Module 2

Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY

Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
College of Teacher Education

Bayombong Campus
EGREE PROGRAM BSED COURSE NO. SEC ENGL ED 21

SPECIALIZATION English COURSE TITLE Technology in Secondary Language Education
YEAR LEVEL 3 TIME FRAME 4 hrs. (lec) WK NO. 4-5 IM NO. 2
6 hrs. (lab)
I. CHAPTER II: DEVELOPING PROBLEM-BASED AND PROJECT-BASED INSTRUCTION PLANS
II. LESSON TITLE

Lesson 1: Nature of Problem-based and project-based approaches
Lesson 2: Teaching with Projects
Lesson 3: Project-Based Multimedia Learning
Lesson 4: Using Technology TO Enhance Student Inquiry
Lesson 5: Basic Parts of a Learning Plan or Unit Plan
Lesson 6: Writing a Problem-Based / Project-Based Learning Plan
Lesson 7: Review of the Revised Bloom’s Taxonomy of Objectives
III. LESSON OVERVIEW:
Researchers are finding that habits of mind and 21st Century Skills‘ such as curiosity,
persistence, collaboration, growth mindset, critical thinking, and creativity are malleable and,
when fostered, improve learning across all academic domains.
Curiosity is a powerful catalyst for learning. Young children want to understand the world
around them, and naturally reveal their interests by asking questions – sometimes even too many
questions! As educators, we may feel pressure to keep going with our intended lesson plan or to
get to our ‘point.’
This may lead us, as teachers, to push ahead instead of listening to a child’s question, or
to answer it briefly and move on. The goal of education should be to nurture and grow minds that
are ready to solve problems and think critically, and asking questions is a necessary skill in that
process.
For this reason, we want to prioritize the asking of great questions and place it at the
forefront of our mission for our classrooms and our students.
The focus of this module is on directing students on the difference of problem-based and
project-based and guiding them on developing instruction plans in which pbl is included.
IV. DESIRED LEARNING OUTCOMES
At the end of this module, you should be able to:

a. differentiate the difference between problem-based and project-based approaches;
b. comprehend on the identified principles of PBL;
c. enumerate the seven (7) essentials of project-based learning;
d. explain the anchored instruction with comprehension;
b. identify technologies used by educators to enhance students’ inquiry;
c. identify the basic parts of a learning plan or unit plan;
d. write a problem-based / project-based learning plan;
e. develop learning outcomes from identified competencies that best require ICT integration;
f. review the content of the Revised Bloom’s Taxonomy of objectives; and
g. Know the importance on the aligning the competencies, outcomes, and assessment with
teaching and learning activities.
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educational purposes only and not for commercial distribution.”
NVSU-FR-ICD-05-00 (081220) 25
MODULE 2 Technology in Secondary Language Education
V. LESSON CONTENT
LESSON 1: NATURE OF PROBLEM-BASED AND PROJECT- BASED APPROACHES
A. UNDERSTANDING PROBLEM-BASED LEARNING

Problem-Based Learning is an educational strategy. A method to organize the learning
process in such a manner that the students are actively engaged in finding answers by themselves.
Throughout time, great teachers and pedagogues have always understood the
effectiveness of these principles. Socrates made a point of questioning the student in order to
activate latent knowledge, and the Chinese philosopher Confucius stressed the importance of
involvement with a few often quoted lines:
Talk to me.... and I will forget
Show me.... and I will remember
Involve me.... and I will understand
Step back.... and I will act
In more recent times, pedagogues like Fröbel and Montessori sought to enforce intrinsic
motivation through engaging the learners in all sorts of appealing activities.
The motto for the Montessori child is: ‘my playing is my learning’.
The ideas of the American teacher Killpatrick are another example. Working in the early
parts of the last century, he is considered to be the originator of the project method in education.
Among other things he observed that the enthusiasm of the students for project work varied with
the degree of freedom to make their own choices. Thus, we can understand Killpatrick’s statement
that the effectiveness of projects depends on: "learning as wholehearted doing" (Heitmann, 1993).
How to engage students of course depends on the particular situation and the age of the Commented [MR1]: Higher education used
students. Nevertheless, educational concepts like ‘discovery learning’, ‘learning-by-doing’, methods like Case-based learning and project
‘experiential learning’, and ‘student-centered learning’ clearly suggest exploiting human traits like education aimed at bringing practical experiences
into the classroom (Van Woerden, 1991). Among
curiosity and the sense of mastery and self-determination (Rogers, 1961; Kolb, 1984; Schmidt, these educational innovations, the one labelled
1983). Problem-Based Learning (PBL) eventually became
quite well-known and successful.
The term Problem-Based Learning was originally coined by Don Woods, based on his
work with Chemistry students in McMaster’s University in Canada. However, the popularity and
subsequent world-wide spread of PBL is mostly linked to the introduction of this educational
method at the medical school of McMaster University.
PBL was embraced as the educational approach that was to compliment the holistic
vision (Neufeld and Barrows, 1974; Fraenkel, 1978). Application in practice was seen as more
important than storing facts by rote learning.
In PBL: the learning process is stimulated by means of small group work which provides Commented [MR2]: Experiments in Maastricht
students with the opportunity to learn to work together like the members of a small team. Trained indicated that learning in a PBL curriculum was more
as independent learners, PBL students may be expected to be able to identify and fill the gaps in effective than in a traditional classroom setting,
because of activation of ‘prior knowledge’ (Schmidt,
their knowledge. 1983). The observation that graduates from a PBL
curriculum adapt easier to medical practice is explained
A typical issue that often surfaces in the course of implementing PBL is the question: What by the fact that the learning takes place within a
Is A Problem? According to the dictionary, a problem could refer to a difficulty or even a riddle; relevant context (Post et al., 1988).
in short, something you would want to get rid of as soon as possible. Of course, this is not the
kind of problem we are talking about in PBL. As was pointed out, a ‘problem’ in PBL is an incentive
for students, a challenge to start them off on their learning process (Norman, 1986). Implementing
a PBL curriculum involves a process of gradual adaptation to local conditions. Furthermore,
each curriculum has its own evolution, adding specific elements to the characteristics of PBL.
Using PBL..
a. a form of teaching in which students - in collaboration with teachers and others - explore
and work with a problem in close relation to the social reality in which it exists. This
“In accordance with Section 185, Fair Use of Copyrighted Work of Republic Act 8293, the copyrighted works included in this ma terial may be reproduced for
NVSU-FR-ICD-05-00 (081220) 26
entails that the work is to continually increase perspectives and deepen the awareness
that the problem is to be approached from different angles across traditional professional
boundaries, and that the selection of theories, methods, and tools is to be based on the
chosen problem.
b. The role of the teacher is not only to communicate knowledge, but in particular to act as
initiator, inspiration, frame-builder, and consultant.
c. The work is to result in a concrete product, be it an oral presentation, a written report, or

expressed in other media or actions. (Berthelsen et al., 1977)
Berthelsen et al. (1977) identified five central principles:

a. Problem Orientation. problem orientation was defined as recognizing and experiencing
a concrete problem or other social groups in society. During the following years, the
meaning of the term ‘problem’ changed into the connotation of wondering about
something. Several tools were developed to help the students carry out a problem analysis
and state their arguments as to why an issue presented a problem.
b. Project-Organization. The project aspect was defined as follows: A project is a complex

effort that necessitates an analysis of the target (problem analysis) and that must be
planned and managed, because of desired changes that are to be carried out in people’s
surroundings, organization, knowledge, and attitude to life; it involves a new, not
previously solved task or problem; it requires resources across traditional organizations
and knowledge; it must be completed at a point in time determined in advance. (Algreen-
Ussing, 1990). Since individuals cannot be expected to solve such complex tasks by
themselves, group efforts are involved.
c. Interdisciplinary Considerations. Interdisciplinarity involves the crossing of professional

