, we should be able to
develop a personal action plan to support project- or problem-based learning. Because
both pedagogies are referred to as PBL, some people find it difficult to distinguish
between problem-based learning and project-based learning.

Student-centered teaching pedagogy problem-based learning dates back to the

1960s. Students gain knowledge of a subject through problem-solving, usually in groups
because there is frequently more than one right answer to a given question. The short
version is that it "empowers learners to conduct research, integrate theory and practice,
and apply knowledge and skills to develop a workable solution to a defined problem."
On the other hand, project-based learning dates back to 1918, when the term was first
used, and its roots can be found in the work of John Dewey and William Kilpatrick. In a
project-based learning environment, students study by analyzing a challenging
question, problem, or challenge. It encourages student engagement, encourages active
learning, and allows for higher order thinking. Students investigate actual issues and
come up with solutions by working on a project. Additionally, students have some
influence over the project they will be working on, how it will be completed, and the final
product.

In conclusion, rather than the task's exact name, it is probably more important to
emphasize the value of engaging students in active learning. Both project-based
learning and problem-based learning have a place in the classroom of the present and
can support 21st Century learning. Problem-based learning differs from project-based
learning in that students who complete it frequently collaborate with the teacher to set
the learning objectives and outcomes. On the other hand, project-based learning uses a
strategy in which the objectives are predetermined. The way that the teaching is done is
also very structured.