ST.

PETER’S COLLEGE
COLLEGE OF EDUCATION
Committed to
Excellence
 Developing Problem-Based and
Project-Based Instructional Plans

a. Nature of Problem-Based and

Project-Based Approaches

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Problem Based-Learning (PBL)
-is a teaching method in which complex
real- world problems are used as the
vehicle to promote student learning of
concepts and principles as opposed to
direct presentation of facts and concepts.

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Committed to
 Any subject area can be adapted to PBL with a little creativity.
While the core problems will vary among disciplines
• The problem must motivate students to seek out a deeper understanding of
concepts.
• The problem should require students to make reasoned decisions and to defend
them.
• The problem should incorporate the content objectives in such a way as to connect
it to previous courses/knowledge.
• If used for a group project, the problem needs a level of complexity to ensure that
the students must work together to solve it.
• If used for a multistage project, the initial steps of the problem should be open-
ended and engaging to draw students into the problem
 The following guidelines from The Power of
Problem-Based Learning
1. Choose a central idea, concept, or principle that is always taught in a given
course, and then think of a typical end-of-chapter problem, assignment, or
homework that is usually assigned to students to help them learn that concept.

2. Think of a real-world context for the concept under consideration.

Develop a storytelling aspect to an end-of-chapter problem, or research an actual
case that can be adapted, adding some motivation for students to solve the problem.

3. The problem needs to be introduced in stages so that students will be able to

identify learning issues that will lead them to research the targeted concepts.
 The following are some questions that may
help guide this process:
✓ What will the first page (or stage) look like? What open-ended questions can be
asked? What learning issues will be identified?
✓ How will the problem be structured?
✓ How long will the problem be? How many class periods will it take to
complete?
✓ Will students be given information in subsequent pages (or stages) as they work
through the problem?
✓ What resources will the students need?
✓ What end product will the students produce at the completion of the problem?
 The following guidelines from The Power of
Problem-Based Learning
4. Write a teacher's guide detailing the instructional plans on using the
problem in the course.

5. The final step is to identify key resources for students.

What is a Project-Based learning?
-it
is an individual or group activity that goes
on over a period of time, resulting in a
product, presentation, or performance.
6 Steps in Process Writing
1.Brainstorming
2.Organizing the brainstormed ideas
3.Developing a draft
4.Obtaining feedback
5.Revising
6.Publishing

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Committed to
 Project-Based learning
1.Project-based learning is learner centered.

2. From student point of view, Project-Based Learning:

a. Is learner centered and intrinsically motivating
b. Encourages collaboration and cooperative learning
c. Requires students to produce a product, presentation,
or performance.
d. Allows students to make incremental and continual
improvement in their product, presentation, or
performance.
e. Is designed so that students are actively engaged in
"doing" things rather than in "learning about" something.
f. Is challenging, focusing on higher-order skills.
3. From teacher point of view, Project-Based
Learning:
a. Has authentic content and purpose
b. Uses authentic assessment.
c. Teacher Facilitated.
d. Has explicit educational goals
e. is rooted in constructivism.
f. Is designed so that the teacher will be a learner.
g. Teacher plays a major role in setting the learning
goals of the project.
h. Teacher and students provide formative evaluation.
i. Teacher, students, and others may help in the
summative (final) evaluation.
J. Rubrics created by a combination of teacher and
students.
4. From a research point of view, Project-Based
Learning is supported by work in:
Constructivism

a. Situated Learning Theory

b. Motivation Theory
c. Inquiry & Discovery-Based Learning
d. Cooperative Learning
e. Individual & Collaborative Problem Solving
f. Peer Instruction
g. Problem-Based Learning
Reference:

https://www.youtube.com/watch?v=6qpbu7CIz30&t=935s
https://www.edutopia.org/blog/pbl-vs-pbl-vs-xbl-john-
larmer