MODULE 2

Developing Problem-Based
and Project-Based
Instructional Plans

Dr. Gary Ken N. Robles

Faculty
 Nature of Problem-Based and Project-Based
Approaches

Some teachers find it difficult to understand

Problem-based and Project-based learning because
they didn’t realize that they should first explore
Experiential Learning. Experiential learning is
commonly misused and misunderstood by some.
Here are some MYTHS about experiential learning:
1) “Experiential learning gives faculty a break”. Basically, the
students are teaching themselves” – the teacher carefully
plans and facilitates learning by preparing learner-centered
and integrative activities which can allow the learner to
seek out skills in working with problems independently.

2) “Experiential learning involves only experiences”. –

Experience without critical reflection does not integrate
knowledge or facilitate new understanding. Students must
be allowed to determine what they could apply to new
situations from their experience

3) “Experiential learning must happen outside the classroom”.

- Role-playing, games, and simulations are some
examples of opportunities for students to integrate
knowledge, develop new skills, and 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

These are the characteristics of experiential
learning from Wurdinger and Carlson(2010)
✓ hands-on learning
✓ problem-solving process
✓ real-world problems
✓ learners' interaction with each other and the
subject matter
✓ concrete experiences
It’s NOT experiential if:
✓ students don’t solve problems.
✓ student learning outcomes are not
clearly defined
✓ there is no interaction with other
students.
✓ there is no concrete experience.
✓ there is no guided reflection built-in.
 Problem – based and Project-based Learning

Both problem-based learning and project-based

learning are forms of experiential learning.

Problem-Based Learning (PBL) uses real-world

problems to promote student learning of concepts
and principles instead of a direct presentation of
facts and concepts (Duch et al, 2001).

On the other hand, Project-Based Learning is a

comprehensive instructional approach to engage
students in investigation. The learning activities are
organized around a question that is both authentic
and meaningful. (Blumenfeld et al. 1991).
While Project-Based Learning and Problem-Based
Learning are usually interchanged, they are two
different approaches to learning.

In Project-Based Learning, students have control

of the work or project which may or may not
address a specific problem.

In Problem-Based Learning, a selected problem is

specified by the teacher. Students work individually
or in teams over time to develop solutions to this
problem.
Problem-based and Project-Based
approaches can be used in various
learning opportunities. It is vital that as
teachers we should know when to use it.
Below are some examples of cases
where Problem-based and Project-based
learning are used
Examples of Problem-based Learning Activities

1) Show a video clip where an athlete gets injured

and ask questions related to the force, direction,
what ligaments would be involved.

2) Use simple objects to create levers; present

various problems using common objects; give
students a scenario where a huge piece of
equipment shall be transferred from one room
to another with only one friend to help…how
can you do this?
Examples of Project-based Learning Activities

1) Shrinking potato chip bags in the microwave.

Hands-on activities are used to learn about
polymers by using a number of simple objects,
like shoes and sporting equipment. As an
activity, they can put a wrapper from their
favorite chips or candy bar into the microwave
to learn how heat returns to its natural state.

2) Design app. Ask students to create their own

App to address a given phenomenon like global
warming, depletion of natural resources,
transportation and etc
Theories on Problem-Based/Project-Based
Learning
Review of some Learning Theories

A Learning theory aims to describe how an individual

absorbs, retains, and process information during
learning.

First, let's try to recall some learning theories in the

context of Problem-based and Project-based
learning. There are multiple theories of learning that
guide educators in planning, implementing, and
assessing learning, but in this lesson, we will only
include the basic types of learning theories
1. Behaviorism – in this learning theory, learning
is viewed as a response to external stimuli.
Imagine doing a task for your most unlike subject,
you were not thrilled to hear the instructions of
your teacher. It all changes when your teacher
announces the possible rewards and
consequences you may get for thetas. In
behaviorism positive and negative reinforcement
act as tools of learning and behavior modification,
it also includes the use of punishment and reward
systems.
2. Constructivism – in this learning theory, the
learners are seen as the ones responsible for
their learning. They use what they previously
learned from their past experiences and use
them to construct their meaning. For example,
you want your learners to create a video
presentation about current political issues in our
country. You need first to provide opportunities
for them to utilize their knowledge about politics
through discussion and by asking questions.
3. Cognitivism - 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 projector to solve a problem, you need to
give them time and allow them to gather the knowledge and
facts that they need. Imagine being asked to cook a meal
without knowing its ingredients. Discussions and explanations
are still needed in using problem-based and project-based
approaches.

The following are only a few of the multiple theories of

learning that guide educators in the teaching and learning
process. There is no such single learning theory that could
explain how learning takes place. Now let's try to understand
better Problem-based and Project-based learning by digging
deeper into learning theories that support experiential learning
 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
earning style inventory.