discipline borders – hence, the problem analysis and the solutions considered are not
confined to traditional professional boundaries.
d. Participant Control. Participant control means that the participants themselves make the
relevant decisions and control the progress of the process. Because they choose and
define the problem themselves, the ensuing learning is experienced as meaningful.
e. Exemplary Function. The exemplary principle guarantees that the students learn not just
isolated elements. They also have to learn to link theory and practice. The things they
learn should provide examples of central aspects within the overall professional goals.
The principles permeated the entire construction phase, organizationally, culturally, as
well as physically, for instance, in the sense that group rooms were built for the students.
Problem-based learning is an approach to learning where the curricula are designed with the
problem scenarios as central to student learning in each component of the curriculum
(modules/units).
1. The lectures, seminars, workshops, or laboratories support the inquiry process rather than
transmitting subject-based knowledge. Whether it is a module or a whole programme that is
being designed, the starting point should be a set of problem scenarios that enable
students to become independent inquirers and help them to see learning and
knowledge as flexible entities.
NVSU-FR-ICD-05-00 (081220) 27
Figure 1. Problem-based curricula are suffused with an explicit educational philosophy and designed with problem
scenarios central to student learning and to each component of the curriculum. Teaching and assessment methods support and
inform student inquiry
2. Students in small teams would explore a problem situation and through this exploration were
expected to examine the gaps in their own knowledge and skills in order to decide what
information they needed to acquire in order to resolve or manage the situation with which
they were presented.
Thus, early definitions of problem-based learning identify the classic model as one that has
the following characteristics (Barrows and Tamblyn, 1980):
• Complex, real world situations that have no one ‘right’ answer are the organising focus
for learning.
• Students work in teams to confront the problem, to identify learning gaps, and to Commented [MR3]: However, this is problematic
develop viable solutions. since it offers little indication about the ways in which
• Students gain new information though self-directed learning. computers are being used, the areas of interaction of
• Staff members act as facilitators. the students, the quality of the learning materials or
the extent to which any of these fit with problem-
• Problems lead to the development of clinical problem-solving capabilities. based learning (see for example Barrow’s (2002)
discussion of distributed problem-based learning).
Boud (1985) and Barrows (1986), both have argued that problem-based learning is not to Furthermore, there are other issues which need to be
be seen as a particular way or method of learning; rather it is to be seen as learning that has a addressed, such as developing tutors' online
facilitation capabilities, providing some synchronous
number of differing forms. events to support students, encouraging
collaborative interactive participation and finding
Problem-Based Learning Online. The combined use of online learning and problem- ways of engaging students who seldom participate in
based learning is a complex activity since on their own, problem-based learning and the online problem-based learning team. There is a
interactive media both demand that staff and students have a complex array of further concern, that of the positioning of the
‘problem’ in the learning.
different teaching and learning capabilities, whilst together they could be seen as a
formidable combination. The nature and process of interactive media has changed
considerably over the last few years. Britain and Liber have noted that considerable effort Essentially this would seem to be an
has been expended on the development of managed learning environments rather than acknowledgment that online education needs to be
more creatively situated and thus ‘problems’ are a
the pedagogy of such development (Britain and Liber, 2004:8). The objective of combining means of providing students with more creative ways
problem-based learning and interactive media is in itself complex. Terms such as of learning, whilst also being a means of preventing
'computer mediated problem-based learning' and ‘online problem-based learning' virtual learning environments (VLE) from becoming
have been used to define forms of problem-based learning that utilize computers in some information repositories
way.
There has been much criticism, in the last five years,
This distinction is important: about interactive media environments that fail to
Problem-based learning (with the hyphen) is an approach to learning in which students create effective settings for learning (Noble, 2001;
engage with complex, real world situations that have no one ‘right’ answer and are the organizing Reeves, 2002; Oliver and Herrington, 2003). One of
the reasons for this has been because the focus in
focus for learning. Students work in teams to confront the problem, to identify learning gaps, and interactive media environments has been on
to develop viable solutions and gain new information through self-directed learning. technological rather than pedagogical design and
there have been suggestions that there is a need for
Problem based learning (without the hyphen) is where problems are used as prompts a re-engineering of the concept of learning design
for learning in online environments. The problems often have a correct answer and often demand rather than just a simplistic repackaging of the
course content into interactive media formats (see,
little of the students other than linear problem-solving skills. for example, Collis, 1997).
NVSU-FR-ICD-05-00 (081220) 28
Further, as Oliver and Herrington (2003) argue: In learning environments that support
knowledge construction learners need to be exposed to a variety of resources and to have choices
in the resources that they use and how they use them. An important aspect of resource
development is to provide content that provides them with perspectives from a multitude of
sources... The materials need not all be on-line.
B. PROJECT-BASED APPROACH
Problem-Based Learning (PBL) is an instructional method of hands-on, active learning
centered on the investigation and resolution of messy, real-world problems.
In Project Based Learning, teachers make learning come alive for students. Students Commented [MR4]: Project Based Learning (PBL)
work on a project over an extended period of time – from a week up to a semester – that engages is a teaching method in which students learn by
them in solving a real-world problem or answering a complex question. They demonstrate their actively engaging in real-world and personally
meaningful projects.
knowledge and skills by creating a public product or presentation for a real audience.
Project- Based Learning is a teaching method in which students gain knowledge and
skills by working for an extended period of time to investigate and respond to an authentic,
engaging, and complex question, problem, or challenge.
As a result, students develop deep content knowledge as well as critical thinking,

collaboration, creativity, and communication skills. Project Based Learning unleashes a
contagious, creative energy among students and teachers.
Problem-Based Learning (PBL) is a pedagogical approach and curriculum design

methodology often used in higher education and K-12 settings[1][2].
The following are some of the defining characteristics of PBL:
• Learning is driven by challenging, open-ended problems with no one “right” answer
• Problems/cases are context specific
• Students work as self-directed, active investigators and problem-solvers in small
collaborative groups (typically of about five students)
• A key problem is identified and a solution is agreed upon and implemented
• Teachers adopt the role as facilitators of learning, guiding the learning process and
promoting an environment of inquiry
Rather than having a teacher provide facts and then testing students ability to recall these
facts via memorization, PBL attempts to get students to apply knowledge to new situations.
Students are faced with contextualized, ill-structured problems and are asked to investigate and
discover meaningful solutions.
Proponents believe that PBL:
• develops critical thinking and creative skills
• improves problem-solving skills
• increases motivation
• helps students learn to transfer knowledge to new situations
How does PBL differ from “doing a project”?
PBL is becoming widely used in schools and other educational settings, with different
varieties being practiced. However, there are key characteristics that differentiate "doing a project"
from engaging in rigorous Project Based Learning.
We find it helpful to distinguish a "dessert project" - a short, intellectually-light

project served up after the teacher covers the content of a unit in the usual way - from a
"main course" project, in which the project is the unit. In Project Based Learning, the project
is the vehicle for teaching the important knowledge and skills student need to learn. The
project contains and frames curriculum and instruction.
In contrast to dessert projects, PBL requires critical thinking, problem solving,

collaboration, and various forms of communication. To answer a Driving Question and create
NVSU-FR-ICD-05-00 (081220) 29
high-quality work, students need to do much more than remember information. They need to use
higher-order thinking skills and learn to work as a team.
THE GOLD STANDARD FOR HIGH-QUALITY PBL

To help ensure your students are getting the main course and are engaging in quality
Project Based Learning, PBL Works promote a research-based model for “Gold Standard PBL.”
The Gold Standard PBL model encompasses two useful guides for educators:
1. Seven Essential Project Design Elements provide a framework for developing high
quality projects for your classroom, and
2. Seven Project Based Teaching Practices help teachers, schools, and organizations
measure, calibrate, and improve their practice.
Fig. 2. The two frameworks describe on what the teachers and students should be doing,
learning, and experiencing to make high-quality projects.
Project-Based Learning. Project-based learning would be seen by many to be

synonymous with problem-based learning because both are perceived to be student-centered
approaches to learning. Project-based learning is predominately task orientated and the project
is often set by the teacher. Even if the task or topic is not set, then the parameters and criteria for
submission usually are.
In essence, the PBL model consists of these seven characteristics:

• Focuses the student on a big open-ended question, challenge, or problem to research and
respond to and/or solve.
• Brings what students should academically know, understand, and be able to do into the
equation.
• Is inquiry-based.
• Uses 21st-century skills such as critical thinking, communication, collaboration, and
creativity, among others.
• Builds student choice into the process.
According to the BIE, the key elements to project design include:

