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PBL Lecture

The document discusses problem-based learning (PBL) and project-based learning (PBL), explaining that they are student-centered approaches where students learn by working to solve open-ended problems or engaging in real-world projects. It provides details on the key elements of each approach, including benefits like developing skills like critical thinking and challenges like requiring more coaching. Guidelines are offered for educators to implement PBL and PBL in their own classrooms.

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ERIK TERORA
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56 views

PBL Lecture

The document discusses problem-based learning (PBL) and project-based learning (PBL), explaining that they are student-centered approaches where students learn by working to solve open-ended problems or engaging in real-world projects. It provides details on the key elements of each approach, including benefits like developing skills like critical thinking and challenges like requiring more coaching. Guidelines are offered for educators to implement PBL and PBL in their own classrooms.

Uploaded by

ERIK TERORA
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Problem- Based

&
Project- Based
Learning
PrEd 152: Technology in Teaching and Learning 2
ERIK ALIDO TERORA
Problem – Based Learning (PBL)
is a student-centered approach
in which students learn about a
subject by working in groups to
solve an open-ended problem.
Why use problem-based learning?
A well designed PBL project
provides students with the
opportunity to develop skills
related to:
working independently

Managing projects and holding leadership roles


Self awareness and evaluation of group processes
working in teams
critical thinking and analysis
oral and written
communication self- directed learning
explaining concepts

Applying course content to


real-world examples

Researching and information


literacy
Problem-solving across
disciplines
Considerations for using PBL
Students generally must:
Examine and define a problem
Explore what they already know about
underlying issues related to it
Determine what they need to learn and where
they can acquire the information and tools
necessary to solve the problem.
Considerations for using PBL
Students generally must:
Evaluate possible ways to solve the problem

Solve the problem

Report on their findings


Getting Started
with
Problem-Based
Learning
 Articulate the learning outcomes of the
assignment. What do you want students to
know or able to do as a result of
participating the assignment?

 Create the problem. Ideally this will be a real


world situation that resembles something
students may encounter in their future
careers or lives.
 Establish ground rules at the beginning to
prepare students to work effectively in
groups.

 Introduce students to groups processes and


do some warm up exercises to allow them to
practice assessing both their own work and
that of their peers.
 Consider having students take on different
roles or divide up the work up among
themselves.

 Establish how you will evaluate and assess


the assignment.
Project – Based Learning (PBL)
is a teaching method in which
students learn by actively
engaging in real-world and
personally meaningful projects.
Project – Based Learning (PBL)
 is more than just projects
 students "investigate and respond
to an authentic, engaging, and
complex problem, or challenging"
with deep and sustained attention
What are the essential elements
of PBL?
 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
What are the essential elements
of PBL?
 is inquiry-based
 uses 21st-century skills such as critical
thinking, communication, collaboration,
and creativity, among others
 builds student choice into the process
What are the essential elements
of PBL?
 provides opportunities for feedback and
revision of the plan and the project
 requires students to present their problems,
research process, methods, and results
Benefits of a Project-Based
Learning
 prepares students to accept and meet
challenges in the real world, mirroring what
professionals do every day
 project-based learning provides an
opportunity for students to engage deeply
with the target content, bringing about a
focus on long-term retention
 also enhances students' technology abilities

 helps students develop teamwork and


problem solving skills, along with the ability
to communicate effectively with others
Challenges of Project-Based
Learning
 PBL requires you to coach more and instruct
less, to embrace interdisciplinary learning
instead of remaining locked in single-
subject, and to be more comfortable with
uncertainty and discovery during the
learning process
Getting Started
with
Project-Based
Learning
 Dream big, but start small

 start with "small, well-orchestrated


changes," selecting a few targeted
goals each year, focusing on doing
those things well and concentrating on
growth
 approaching it from the students’
perspective and providing them with the
resources they need to make sense of PBL
as a concept and the practical steps once
they are engaged in the process
Learning Outcomes
To be able to give examples of polynomials, monomials,
binomials and trinomials. To be able to identify the base,
coefficient, terms and exponents in the given polynomials.
(Obera)
Derives relationships of geometric figures using
measurements. (Badilla)
Use of appropriate graphs to represent organized data;
pie chart, bar graph, line graph, histogram and ogive.
(Collera)
The learners should be able translate English sentences
to mathematical sentences and vice versa. (Arguelles)
The learners should be able to add integers using
different approaches and solve word problems involving
addition of integers. (Lauglaug)
Illustrate Relation and Function. (Ardivilla)
The learners should be able to differentiate between
constants and variables in a given algebraic expressions
(Horca)
Illustrate the following measures of position :Quartiles,
Deciles, and Percentiles (Mirante)
The learner derives the formula for finding of n objects taken r
at a time. (Cabaltera)
Graph a circle and other geometric figures in the coordinate
plane. (Pontillas)
Solves a system of linear equations in two variables
by;(a)Graphing;(b)Substitution;(c) Elimination.(Lacanaria)
Illustrates the measures of central tendency (mean, median,
and mode) of a statictical data. (Glore)
Describes well-defined sets, subsets, universal set, null set and
cardinality sets. (Dalomias)
Learners must illustrate a quadratic equation; Solves a
quadratic equation by extracting its square roots (Dinola)

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