His work on experiential learning tries to explain learning as

a process where knowledge becomes a product of various
combinations of grasping and transforming experiences.

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.
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

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's 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, and the

preferences of our students are important. Some may prefer
to be "watchers" who benefit from reflective observation while
others may want to be "doers" and are more probably
involved in active experimentations and as a teacher, we
must recognize the needs of our learners
Technology Tools for Problem-based and Project-based
Learning

For Problem-based and Project-based learning to be

successful, there should be a focus on the use of
technology together with appropriate methods and
strategies to reach maximum learning. To allow the
attainment of lesson objectives, your technology
tools/platform should be properly implemented. It is a
known fact that both teachers and students struggle in
utilizing technology tools for Problem-based and Project-
based Learning. Here, we will explore some tools that
may help us in implementing Problem-based and Project-
based learning in the future
Considerations and applications for technology
in PBL
Technology plays a significant role in supporting learning in
PBL. Below are some characteristics of Problem-based and
Project-based learning in the 21st-century teaching, learning
and learning environment, and how technology can be best
utilized.
1. Learner-centered – the abilities and processes of the
learner are the utmost priority of PBL. Educators must put in
mind that the knowledge, skills, and attitude of the learners
should always be considered. Strategies must also revolve on
students' prior knowledge, motivation, interests, and skill-level
in a PBL environment. Teachers could use tools like online
surveys, polls, and collaborative online workspaces to assist
them in checking student progress and to better understand
the learners.
2. Collaborative – a well-selected technology tool should
promote a community of learners that encourages productivity.
Collaboration helps in engaging learners and develops positive
well-being. Technology tools should help in producing new
knowledge by exploring real-world problems or cases. Access
to external resources and resource persons is now easier with
the emergence and re-conceptualization of online systems that
support collaboration between teachers and learners.

3. Real-life applications - “Learning is stronger when it matters”

(Brown et al.,2014, p.11). Authentic learning environments are
created when students are capable of making connections
between new material and the real world. With communication
tools like Facebook messenger used to connect via video chat
across the world and other tools such as virtual reality, online
forums, blogs, and discussions learners should apply new
skills and build a sense of community.
4. Engages critical thinking – Students are
encouraged to explore a subject beyond the limits
of a given material in Virtual Environments and
with these students become self-reliant. There is
an influx of information available thus questions
that allow students to investigate rather than
complete a simple search are required. Specific
technological tools could be used to close gaps in
the problem-solving process
Choosing the appropriate Tool in your area of
Specialization

Even with the range of technological tools available, it

is still challenging for educators to identify exactly
which tools best promote PBL. Here are some
questions that we can use in selecting the
appropriate tool for PBL:
1. Does the tool encourage a learner-centered
environment?
2. Will the tool allow for collaboration among
students?
3. Does the tool promote real-world applications?
4. Can the tool be used to facilitate the investigation,
problem-solving and inquire
Model of Constructive Alignment in Writing a
Problem-Based and Project-Based Learning Plan
What is Constructive Alignment?

As a teacher, it is our role to ensure that we achieve the

desired learning outcomes by creating a learning environment
that supports the learning activities.
Constructive Alignment is the coherence between
assessment, teaching strategies, and intended learning
outcomes in an educational program. (McMahon & Thakore
2006). We want our learners to construct their learning
through relevant learning activities. We do our best to make
sure that there is proper alignment in all components of the
teaching system, which includes the curriculum and its
intended outcomes, the teaching methods used, and the
assessment tasks.
Bigg’s Model of Constructive Alignment

John Biggs is an Australian educational

psychologist and novelist who obtained his Ph.D.
from the University of London. He held Chairs and
has been employed in various positions across
different countries. He developed the model of
constructive alignment for designing teaching and
assessment
Biggs suggests that it is important that
activities should be designed to enable
students to learn how to demonstrate
achievement at the highest level as
described by the outcomes; therefore,
learning activities are designed before
the assessment. He also emphasized
that “students tend to learn what they
think they will be tested on”, then it is
important that the assessment regime
needs to be presented before the
teaching and learning activities, and
teachers should be focusing on the
verbs within the outcomes that express
"the very best understanding that could
reasonably be expected”

Model of an Aligned Curriculum

He added that surface learning
is a result of a poorly aligned
system where the test does not
reflect the objectives. Students
will always predict the
assessment task and then learn
what they thought will meet
those requirements and there is
no problem as long as those
assessment requirements
reflect the curriculum.
Constructive alignment is like
criterion-referenced assessment
which aligns assessment to the
objectives, but there is more to
that
CA is (a) not taking so much about the
matching of the objectives to assessment
but expressing the objectives in terms of
intended learning outcomes (ILOs), that will
later define the assessment task; and