• A Challenging Problem or Question
• Sustained Inquiry
• Authenticity
• Student Voice and Choice
• Reflection
• Critique and Revision
• Public Product
NVSU-FR-ICD-05-00 (081220) 30
Today, many authors continue to differentiate between problem-based and project based
learning (Prince and Felder, 2006; Savin-Baden, 2000). In most cases, the distinction is based on Commented [MR5]: The common element in problem
the understanding that problem-based learning is defined by open-ended and ill-structured and project-based learning is that in both cases,
problems that provide a context for learning. By contrast, project-based learning is interpreted in learning is organized around problems. A problem
as incentive for the learning processes is a central
terms of an assignment or task that the students have to perform. A project was defined as a unique principle to enhance students’ motivation. Therefore, it
and complex task requiring more resources than a single person is able to deliver (Algreen-Ussing, is important which problems the students are attracted
1990). This implies that a project is more than just one task or one assignment. to on the basis of their own experiences and interests.
It could be any type of problem, for instance, a
concrete and realistic problem, or a theoretical
problem. Most important is that the problem reflects the
The differences between the two approaches is: conditions of professional practice. Therefore, it makes
sense that in some instances cases are relatively short,
PROBLEM-BASED LEARNING PROJECT-BASED LEARNING providing study materials for half a week and in other
Students learn about a topic through the solving Project-based learning is an instructional instances a project could last half a year.
of problems and generally work in groups to solve approach where students learn by investigating Another important difference between education
the problem where, often, there is no one correct a complex question, problem or challenge. It programmes based on problem-based or project-
answer. promotes active learning, engages students, organized learning lies in the nature of the product that
and allows for higher order thinking. the students are required to turn in at the end of the
period. With projects, this usually consists of a finished
product, a design, or a report. As such, a product is
Students who complete problem-based learning Project-based learning is an approach where often at the center of a rating system, and also the
often share the outcomes and jointly set the the goals are set. It is also quite structured in assessment formats differ markedly.
learning goals and outcomes with the teacher. the way that the teaching occurs.
Problem-based learning programmes use Students are required to produce an outcome

lectures as a means of supporting the students in the form of a report or design. It shows a
rather than to directing the learning. clear and bounded solution.
– Students are required to produce a solution or
strategy to solve the problem, whereas in
problem-based learning, solving the problem
may be part of the process, but the focus is on
problem-management
Problem-based learning is normally used on the Project-based learning often occurs towards
basis that students have already covered the end of a degree programme after a given
required propositional knowledge, rather, body of knowledge has been covered that will
students themselves are expected to decide what equip the students to undertake the project.
it is they need to learn.
Problem-based learning works from the premise Project-based learning is often seen as a
that learning necessarily will occur across mechanism for bringing together several
disciplinary boundaries, even at the beginning of subject areas under one overall activity at the
a course. end of a course.
Commented [MR6]:
Commented [MR8]: Project-based learning has its
Shows as an overall educational strategy Project-based learning is more often seen as a
origins back in the work of John Dewey and William
teaching technique in a given area of the Kilpatrick and dates back to 1918 when the term was first
curriculum used (Edutopia, 2014).
Commented [MR7]: In short, ‘it empowers learners to
Problem based learning is more likely to be a Project-based learning is often multidisciplinary conduct research, integrate theory and practice, and apply
single subject and shorter and longer knowledge and skills to develop a viable solution to a
defined problem,’ (Savery, 2006).
Problem-based learning provides specific steps. Project-based learning follows general steps
Commented [MR9]: Students explore real-world
Problem-based learning uses scenarios and Project-based learning often involves authentic problems and find answers through the completion of a
project. Students also have some control over the project
cases that are perhaps less related to real life tasks that solve real-world problems they will be working on, how the project will finish, as
well as the end product
Commented [MR10]: Problem-based learning, the
focus is not on this kind of outcome. The focus in
problem-based learning is on students working out
their own learning requirements.
NVSU-FR-ICD-05-00 (081220) 31
Commented [MR11]: •Using a scenario-based

approach, the article offers practical suggestions for
LESSON 2: TEACHING WITH PROJECTS how an instructor can "create a meaningful project
instead of handing out prepared packets [or
assignments]" that may, in fact, be mere "busywork."
A. Seven Essentials for Project-Based Learning
Commented [MR12]: Imagine that on the first day of
the infectious disease unit, Ms. McIntyre showed a video
depicting a beautiful beach, which ended with a shot of a
sign reading, "Beach Closed: Contaminated Water."
Suppose watching this video led to a lively (and
sometimes disgusting) discussion in which students shared
their experiences with suspicious water quality, discussed
times when beaches had been closed and why, and talked
about how much pollution bothered them. The teacher
could then introduce the project by telling students that
they would be learning more about ocean pollution and
proposing actions to combat it.
Commented [MR13]: After the discussion about beach

pollution, Ms. McIntyre led students in brainstorming
possible solutions, such as enacting laws, designing better
waste-treatment systems, and raising public awareness
about the need to reduce contaminants. Students created a
driving question to focus their efforts, focusing on a
specific local area: How can we reduce the number of
days Foster's Beach is closed because of poor water
Fig. 3. The figure shows the 7-Phase Model and 7 Essentials in Project-based learning quality?
Commented [MR14]: Once her students' interest was

1. "A Need to Know" piqued by a challenging question, Ms. McIntyre explained
the requirements for the "Don't Close the Beach" project,
which included an individually written paper, an oral
• "Many students find schoolwork meaningless because they don't perceive a need to know presentation of students' work accompanied by media
what they're being taught." technology, and a product of students' choice created by
• "Teachers can powerfully activate students' need to know content by launching a project teams. Students chose to develop media kits, public
with an 'entry event' that engages interest and initiates questioning." service announcements, web pages, brochures, and letters
to government and industry officials, among other
products.
2. "A Driving Question"
• "A good driving question captures the heart of the project in clear, compelling language,
Commented [MR15]: Once Ms. McIntyre's students
which gives students a sense of purpose and challenge." had decided on actions that would help them respond to
• "The question should be provocative, open-ended, complex, and linked to the core of what their driving question, they got to work. Collaboration was
you want students to learn." central to the project. Students formed teams of three or
four and began planning what tasks they would do and
3. "Student Voice and Choice" how they would work together.
As they worked, each team regularly paused to review
• "In terms of making a project feel meaningful to students, the more voice and choice, the how well they were collaborating and communicating,
better." using rubrics they had developed with the teacher's
• "However, teachers should design projects with the extent of student choice that fits their guidance. To boost collaboration skills, Ms. McIntyre
own style and students." used role-playing and team-building activities. She
showed students how to use time and task organizers.
They practiced oral presentation skills and learned to
4. "21st Century Skills" produce videos and podcasts. In writing journals, students
• "A project should give students opportunities to build such 21st century skills as reflected on their thinking and problem-solving processes,
collaboration, communication, critical thinking, and the use of technology, which will serve which they knew they would need to explain in their oral
them well in the workplace and life." presentation.
• "This exposure to authentic skills meets the second criterion for meaningful work—an
important purpose." Commented [MR16]: After their discussion about
encounters with pollution, in addition to choosing a
driving question, Ms. McIntyre's students as a whole class
5. "Inquiry and Information" generated a list of more detailed questions about diseases,
• "In real inquiry, students follow a trail that begins with their own questions, leads to a bacteria and their effects, and sources of water
search for resources and the discovery of answers, and often ultimately leads to contamination. Questions included, What diseases can you
generating new questions, testing ideas, and drawing their own conclusions." get from water? Do you have to drink it to get sick? and
Where do bacteria come from? The teams fine-tuned their
• "With real inquiry comes innovation—a new answer to a driving question, a new product,
questions and discussed how to find answers from the ...
or an individually generated solution to a problem."
Commented [MR17]: As they developed their ideas
and products, student teams critiqued one another's work,
6. "Feedback and Revision" referring to rubrics and exemplars. Ms. McIntyre checked
research notes, reviewed rough drafts and plans, and met
with teams to monitor their progress.
NVSU-FR-ICD-05-00 (081220) 32
• "Formalizing a process for feedback and revision during a project makes learning
meaningful because it emphasizes that creating high-quality products and performances
is an important purpose of the endeavor."
• "Students need to learn that most people's first attempts don't result in high quality and
that revision is a frequent feature of real-world work."
7. "A Publicly Presented Product" Commented [MR18]: In Ms. McIntyre's class, teams
• "Schoolwork is more meaningful when it's not done only for the teacher or the test." presented their analyses of water contamination issues and
• "When students present their work to a real audience, they care more about its quality." proposals for addressing the problem at an exhibition
night. The invited audience included parents, peers, and
• "Students might replicate the kinds of tasks done by professionals—but even better, they
representatives of community, business, and government
might create real products that people outside school use." organizations. Students answered questions and reflected
on how they completed the project, next steps they might
take, and what they gained in terms of knowledge and
B. ANCHORED INSTRUCTION (JOHN BRANSFORD) skills—and pride.
Anchored instruction is a major paradigm for technology-based learning that has been
developed by the Cognition & Technology Group at Vanderbilt (CTGV) under the leadership
of John Bransford. While many people have contributed to the theory and research of
anchored instruction, Bransford is the principal spokesperson and hence the theory is
attributed to him.
The initial focus of the work was on the development of interactive videodisc tools that
encouraged students and teachers to pose and solve complex, realistic problems. The video
materials serve as “anchors” (macro-contexts) for all subsequent learning and instruction. As
explained by CTGV (1993): “The design of these anchors was quite different from the design
of videos that were typically used in education…our goal was to create interesting, realistic
contexts that encouraged the active construction of knowledge by learners. Our anchors were
stories rather than lectures and were designed to be explored by students and teachers.” The
use of interactive videodisc technology makes it possible for students to easily explore the
Example: One of the early anchored instruction activities involved the use of the film, “Young
Sherlock Holmes” in interactive videodisc form. Students were asked to examine
the film in terms of causal connections, motives of the characters, and authenticity
of the settings in order to understand the nature of life in Victorian England. The film
provides the anchor for an understanding of story-telling and a particular historical
era.
Principles
1. Learning and teaching activities should be designed around a “anchor” which should
be some sort of case-study or problem situation.
2. Curriculum materials should allow exploration by the learner (e.g., interactive
videodisc programs).
LESSON 3: USING THE PROJECT-BASED LEARNING MULTIMEDIA AS A TEACHING-

