Differentiate project-based

and problem-based learning

approaches 

Here starts the

lesson!
 EXPERIENTAL LEARNING 

Is the process of learning through experience

and is more specifically defined 
as 

"learning through reflection on doing"
 Experiential
learning gives
faculty a break

* the students are teaching themselves” • That  can allow the learner to seek out skills

in working with problems independently.
 * the teacher carefully plan and facilitate learning
by preparing learner-
centered and integrative activities
Experiential
learning involves
only experiences

Experience without critical  Students must

reflection does not integrate  be allowed to determine what they co
knowledge or facilitate new  uld apply to 
understanding new situations from their 
experience.
Experiential
learning must
happen outside the
classroom

Integrate knowledge, develop new skills, and

* Role playing, games and simulations  
learn more about themselves which can
happen inside the classroom.
 Experiential
learning 
is a blend of both actual experiences and directed learning
to allow the student to attain new concepts and values.
Characteristics of
Experiential
Learning
2
itle. P5
Book T
• hands-on learning

• problem-solving process

• real-world problems ● These are the characteristics of

experiential learning from
• learner’s interaction with each other Wurdinger and Carlson (2010)
and the subject matter

• concrete experiences
• Students do not solve problems
Exam
• student learning outcomes are t
conten
not clearly defined

• there is no interaction with

other students. It is NOT experiential if:

• there is no concrete experience.

• there is no guided reflection

built in.
 Problem – based
and
Project-based Learning
PROBLEM-BASED
LEARNING 
use real-world problems to promote
student learning of concepts and principles
instead of direct presentation of facts and
concepts (Duch et al, 2001)

students have control of the work or project 
which may or may not address a specific
problem
PROJECT-BASED
LEARNING 
is a comprehensive instructional approach to engage
students in investigation. The learning activities are
organized around a question which is both authentic
and meaningful. (Blumenfeld et al. 1991).

a selected problem is specified by the teacher.

Students work individually or in teams’ overtime to
develop solutions to this problem.
Examples of Show a video clip
Problem-based where an athlete gets injured and ask
Learning Activities questions related to the force, direction,
what ligaments would be involved.

Use simple objects

to create levers; present various problem
Examples o using common objects; give students a
f
Problem-ba scenario where a huge equipment shall be
s ed
Learning transferred from one room to another with
Activities only one friend to help.
 Shrinking potato chip
Examples of Project- bags in the microwave
based Learning
Activities Hands-on activities are used to learn about
polymers by using several their simple
objects, like shoes and sporting equipment.

Design app
Examples o Ask students to create their own App to
f
Project-bas address a given phenomenon like global
ed
Learning warming, depletion of natural resources,
Activities transportation etc.
 Project-Based Learning VS Problem Based
Learning
Project-Based Problem-Based

• Often Multidisciplinary • Normally Single Subject

• Often Long Projects • Often short-term projects

Open-ended "Product" might only be a
• Includes the creation of Authentic proposed solution or
Product or Performance Build 4’C’s presentation of findings
Independent
• Normally based on real- Inquiry
world tasks and settings • often uses case studies,
scenarios, “messy” problems
Review on some Learning Theories

A Learning theory aims to describe

how an individual absorbs, retains, and
processes information during learning.
There are multiple theories that guide
educators in planning, implementing, and
assessing learning.
 BEHAVIORI
SM
In behaviorism positive and negative reinforcement act as
tools of learning and behavior modification, it also includes the
use of punishment and reward system. In this learning theory,
learning is viewed as a response to external stimuli rather than an
internal struggle against self-regard.
 CONSTRUCTI
VISM
In this learning theory, the learners are the one responsible
for their learning. They use what they previously learned from
their past experiences and use them to construct their meaning.
 COGNITIVI
SM
In this learning theory there are an emphasis on facts and
recall of knowledge. If you are going to ask your students to create
a project or to solve a problem, you need to give time and allow
them to gather knowledge and facts that they need.
 Hi!

I am Paul,Your next Reporter

For this topic :)
 Experiential Learning theory-
emphasizes that concrete experience
provides information that serves as a
basis for reflection. From these
reflections, we assimilate knowledge and
form abstract concepts.
Experiential Learning Theory
David Kolb is an American
psychologist and
educational theorist who
earned
his Ph.D. in Social
Psychology from Harvard
University. He is best known
for his Contributions to
Experiential learning theory,
Kolb's Learning Styles, and
learning style
Kolb identifies two different
ways of grasping experience:
1) Concrete
Experience.
2) Abstract
Conceptualization.
 
He also identified two ways of
transforming experience:
1) Reflective Observation.
2) Active Experimentation.
The Experiential Learning
Cycle

Kolb's experiential learning

style theory is like a baseball
field where the learner
'touches all the bases'.
 
The Experiential Learning
Cycle
 In this theory, learning occurs
if there is a mutually supportive
process that integrates all the
stages. The learner could enter
the cycle at any stage and then
follow its sequence logically. It is
assumed that learning only takes
place when the learner
successfully executes all stages.
• For example, let us
imagine that you ask
your students to
learn how to use a
microscope.
• Some students might
choose to start learning by
observing the teacher or a
classmate as they use the
microscope and then reflect
from it.
• Another student might
prefer to read and analyze a
book or manual on how to
use a microscope.
• Yet another student might
decide to just try and
explore how to use the
microscope directly
Diversity in the classroom
plays a vital role, the
preferences of our students is
important. Some may prefer
to be "watchers" who benefit
from reflective observation
while others may want to be
"doers" and are more
probably be involved in active
experimentations and as a
teacher, we must recognize
the needs of our learners.