CHAPTER 4 Problem – Based and Project – Based Learning

CHAPTER 4

Problem – Based and Project – Based Learning

Mark Jones  M. Delgado                                                                              BSEd II - English

 

“True learning is based on discovery ... rather than the transmission of knowledge”

Problem – Based Learning is an approach that challenges students to learn through engagement into real problem. It uses an inquiry model or a problem – solving model.

Steps in Problem – Based Learning

Read and analyze the problem scenario.

List what is known.

Develop a problem statement.

List what is needed.

List actions, solutions and hypotheses.

Gather information.

Analyze information.

Present findings and recommendations.

Goal Role Audience Situation Product and Performance Standards for Success

Project – Based Learning is a project which involves a complex task and some form of student presentation and/or creating an actual product.

Students do Project – Based Learning by

Defining the purpose of creating end product.

Identifying their audience.

Doing research on the topic.

Designing the product.

Implementing the design.

Solving the problems that arise.

Coming up with product.

Steps in Project – Based Learning

Conceptualized the project design.

Critique each other’s design.

Revise and finalize their project design.

Present their product.

Reflect on how they completed the project.

Features of both Problem BL and Project BL

Based on constructivist approach to learning.

Learner – focused.

Experiential.

Geared toward real world tasks.

Inquiry – Based.

Projects or Problems have more than one approach or answer.

Assessment in Problem BL and Project BL in K to 12

Knowledge

Process/Skills

Understanding

Products/Performance

Knowledge is a substantive content of the curriculum, able facts and information that the student acquires.

Process/Skills or Cognitive Operations, that the students perform on facts and information for the purpose of constructing meanings and understanding.

Understanding endures big ideas, principles and generalizations inherent to the discipline.

Assessed by 6 facets

Explaining explains concepts, principles and processes by putting them in their own words.

Interpreting interprets by making set of data, text and experience through images, models and such.

Applying applies by effectively using and adapting what they know in new and complex content.

Demonstrating Perspective demonstrates perspective by seeing the big picture and recognizing different points of view.

Displaying Empathy displays empathy by perceiving sensitively and putting one’s self in someone’ shoe.

Possessing Self – Knowledge by showing meta - cognitive awareness.

Products/Performances – real life application of understanding as an evidenced by the student’s performance of authentic tasks.

Reflection

            “True learning is based on discovery ... rather than the transmission of knowledge” by exploring oneself into new things, you’ll be able to learn because you yourself have found out everything unlike in the transmission of knowledge the informations are already passed hand by hand before it was landed on you. You’ll not be able to distinguish whether it is true or false.

            I have learned that that it’s really helpful to utilize the 8 steps of Problem BL starting with analyzing the scenario or problem. I would say this is requisite listening to understand, not to respond step, what is actually presented, not what I think is presented. I love the hunches idea of step 2. Steps 3 and 4 are the nuts-and-bolts of carefully listing the evidence of what is known and analyzing it to come up with a list of what is unknown. Step 5 is to start writing down a plan of how to figure out the unknown stuff. In Problem BL, it seems it need to be small enough to solve, produce, respond to, test, or find out. Step 7 is where you analyze information and step 8 is the intuitive action of presenting of the findings. As well as in the project based BL. I also learned that we should define first the purpose of creating end product, then identifying audience, doing research to the topic, designing the product, implementing the design, solving the problems and coming up with product. All in all, I have learned that Problem BL is the problem that arises into real world wherein Project BL is considered to be the result. I also learned that KPUP is the best way to assess Project BL and Problem BL in K-12. Problem BL in concurrent with Project BL will really come up with a great solution to a certain problem.  It enables the learning to be factual and informative.

            I will utilize these Project BL and Problem BL by engaging the students into a real world problem wherein they’ll follow different steps systematically. In contrast, this activity is very time consuming yet will come up with the best results. What’s important in here is to find the accurate answer to their uncertainties.

            Since these two are both constructivist, learners are the makers of knowledge. They will learn through their experiences during the solving process. Since experience is the best teacher, it is as well a great provider.