LEARNING STRATEGY
WHAT IT IS?
Project-based multimedia learning is a teaching method in which students "acquire new

knowledge and skills in the course of designing, planning, and producing multimedia product".
❖ Project-based learning is not a new educational method.

❖ The use of multimedia is a dynamic new form of communication.
❖ The merging of project-based learning and multimedia represents an extra ordinary
teaching strategy that we call project-based multimedia learning.
❖ Guidelines for implementing and developing your own units based on this strategy.
By multimedia, we mean the integration of media objects such as text, graphics, video,
animation, and sound to represent and convey information or simply, students' multimedia
NVSU-FR-ICD-05-00 (081220) 33
products will be technology-based presentations, such as a computerized slide show, a Web site,
or a video.
The effective use of multimedia learning project requires:

1. Clarifying goals and objectives
2. Determining how much time is needed
3. Extent of students’ involvement in decision making
4. Setting up forms of collaboration
5. Identifying and determining
To trim down time devoted to a multimedia project, Simkins et al (2002) suggest the following:
1. Use technology students already know.
2. Use time outside of class wherever possible.
3. Assign skills, practice, as homework.
4. Use “special” classes as extra time.
5. Let students compose text
DIMENSIONS OF PROJECT-BASED MULTIMEDIA LEARNING

1. Core Curriculum-
• At the foundation of any unit of this type is
a clear set of learning goals Core
Curriculum drawn from whatever Core
curriculum or set of standards is in use. Curriculum
• Core emphasizes that project-based
multimedia learning should address the
basic knowledge and skills all students are
expected to acquire multimedia multidisicplinary
• These projects lend themselves well to
multidisciplinary or cross-Multimedia
Multidisciplinary curricular approaches.
2. Real-world Connection
• project-based multimedia learning strives to be real.
• It seeks to connect students' work in school with the wider world in which students
live.
• You may design this feature into a project by means of the content chosen, the
types of activities, the types of products, or in other ways.
• What is critical is that the students—not only the teacher—perceive what is real
about the project.
3. Extended Time Frame

• A good project is not a one-shot lesson;
• It extends over a significant period of time.
• The actual length of a project may vary with the age of the students and the nature
of the project.
• It may be days, weeks, or months.
• The most important is the student’s experience in the succession of challenges
that culminates in a substantial final product from which they can derive pride and
a clear sense of accomplishment.
4. Student Decision Making

• Students have an opinion.
• Divide them into “teachers” and “students” based on a clear rationale (decisions)
Example: A teacher might limit students to a single authoring program to minimize
complications
• The teacher can allow students to determine what substantive content would be
included in their projects.
• Students can make decisions about the form and content of their final products, as
well as the process for producing them.
NVSU-FR-ICD-05-00 (081220) 34
5. Collaboration
• We define collaboration as working together jointly to accomplish a common
intellectual purpose in a manner superior to what might have been accomplished
working alone.
• Students may work in pairs or in teams of as many as five or six. Whole-class
collaborations are also possible.
6. Assessment
• Regardless of the teaching method used, data must be gathered on what students
have learned.
• When using project-based multimedia learning, teachers face additional
assessment challenges because multimedia products by themselves do not
represent a full picture of student learning.
• Students are gaining content information, becoming better team members, solving
problems, and making choices about what new information to show in their
presentations.
Roles of Assessment in Project-Based Multimedia Context:

❖ Activities for developing expectations;
❖ Activities for improving the media products; and
❖ Activities for compiling and disseminating evidence of learning.
7. Multimedia
• In multimedia projects, students do not learn simply by "using” multimedia
produced by others; they learn by creating it themselves.
• As students design and research their projects, instead of gathering only written
notes, they also gather—and create—pictures, video clips, recordings, and other
media objects that will later serve as the raw material for their final product.
VARIOUS PHASES OF THE PROJECT
1. Before the Project Starts

a. Before the Project Starts
• Describe your project in
forty (40) words or less.
• Include instructional
goals and objectives.
• Include the project
components students will
be responsible for and
their due date.
b. Work with the real - world

connection.
• If you have people
outside the classroom
involved as clients or
assessors (evaluators)
work with them to make an appropriate schedule and include their ideas for
activities.
c. Prepare Resources.
• Seek the assistance of your librarian or school media specialist.
d. Prepare software and peripherals such as microphones

• Ask the help of technical people.
e. Organize Computer Files

• Finding files eats most of your time if you are not organized.
• Naming files and folders after their file type and section title helps to keep things
organized and makes it easier to merge elements later on.
NVSU-FR-ICD-05-00 (081220) 35
f. Prepare the Classroom

• Organize books, printer papers and any other resources so students can access
them independently.
• Make room on the bulletin boards for hanging printouts of student work, schedules,
and organizational charts.
Introducing the Project (One or Two Days)

Help the students develop a “big picture” to
understand the work ahead. Make sure what they will
be making, who their audience will be and what you
expect them to learn and demonstrate in terms of the
K to 12 Standards and Competencies.
1. Review project documents. You can ask

students to work with the project
documents you have produced.
Encourage your students to ask
questions about the project to clarify what
you have written.
2. Perform Pre-Assessments. Your students can write pre-assessment questions based

on your learning goals to further clarify expectations.
3. Perform Relevant Activities. You can show students anything you can find that is
similar to what they will be producing such as a Web site or your own mini project you
did to learn the technology. You can also brainstorm for topics, organizational ideas
and design ideas.
4. Group Students. Form small student groups from three to five students per group.
Here are some grouping strategies:
• By topic interest
• By student talent and expertise - This works for a balance of talents and skills in
the groups.
• By student choice
• Randomly - This is fine to enable them to develop the skills to work with others.
5. Organize Materials. Give each group a folder that stays in the classroom. All their
group work such as storyboards, group journals, and research notes goes in that
folder.
LEARNING THE TECHNOLOGY (One to Three Days)