(b) it aligns the teaching methods,

to the intended outcomes as well as
the assessment tasks
Constructive Alignment in PBL

In the previous lessons, we learned that both

Problem-based and Project-based learning are
creating opportunities for students to construct
knowledge through effective interactions and
collaborative inquiry and not only infusing
problems into the class. In ensuring that there’s
constructive alignment in Problem/Project-based
learning, the Cooperative Problem-Based
Learning (CPBL) Model proposed three (3)phases
as follows:
Phase 1: Problem Restatement and
Identification

This phase aims to prevent students from jumping

into conclusions by training them to think and focus
when faced with a problem. With this, the students
are guided in understanding and analyzing the
problem, defining the existing knowledge as well as
the gap. This is usually done by asking students to
restate and identify the problem to check their
understanding before coming to class. This will
allow instructors to define a problem, as required in
constructive alignment as well as assess students
‘ability to understand.
Phase 2: Peer Teaching, Synthesis, and
Solution Formulation

Phase 2 elaborates on the essence of self-directed

learning where students search and acquire new
knowledge driven by the need to use or apply the
knowledge. This aims to train students to fill in the
gap in their knowledge that they have identified in
Phase 1 before trying to find a solution to the
problem. After this phase, the learners are expected
to develop self-directed learning skills to fill their
knowledge gaps, synthesize, and apply them to
formulate the solution.
Phase 3: Generalization, Closure, and
Internalization

Finally, at this phase, the learners are expected to

critically determine the best solution for the problem
and use metacognitive skills to internalize and
generalize the concepts and skills learned. This will
allow learners to invoke critical evaluation of solutions,
develop metacognitive abilities in reflecting and
improving themselves and summarize as well as
connect concepts.

Constructive Alignment in Problem/Project-based learning plans is vital in

ensuring that the learners are getting the appropriate learning experiences
before they are being assessed, and ensuring that assessments are done
reflect the curriculum
Writing a Problem-based learning Plan Citing
Issues within the Subject Area
The Problem-Centered Design

Problem-based and Project-based learning (PBL) is

both an approach and a teaching method to the
curriculum. It draws on the needs, interests, abilities,
and social problems of learners and cut across
subject boundaries. It challenges students by
carefully designing problems that allow them to use
problem-solving techniques, self-directed learning
strategies, team participation skills, and disciplinary
knowledge. There are two major problem-centered
curriculum designs.
1. Life-Situations Design - in these designs
students are allowed to see directly the
relevance of what they are studying. The
content is organized around persistent life
situations to encourage students to become
directly involved in the improvement of the
community.
2. Core Problem Design - The problems are
based on common human activities and it
typically centers on general education. The
Core design includes the common needs,
problems, and concerns, of the learners as its
focus
Steps in Designing, Implementing and Assessing
PBL

Twenty-first-century skills require the use of instructional

approaches that let students to apply content, own their
learning, utilize technology efficiently, and work with others.
Here are the steps in Problem/Project-Based Learning:

Step 1: Identify Outcomes/Assessments. First, you need

to determine if your course has learning outcomes that suit
with PBL, then develop formative and summative
assessments to measure student learning. PBL fits best with
process-oriented course outcomes such as research and
problem-solving which requires collaboration.
Step 2: Design the Scenario. Next, think of a real, complex
issue related to the course content you design, a scenario with
an embedded problem that will emerge through student
brainstorming. It’s usually easy to identify lots of problems in
our fields; the secret is writing a scenario for our students that
will encourage different types of thinking, discussion, research,
and learning. Remember that scenario should be motivating,
interesting, and generate good discussion and should take
place to meet the learning outcomes.

Step 3: Introduce PBL. Some students are new to PBL; you

could always start with easier scenarios like the long line in the
canteen. With this, students could familiarize themselves with
the process. You can also allow groups to have their way of
dealing with problems and share them with the class.
Step 4: Research. PBL research begins with small-group
discussions where students define the problem and
determine their background knowledge, what topics to
research, and where they need to look to find data. The
problem should be written as a statement or research
question. Students should assign roles and responsibilities
and develop an initial hypothesis to “test” as they research a
solution. Remember: research questions and hypotheses can
change.

Step 5: Product Performance. The students create products

and presentations which will synthesize their research,
solutions, and learning. The format of the summative
assessment is completely up to you. Students find resources
to develop background knowledge that informs their
understanding and then they collaboratively present their
findings.
Step 6: Assessment. The groups’
products and performances are evaluated
in this step. The use of rubrics and
reflections to determine whether students
have met the outcomes and to decide
whether all group members participated
meaningfully is advised.
Thank
You!