Perbandingan PBL dengan

kaedah tradisional
Criteria Traditional Project-Based Learning
Instruction
Content • Knowledge of facts • Comprehension of
concepts and principles

Scope and • Follows fixed • Follows students

Sequence curriculum interest
• Move from unit to • Large units composed
unit of complex problems or
• Narrow, content issues
area focus • Broad, interdisciplinary
focus
 Criteria Traditional Project-Based
Instruction Learning
Teacher’s role • Lecturer and director • Resource provider
of instruction • Advisory/mentor/
• Expert facilitator

Assessment • Products • Process and

• Test scores product
• Reproduction of • Tangible
information accomplishments
• Demonstration of
understanding
 Criteria Traditional Instruction Project-Based
Learning
• Classroom • Texts, lectures and • Direct or original
materials presentations sources, printed
• Teacher/book materials, interviews
company developed and documents
worksheets and • Data and materials
activities developed by
students

• Use of • Ancillary, peripheral • Central, integral

technology • Administered by • Directed by
teachers students
Criteria Traditional Project-Based
Instruction Learning
• Type of • Students working • Students working in
student alone groups
involvement • Students competing • Students
with one another collaborating
• Students receiving • Students
information constructing,
contributing and
synthesizing
information
 Criteria Traditional Project-Based Learning
Instruction
• Student • Carry out • Carry out self directed
role instructions experiences
• Memorize and • Discover, integrate, and
repeat facts present ideas
• Listen, behave, • Communicate, show
speak only when affect, produce, take
spoken to responsibility
Criteria Traditional Project-Based
Instruction Learning
•Goals • Knowledge of facts, • Understanding and
terms and content application of complex
• Mastery of isolated ideas and processes
skills • Mastery of integrated
• Breadth of skills
knowledge one • Depth of knowledge
another • Graduates who have
• Graduates who the disposition of and
have knowledge to skills to engage in
perform on sustained, autonomous,
standardized life-long learning
achievement tests
 Perbandingan dengan Projek PBL
PROJECTS PBL
•Loose set of activity •Uses driving questions to drive
•No management the inquiry process
structure •Integral part of the curriculum
•May be thematic •Focused and inspiring
•Broad assessment •Aligns specific outcome with
assessment
•Uses project management tools
to structure learning
TATACARA PELAKSANAAN PBL
Bentuk kumpulan pelajar: 3-5 orang
Ikuti enam langkah PBL.
◦ Perkenalkan soalan yg boleh membina minat.
◦ Senaraikan aktiviti
◦ Buat jadual aktiviti:
◦ Buat pemantauan projek
◦ Nilai output projek
Buat persembahan projek
ARTIFACT: PBL PRODUCTS (WRITTEN)
Research report Brochure
Poster Pamphlet
Poem Survey/Questionnaire
Report Autobiography
Book Review Essay
Curriculum-Framing Questions/
Soalan kurikulum:

◦ Essential Question/Soalan Penting

◦ Unit Questions/Soalan Unit
◦ Content Questions/Soalan
Kandungan
 Biggest
Essential

Unit Bigger

Basic
Content
ESSENTIAL QUESTION (EQ)
◦ Soalan yang memandu kepada persoalan
yang lebih mendalam.
◦ Berkisar dengan isu utama,permasalahan,
keprihatinan, kepentingan dan minat atau
tema yang sesuai dengan kehidupan pelajar
dan komuniti.
◦ Open-ended, tidak memihak kepada mana-
mana pihak, bererti dan mempunyai tujuan.
◦ Menggalakkan budaya kolaborasi di kalangan
pelajar, guru, komuniti dan mengintegrasikan
ICT bagi menyokong proses pembelajaran.
ESSENTIAL QUESTION (EQ)

EQ yang baik adalah:

♦ Dapat memandu projek.
♦ Refleksi tema projek.
♦ Membantu pelajar ke arah mendalami
kandungan dan kemahiran yang
membolehkan mereka menjawab soalan
projek.
♦ Tidak mudah dijawab atau diselasaikan.
Senarai semak bagi membina soalan yang
berkesan
♦ Adakah ia merangsang pemikiran?
♦ Adakan jenis “open ended”?
♦ Adakah ia berkait langsung dengan topik?
♦ Adakah ia mencabar?
♦ Adakah ia delima dunia sebenar?
♦ Adalah outputnya nanti selaras dengan
matlamat HSP?
 Contoh EQ: Sains
♦ What is the earth made of?
♦ Can we predict the weather?
♦ How good is our water?
♦ How should a bridge be designed for this
site?
♦ How can we stop the spread of infectious
disease?
UNIT QUESTION (UQ)
◦ Berkenaan topik spesifik atau unit
pembelajaran
◦ Menyokong dan meneruskan
pembelajaran EQ
◦ Mengemukakan soalan-soalan
penting bagi projek
◦ Tiada jawapan yang “betul”
◦ Merangsang minat pelajar
 UNIT QUESTION (UQ)
Why do we need food?
How can I remain healthy always?
CONTENT QUESTION (CQ)
◦ Menjawab soalan-soalan projek
dan objektif pembelajaran secara
jelas
◦ Berkisar dengan fakta, bukan
sahaja interpretasi fakta
◦ Menjawab soalan-soalan projek
 CONTENT QUESTION (CQ)
What is food?
How does food keep us healthy and fit?
What are the different food types and
their nutritive value?
What is a balanced diet and its role in
good health?
 PBL PRODUCTS: Presentation
Speech Discussion
Debate Exhibition of products
Panel discussion
 Essential Question

Plan
Kaedah Schedule
Project
Based Monitor

Learning
Assess

Evaluate
PBL PRODUCTS :Technological

Multimedia

Multimedia
Video

Video
CD-ROM

CD-ROM
Website

Website
PBL PRODUCTS : Media

Audiotape Painting
Slide show Map
Videotape Photo album
Pembentangan projek menggunakan brosur dan CD
Pembentangan projek menggunakan bahan carta
Ibu bapa sedang mengikuti persembahan pelajar
A rubric is the guide used to score
performance assessments in a reliable,
fair, and valid manner and is generally
composed of dimensions for judging
student performance, a scale for rating
performances on each dimension, and
standards of excellence for specified
performance levels.

http://rubistar.4teachers.org/index.php