 Give a chance for the students to work with whatever software and technology they will
be using. If some students are already familiar with the tools and processes, ask them to
help you train the others. If students are new to multimedia, then begin with lessons that
involve using the different media types. Remember, you and your students are colearners
and you both learn as you go.
PRELIMINARY RESEARCH AND PLANNING (Three Days to Three Weeks, depending on

Project Size)
 At this stage, students should immerse themselves in the content or subject matter they
need to understand to create their presentations.
 Students can tag and collect information they think might be valuable for their
presentations: compelling photographs, quotes, sounds and other media they encounter in
their research.
CONCEPT DESIGN AND STORY BOARDING

 Process of organizing a presentation that is useful to the audience. Storyboard: is a paper-
and-pencil sketch of the entire presentation, screen by screen, or in the case of video, shot
by shot.
NVSU-FR-ICD-05-00 (081220) 36
HERE ARE A FEW DESIGN TIPS TO KEEP IN MIND THROUGHOUT STORY BOARDING AND
PRODUCTION:
❖ Use scanned, handmade artwork to make a project look personal and to manage scary
technology resources. Students artwork is unmatched as a way to assure a project has
heart. Keep clip art or stamps to a minimum - they make a presentation look canned.
❖ Keep navigation - the way users of your presentation will get from one screen to the next -
consistent throughout the whole presentation.
❖ Organize information similarity throughout so users can find what they are looking for.
❖ Care for collaboration. Check in with groups to make sure they are collaborating
successfully and that conflict is not derailing their productivity.
❖ Organize manageable steps. Break down the project's steps into manageable daily
components considering that the project requires comparatively more time to succeed.
❖ Check and assess often. This is to ensure that mistakes are seen early enough and
therefore can be corrected before the final product is produced.
ASSESSING, TESTING, AND FINALIZING PRESENTATIONS (One to Three Weeks)

Two kinds of testing:
1. Functional Testing - means trying all the buttons, taking all possible paths through the
presentation, checking for errors, missing images and the like.
2. User testing Assessment - means showing the presentation to members of the target
audience and finding out if they can successfully navigate it and understand it.
❖ Assessment means critical evaluation of your presentation.
CONCLUDING ACTIVITIES
❖ Way of presenting the project to the audiences. You will present to your target
audience and celebrate your accomplishment.
WHY USE PROJECT-BASED MULTIMEDIA LEARNING?

1. Because it is "value added" to your teaching.
2. It is powerful motivator as proven in the class.
3. It actively engages students in the learning task.
4. Students are likewise engaged in the production of multimedia presentation.
5. Identifying, organizing, planning, and allocating time, money, materials, and workers.
6. Negotiating, exercising leadership, working with diversity, teaching others new skills,
serving clients and customers, and participating as a team member.
7. Selecting technology, applying technology to a task, and maintaining and troubleshooting
technology.
Teaching the New Basic Skills , Richard Murnane and Frankly Levy (1996) Describe Three Skills
Sets Students Need to be Competitive for Today’s Jobs:
1. Hard skills (math, reading, and problem-solving skills mastered at a much higher level
than previously expected of high school graduates);
2. Soft skills (for example, the ability to work in a group and to make effective oral and
written presentations); and
3. The ability to use a personal computer to carry out routine tasks (for example, word
processing, data management, and creating multimedia presentations).
LESSON 4: USING TECHNOLOGY TO ENHANCE STUDENT INQUIRY
With the advent of the Internet, information has become a readily available resource and
is no longer the precious commodity it once was. Individuals are able to easily access information
from the palm of their hand at any time and from anywhere. Thus, education which has been
directed at the memorization of facts is no longer relevant in our technology-driven world.
Students must be able to question the world around them and not simply accept
information as fact. Students require skills to dissect the information being presented to them and
apply it in an innovative way. This method of raising questions, analyzing information, gathering
NVSU-FR-ICD-05-00 (081220) 37
data, and forming conclusions is at the heart of scientific inquiry. There has been a shift in
education to place an emphasis on inquiry.
The British Columbia Ministry of Education (2013) supports these beliefs with the new
curricular documents. They have highlighted the importance of broader prescribed learning
outcomes and less on multiple specific achievement indicators. Learning is to become more
student-centered and less teacher-driven. The goal is that students acquire skills and have a
broader understanding of topics. There is a reduced emphasis on rote memorization of facts.
These universal skills can then be applied to a number of different scenarios rather than having
an in-depth understanding of a particular concept. The British Columbia Ministry of Education
further highlights the importance of critical thinking and problem solving skills which are key
components of inquiry.
This shift towards more inquiry-based learning will:

❖ help equip the next generation with the skills needed in an ever-changing world.
❖ have more ownership over their learning which will foster engagement.
❖ have the opportunity to explore topics they find personally relevant.
❖ have more student-directed investigations that can help facilitate more meaningful
learning experiences.
❖ see new challenges with reduced apprehension since they will have the skills
necessary to overcome a variety of obstacles.
TECHNOLOGY INTEGRATION
Technology has become more and more pervasive in our daily lives. It has altered the way
we live and communicate with one another. Technology is no longer merely a tool to access
information; it has replaced or enhanced aspects of our daily life.
The British Columbia Education Plan (BC Ed Plan) recognizes the significance of
technology to youth in today’s world and its transformative powers: “In 21st Century Learning,
students use educational technologies to apply knowledge to new situations, analyze information,
collaborate, solve problems, and make decisions” (British Columbia Ministry of Education, 2015).
Teachers are at the forefront of technology integration in the classroom. Novice and experienced
teachers alike have integrated technology to varying degrees based on a variety of factors. For
some, the technology has merely replaced a previously used piece of equipment, for example a
PowerPoint presentation in lieu of a collection of overheads; whereas for others it has created
meaningful and unique learning experiences which would otherwise not have been possible
without the technology piece.
A. TEACHING WITH TECHNOLOGY
The illiterate of the 21st century will not be those who cannot read and write, but those who
cannot learn, unlearn and relearn.- Alvin Toffler
Advances in technology have had a profound effect on the way we learn & the way we
teach. Many adult learners can remember a time when finding information required travelling
to the library to search a card catalog & spending countless hours looking through paper-
based books & journals.
The first method of teaching without technology is known as the traditional method
which is realized through direct communication between the teacher and learners in the
classroom. Later, the same learners can communicate with the other learners. So there is
interaction between the pair teacher-learners and between learners and other learners.
NVSU-FR-ICD-05-00 (081220) 38
Figure 3. Distinguishes between teaching methods
Meanwhile, in the second method, which can be illustrated through the Fig. 3, we can
see the integration of technology and its respective position. Now beside the previously
mentioned interactions, also is enabled the interaction outside the classrooms (standard
classes) and in particular between teacher and learners and between learners and other
learners, but also the joint interaction between teacher-learners-other learners. So we can
conditionally say that even those who are not regular students can have interaction with
teachers.
B. BENEFITS OF TEACHERS USING TECHNOLOGY
Teachers benefit from the use of technologies in different ways:

❖ Technology allows teachers to do things that were not possible in a traditional
classroom setting
❖ By using technology, the teacher can change course development and delivery
methods
❖ The technology serves teachers for using teaching time more effectively and
controlling their workload
❖ With the use of technologies, teachers can increase the amount of resources
Therefore we can say that:

❖ The use of technology positively affects in improving the quality of teaching
and learning
Also, with the use of technology teachers have the opportunity to offer the same course
in three different ways: face-to-face, mixed mode and fully online. In this way we can include
all different learning styles in the same course content.
C. BENEFITS OF LEARNERS USING TECHNOLOGY
First of all, the integration of technology in teaching offers equal opportunity to all learners
and this is very important for global human education. From a higher education perspective, the
same study program can be followed by regular and part-time students, as well as working
students living in a different geographical area.
Also the use of technology in general:

❖ Enables the number of students in the classroom not to be limited to the number of
chairs, but always to have free seats for new learners
❖ Gives learners the opportunity to follow different international programs as, seminars,
trainings, courses, etc.
❖ Provides new perspectives for independent learners
❖ Perhaps we will face new challenges in the future!
D. INTEGRATING TECHNOLOGY INTO TEACHING
The main problem is how to integrate technology in teaching ethics. Unfortunately, there
is not a perfect model that applies globally for teaching with the use of technology. But there are
just tools with free or commercial access that can be used for this purpose. Meanwhile, it depends
NVSU-FR-ICD-05-00 (081220) 39
from the teacher on how he will use these tools and in what context. To show how to use
technology in teaching, there are some applications or tools that are offered with free access to
the service of teaching with technology:
❖ Rubistar (http://rubistar.4teachers.org)
❖ Nicenet (http://www.nicenet.org)
❖ Delicious (http://www.delicious.com)
❖ WebQuests (http://www.techtrekers.com)
❖ Blogs (http://wallinside.com), etc.
E. INQUIRY-BASED LEARNING
"Inquiry" is defined as "a seeking for truth, information, or knowledge -- seeking Commented [MR19]: Inquiry is a multifaceted activity
information by questioning." Individuals carry on the process of inquiry from the time they are born that involves making observations; posing questions;
until they die. This is true even though they might not reflect upon the process. Infants begin to examining books and other sources of information to see
what is already known; planning investigations; reviewing
make sense of the world by inquiring. From birth, babies observe faces that come near, they what is already known in light of experimental evidence;
grasp objects, they put things in their mouths, and they turn toward voices. The process of using tools to gather, analyze, and interpret data;
inquiring begins with gathering information and data through applying the human senses -- proposing answers, explanations, and predictions; and
seeing, hearing, touching, tasting, and smelling. communicating the results
A Context for Inquiry

Unfortunately, our traditional educational system has worked in a way that
discourages the natural process of inquiry. Students become less prone to ask questions
as they move through the grade levels. In traditional schools, students learn not to ask too
many questions, instead to listen and repeat the expected answers.
Effective inquiry is more than just asking questions. A complex process is involved
when individuals attempt to convert information and data into useful knowledge. Useful
application of inquiry learning involves several factors: a context for questions, a
framework for questions, a focus for questions, and different levels of questions. Well-
designed inquiry learning produces knowledge formation that can be widely applied.
TECHNOLOGY-ENABLED INQUIRY
In order for students to conduct inquiry investigations with technology, they must have
previous experience with self-directed inquiry investigations and a thorough understanding of the
technology being implemented. There are four major technology tools used to support inquiry in
the science classroom. These are: mobile technologies, social media, simulations and virtual
environments, and digital video.
1. MOBILE TECHNOLOGIES. Students are using mobile technology for learning more than Commented [MR20]: Overall, using mobile
ever before to the extent that it now forms a critical part of their academic success. technology to support inquiry-based learning has a
Mobile technologies offer rich and diverse media applications that let users integrate positive impact on student engagement. This
technology can facilitate the research projects
photos, videos, text and provide real-time recording and analysis tools that can be used anywhere significantly, enabling additional opportunities for
and anytime. Learners explore, investigate and observe and become more involved in social data collection, communication, and troubleshooting.
interactions and higher-level thinking. In inquiries, learners develop a deeper understanding of The ability for real-time use of social media further
the subject with positive participation, on-task behavior, and rich collaboration. It also empowers enhances learning and engagement, and feedback
their ownership and sets the path for self-directed learning by increasing learners’ involvement and input from experts validates the experiences. It
allows students to have a more customized learning
and responsibility for their own learning. Inquiry-based learning encourages learners to be active pace and process and receive individual attention
participants in their own learning, rather than being passive recipients of knowledge. and learning guidance. It helps students with low
learning achievements to perform better, as now they
There are various ways in which Mobile Technology can help in Inquiry-Based learn by doing and seeing instead of memorizing.
learning:
a. Within one device students can do multiple tasks like conduct research, record
interviews, gather data, take notes, document events, collaborate with peers, create
multimedia projects and share their work.
b. Mobile devices can be used to gather rich data in the form of text, audio, image, video,
etc.
c. They can support real-time interaction for real-time communication and feedback of
learners with their instructors and the larger community.
NVSU-FR-ICD-05-00 (081220) 40
d. Student interest is maintained, and engagement is increased, which is much required

to perform authentic investigations and research to support inquiry-based learning.
e. Students can use multiple data capture methods with annotated photos, GPS
coordinates, etc., to gather and analyze data thoroughly.
f. Mobile device technology reduces the amount of time and work required in data entry
and research and also improves the quality of the learning experience.
g. Having personal devices makes students responsible for their own learning by
designing their research projects from developing the question and methods to data
collection and analysis to presenting their research.
h. Students can access relevant digital resources such as identification guides, weather
records and maps and specific apps like Twitter, Skype, etc., for communication.
i. Students can have continuous access to research groups to connect with a greater
scientific community.
There are various apps available on mobile devices which facilitate inquiry-based learning.
Some such apps are;
❖ for the inquiry process of tuning in by watching, questioning, thinking, observing,

reading, Safari, YouTube, BrainPop can be used
❖ for supporting student as a problem solver, critical thinker, collaborator,
communicator, creator, use Lino, Podcast, Evernote
❖ for collecting, curating, searching, gathering, identifying a topic, and connecting with
others, use Skype, Google Earth, Diigo, Twitter
❖ for synthesizing information by interpreting, comparing, reviewing, sorting,
formulating and analyzing use Skitch, Socrative, Dropbox, Calendar, Google Drive,
etc.
Commented [MR21]: Competition is regarded as an
2. SOCIAL MEDIA. The affordances of social media allow for students to form personalized intrinsic motivator where individuals compete either
learning environments (PLEs) in which they develop an online identity and interact with to increase their own competence or increase their
peers to support their learning goals. competence against one another (Ciampa, 2013).
Advantage to PLEs are: Commented [MR22]: This collaborative property of
❖ Students have the ability to connect with one another from anywhere at any time social media often results in increased engagement
❖ The immediacy of feedback is not possible in classes where interaction is solely of students as they are responsible 30 for their
contributions to a greater whole as opposed to their
dependent on face-to-face communications in class. own individual work which will only be seen by the
❖ When used effectively, these PLEs can become powerful learning communities which teacher.
foster support and collaboration among peers.
Commented [MR23]: Code et al. (2013) created a
❖ the use of digital resources and tools is essential to do research (mailing, searching, virtual learning environment for students to solve a
collaborating by skype, ....) and new fields like e-science or digital humanities. problem: Save the Kelp! The goal for students is to
❖ Enhance motivation among students by increasing competition and collaboration determine why the kelp in Glacier Bay is dying by
among peers (Ciampa, 2013). Student-centered activities encourage collaboration collecting data from the virtual environment and
analyzing evidence. Students are required to form a
online by providing forums where students can share information and ask questions conclusion based on their collected evidence to
of one another (Ciampa, 2013). explain why the kelp is dying. This study was open-
ended, as are most inquiry investigations, 31 with no
Thus, the student is not only accountable to the teacher but to their peer group as well. absolute ‘right or wrong’ answer. Some students
struggled with this process having insufficient
guidance and not knowing whether they were on the
right track (Code et al., 2013). Other students quickly
3. SIMULATIONS AND VIRTUAL ENVIRONMENTS. Simulations embedded in virtual learning made a claim after collecting minimal pieces of
environments provide powerful tools for learners to manipulate variables and observe the evidence. However, students did report to enjoy the
outcomes (Campbell et al., 2010). autonomy and choice provided by this virtual learning
environment. This study supports the need for
balance in providing sufficient guidance for learners
Advantages of Simulation and Virtual Environments (Campbell et al., 2010). without being overly formulaic as suggested by
❖ The built-in capabilities of these simulations enable students to conduct scientific Donnelly et al. (2014). Code et al. (2013) also note
inquiry experiments without the constraints of time or space needed for the study in that the majority of students participating in the study
real time. were strong in providing evidence for their
conclusions, however, students had difficulty in
❖ Simulation can be accessed by multiple users, each with their own avatars to reasoning from the evidence. This reasoning ability
interact, observe, and control the experiment The impacts of manipulating the could perhaps be enhanced by the participation in
previously mentioned factors can be observed in a short time frame compared to further inquiry-based investigations.
traditional methods.
❖ Multiple experiments can be carried out concurrently to analyze the impact of one
particular variable. The data obtained from these experiments can then easily be Commented [MR24]: Campbell et al. (2010) discuss
used to generate charts and spreadsheets to analyze the data and form conclusions. one such simulation to observe plant population
genetics over multiple generations by manipulating
❖ simulations can be used as powerful tools to support scientific inquiry.
environmental factors such as temperature, soil type,
wind, altitude, and precipitation among others.
NVSU-FR-ICD-05-00 (081220) 41
4. DIGITAL VIDEO. Effective instruction aims to incorporate different ideas such as dynamic
visualizations in digital video, dynamic visualizations are particularly effective when illustrating
“phenomena which were too small or too large to observe in everyday settings”.
For example are topics concerning the chemical and physical sciences.
• Showing digital videos are helpful with a few of the topics such as: dynamic
molecular interactions, electron distribution and movement, global warming
phenomena, and the rock cycle and resulted in larger learning gains for
students.
• Digital video help students to increase understanding of the concepts being
studied and knowledge retention also increased because of the visualization .
• Students were able to refer back to the video while learning new concepts and
integrate and apply previous knowledge: “...the students may find it easy to
revisit the digital video when learning new science content.
This suggests that the visualizations have the potential to enable students to
connect new science topics to their existing knowledge” (Lee et al., 2010, p. 83).
Consequently, digital video can result in greater learning gains when used for instructional
purposes to illustrate concepts which cannot easily be observed (Tiernan, 2015).
LESSON 5: BASIC PARTS OF A LEARNING PLAN OR UNIT PLAN
LESSON PLAN PHASES

Eight-step model that engages students by building on their knowledge. The design
provides many opportunities for teachers to recognize and correct students'
misconceptions while extending understanding for future lessons.
Phase 1: Introduction
• Set a purpose. Describe the overarching reason for this lesson.
• Introduce the key concepts, topic, main idea. Get students on the right track. This step
may be a note on the board, a diagram, or a probing question of the day's lesson focus.
• Pull students into the excitement of learning. Seize students' attention with items like
an amazing fact, a funny quirk, a challenge, or other mind tickler.
• Make the learning relevant. Explain how this lesson extends past learning and leads to
future learning—that is, the significance of the concepts, skills, and focus of the lesson.
Phase 2: Foundation
• Check on previous knowledge. Verify what students already know.
• Clarify key points. Double-check on learning from the past.
• Focus on specific standards, objectives, goals. Link the lesson to the standards, and
let students know exactly what they will know and be able to do as a result of this lesson.
• Check for correctness and add to background knowledge. Add extra information for
the day's learning and beyond—just enough to launch into the main lesson.
• Introduce key vocabulary. See it; say it; read it; write it.
Phase 3: Brain Activation

• Ask questions to clarify ideas and to add knowledge. Engage students in the learning
and build background with probing questions.
• Brainstorm main ideas. Fill students' heads with ideas, concepts, possibilities; allow
them to expand and clarify their thinking.
• Clarify and correct misconceptions. Engage students in activities that will inform you
as to whether students are confused or have incorrect ideas so corrections can be made
before the misconceptions become worse or detrimental to learning.
Phase 4: Body of New Information

• Provide teacher input. Lecture, add key points and new information, read the text or
articles, and solve problems. Present the body of the lesson. This may be a whole-class
lecture, a small-group activity with teacher supervision, or a partner activity with teacher
supervision. The learning is active (not silent reading without specific goals or mindless
completion of a worksheet).
NVSU-FR-ICD-05-00 (081220) 42
Phase 5: Clarification
• Check for understanding with sample problems, situations, questions. Have
students practice with the information just taught. Guide the learning.
Phase 6: Practice and Review

• Provide time for practice and review. Allow students time to practice under your
supervision. You and the students work together.
Phase 7: Independent Practice

• Supervise students' independent practice. Select additional strategies for small groups
of students who still do not "get it." Other students may begin to work independently, with
the final goal being that all students can work on their own. This practice prepares students
for successful homework, and it prepares them for future learning.
Phase 8: Closure
• Bring the lesson to closure. Link the lesson phases and information together.
Summarize the learning of the day, and discuss how it fits into the big vision for learning.
Have students demonstrate what they know and can do by writing a brief note to hand in
as they leave; the note may include questions, problems, or ideas on the learning.
Alternatively, they may write in their journals or explain their understanding to a partner.
ADDITIONAL CONSIDERATIONS FOR PLANNING GREAT LESSONS
As you plan your lessons, keep the following things in mind:

• Attention span of your students, age group, and diversity of learners.
• Complexity of material and time requirements for each instructional component.
• Decisions concerning whether whole-class presentation, small groups, or partners are best
for teaching and learning a particular concept.
• The best configuration of student groups for optimal learning, for example, homogeneous or
heterogeneous ability groups, complementary interests, or personalities that work well
together.
• Activities that best facilitate the learning of each student.
• Preassessment of skills and background knowledge to determine what students already
know, what they need to know, and what their misconceptions are.
• Selection of regular and supplemental materials to augment learning.
• Strategies for frequently monitoring and adjusting the lesson.
As you think about lesson plans, consider the following:

• Is there enough information written to make the lesson clear?
• Have you selected a variety of activities? Are the goals and objectives clear and attainable,
and do they match the proposed instruction?
• Does this lesson build on previous knowledge and lend itself to future lessons?
• At lesson's end, are students set for independent success?
Good lesson plans are always well worth the effort.
UNIT PLANS: DAILY PLANS LINKED BY CONCEPTS

Unit plans consist of concepts and learning goals that are taught over a period of time and
are woven together, often across subject areas. A unit plan lasts two or three weeks (or longer)
and includes several standards, skills, and desired outcomes for interconnected learning. For
example, science research involves the research, reading, and writing strands of
English/language arts. So while the students are studying, researching, and writing about
amphibians, they are using the skills they have learned and practiced in language arts as they
expand their knowledge about science concepts. Combining subject areas most often involves
overlapping lessons in the subjects, thus creating longer spans of class time for study and
practice.
At the secondary level, unit plans contribute to optimal learning when teachers of different
subjects work together to develop cross-curricular studies. When unit plans are done well,
learning is maximized through multiple exposures to key learning concepts and goals. For
example, with the topic of modern art, students study and replicate particular art pieces in art
NVSU-FR-ICD-05-00 (081220) 43
class, read about great artists in English class, and compare the history of art and historical events
affecting art in social studies.
As a future teacher, do not think that you must spend hours and hours planning so that all
lessons fall underneath the umbrella of a unit plan. Begin by knowing that each lesson is linked
to the next and then to ensuing lessons. Common concepts, recurring themes, and similar desired
outcomes, along with instructional materials that blend diverse subject areas, plus a big vision of
student learning, overlap to create a unit plan. Many of your teaching colleagues are likely to have
unit plans they have already developed and used and are willing to share. Take advantage of this
free material and then adjust it for successful implementation with your students.
ELEMENTS OF A UNIT PLAN Commented [MR25]: Begin with an Outline

To begin planning a unit, first outline the academic
A unit plan overarches all daily lesson plans with connections among key topics, concepts, skills, goals of the big vision of the unit. This phase includes
deciding what students should know and be able to do
and desired outcomes. All the following elements should be considered when developing a unit plan: at the end of the unit, the number of days or weeks
• A principal purpose required to maximize learning (great units always
• Main topic or topics (e.g., World War II, reptiles, double-digit multiplication) require slightly more time than expected), and selecting
• Concepts (e.g., integrity, the Doppler effect) that unite lessons within the unit textbook chapters and stories and other materials to
• Essential skills to be developed incorporate.
Next divide everything into the available class periods
• Academic goals and desired outcomes or time slots to determine how to fit the pieces into the
• Academic standards that directly relate to the subject area or areas unit. Build in extra time for review and enrichment to
• Cross-curricular connections ensure that all students have learned the material. With
• Methods to make the learning relevant throughout the unit each lesson, pinpoint the specific goals and desired
outcomes that are to be met to ensure your students
• Big ideas that link to additional big ideas to increase understanding
will meet the learning goals of the overall unit.
• Past learning that links to present learning and leads to future learning Document shortcomings and successes for future
• An understanding of students' current knowledge lessons.
• Questions to guide thinking each day and from day to day
• Questions based on recurring unit ideas or themes
• Clear expectations for learning of all students
• Vocabulary to study and focus on, with multiple exposures over time to engrain learning
• A determination of appropriate level of proficiency to meet desired outcomes
• Assessments for before, during, and after lessons and the overall unit
LESSON 6: WRITING A PROBLEM-BASED / PROJECT-BASED LEARNING PLAN
6.1. Review of the Revised Bloom’s Taxonomy of objectives

BLOOM’S REVISED TAXONOMY
1. Remembering
Recalling information Recognizing, listing, describing, retrieving, naming, finding
2. Understanding
Explaining ideas or concepts Interpreting, summarizing, paraphrasing, classifying,
explaining
3. Applying
Using information in another familiar situation Implementing, carrying out, using,
executing
4. Analyzing
Breaking information into parts to explore understandings and relationships Comparing,
organizing, deconstructing, interrogating, finding
5. Creating
Generating new ideas, products, or ways of viewing things Designing, constructing,
planning, producing, inventing. Evaluating Justifying a decision or course of action
Checking, hypothesizing, critiquing, experimenting, judging
NVSU-FR-ICD-05-00 (081220) 44
REVISED Bloom’s Taxonomy Action Verbs
6.2. ALIGNMENT OF COMPETENCIES, OUTCOMES, AND ASSESSMENT WITH TEACHING

AND LEARNING ACTIVITIES
Learning Objectives & Alignment

Learning objectives describe what learners will be able to do upon completion of a course
or instructional unit. Educators often refer to learning objectives as student learning outcomes,
learning goals, performance outcomes, instructional objectives, behavioral objectives, or core
competencies. Well-crafted courses have learning objectives that describe overall, high-level
objectives for the course (the big ideas), as well as more detailed learning objectives for each unit
or module of content.
Why Is It Important?
Carefully written learning objectives provide students with a roadmap that explains where
they are going in the course and what to expect when they get there. They describe the intended
purposes and expected results of the course, unit, or activity. Unit or module learning objectives
also provide students with benchmarks by which they can measure their progress towards
achieving the course outcomes.
Learning objectives also guide instructors to align critical course components, such as
student assessments, instructional materials, course activities, and course technology. When
aligned, the major course components work together to ensure that students achieve the desired
learning objectives. In an online course especially, objectives help instructors guide their choices
about the content that needs to be included—what is truly important versus what is just nice to
have.
NVSU-FR-ICD-05-00 (081220) 45
How to Put Into Practice?

How to Write Measurable Learning Objectives
1. Identify an object, thing, or idea (usually a noun) you want students to learn. Consider the
desired knowledge dimension: factual, conceptual, procedural, or
metacognitive. Example: The seven steps of the research process (procedural).
2. Identify the level of knowledge expected. It’s important to choose the appropriate level of
learning because this directly influences the type of assessment that you choose to
measure your students’ learning. (Refer to Bloom’s Taxonomy pyramid that follows, where
there are six levels of learning: Remembering, Understanding, Applying, Analyzing,
Evaluating, and Creating.) Example: To understand the seven steps of the research
process (understanding).
3. Select a verb (an action) that is observable to describe the behavior at the appropriate
level of learning. Many verbs are listed here. Example: Explain these seven steps.
4. Add additional criteria to indicate how or when the outcome will be observable to add
context for the student. Example: Describe the seven steps of the research process when
writing a paper.
VI. REFERENCES
Book/s
Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing,
Abridged Edition. Boston, MA: Allyn and Bacon. Research:
http://www.ascd.org/publications/books/109051/chapters/Lesson-Plans-and-Unit-Plans@-
The-Basis-for-Instruction.aspx
Website/s
http://www.ascd.org/publications/books/102112.aspx
https://www.uky.edu/~rsand1/china2018/texts/Anderson-Krathwohl%20-
%20A%20taxonomy%20for%20learning%20teaching%20and%20assessing.pdf
https://tspace.library.utoronto.ca/bitstream/1807/77236/1/Urbanc_Natalie_201706_MT_MTRP%20.
pdf
https://www.researchgate.net/publication/271881123_Teaching_with_Technology/fulltext/55e09f7d
08aecb1a7cc4e15c/Teaching-with-Technology.pdf?origin=publication_detail
https://www.researchgate.net/profile/Anette_Kolmos/publication/227057453_Problem-
Based_and_Project-Based_Learning/links/02e7e5304ae9d21cb8000000/Problem-Based-
and-Project-Based-Learning.pdf?origin=publication_detail
https://www.scribd.com/document_downloads/direct/60243196?extension=doc&ft=1600839149&lt
=1600842759&user_id=438950728&uahk=gKsuGR4PQ3wgOJgNVJ-79tVYreo
https://www.deped.gov.ph/wp-content/uploads/2019/01/EPP-CG.pdf
www.slideshare.net
NVSU-FR-ICD-05-00 (081220) 46

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Republic of the Philippines

NUEVA VIZCAYA STATE UNIVERSITY

College of Teacher Education

EGREE PROGRAM BSED COURSE NO. SEC ENGL ED 21

I. CHAPTER II: DEVELOPING PROBLEM-BASED AND PROJECT-BASED INSTRUCTION PLANS

II. LESSON TITLE

III. LESSON OVERVIEW:

IV. DESIRED LEARNING OUTCOMES

At the end of this module, you should be able to:

LESSON 1: NATURE OF PROBLEM-BASED AND PROJECT- BASED APPROACHES

A. UNDERSTANDING PROBLEM-BASED LEARNING

c. The work is to result in a concrete product, be it an oral presentation, a written report, or

Berthelsen et al. (1977) identified five central principles:

b. Project-Organization. The project aspect was defined as follows: A project is a complex

c. Interdisciplinary Considerations. Interdisciplinarity involves the crossing of professional

As a result, students develop deep content knowledge as well as critical thinking,

Problem-Based Learning (PBL) is a pedagogical approach and curriculum design

How does PBL differ from “doing a project”?

We find it helpful to distinguish a "dessert project" - a short, intellectually-light

In contrast to dessert projects, PBL requires critical thinking, problem solving,

THE GOLD STANDARD FOR HIGH-QUALITY PBL

Project-Based Learning. Project-based learning would be seen by many to be

In essence, the PBL model consists of these seven characteristics:

According to the BIE, the key elements to project design include:

Problem-based learning programmes use Students are required to produce an outcome

Commented [MR11]: •Using a scenario-based

Commented [MR13]: After the discussion about beach

Commented [MR14]: Once her students' interest was

LESSON 3: USING THE PROJECT-BASED LEARNING MULTIMEDIA AS A TEACHING-

Project-based multimedia learning is a teaching method in which students "acquire new

❖ Project-based learning is not a new educational method.

The effective use of multimedia learning project requires:

DIMENSIONS OF PROJECT-BASED MULTIMEDIA LEARNING

3. Extended Time Frame

4. Student Decision Making

Roles of Assessment in Project-Based Multimedia Context:

VARIOUS PHASES OF THE PROJECT

1. Before the Project Starts

b. Work with the real - world

d. Prepare software and peripherals such as microphones

e. Organize Computer Files

f. Prepare the Classroom

Introducing the Project (One or Two Days)

1. Review project documents. You can ask

2. Perform Pre-Assessments. Your students can write pre-assessment questions based

LEARNING THE TECHNOLOGY (One to Three Days)

PRELIMINARY RESEARCH AND PLANNING (Three Days to Three Weeks, depending on

CONCEPT DESIGN AND STORY BOARDING

ASSESSING, TESTING, AND FINALIZING PRESENTATIONS (One to Three Weeks)

WHY USE PROJECT-BASED MULTIMEDIA LEARNING?

LESSON 4: USING TECHNOLOGY TO ENHANCE STUDENT INQUIRY

This shift towards more inquiry-based learning will:

A. TEACHING WITH TECHNOLOGY

Figure 3. Distinguishes between teaching methods

B. BENEFITS OF TEACHERS USING TECHNOLOGY

Teachers benefit from the use of technologies in different ways:

Therefore we can say that:

C. BENEFITS OF LEARNERS USING TECHNOLOGY

Also the use of technology in general:

D. INTEGRATING TECHNOLOGY INTO TEACHING

A Context for Inquiry

d. Student interest is maintained, and engagement is increased, which is much required

❖ for the inquiry process of tuning in by watching, questioning, thinking, observing,