Instructor: Mrs.

Rhica Alaro Bilches

Contact No.: 09364445819/09053588263
Course: Technology for Teaching and Learning 2
Code: ELT 10 B

MODULE 3
LESSON 2
PROBLEM-BASED LEARNING AND PROJECT-BASED LEARNING

Lesson Outcomes:

At the end of the lesson, the students should be able to:

 discuss the salient features of problem-based learning and project-based

learning and their application to

 the attainment of learning competencies and learning outcomes, • analyze how

technologies for teaching and learning can be maximized in problem-based
learning and project-based learning, and

 share some performance standards from the Curriculum Guide that can employ
problem-based learning and project-based learning.

Excite

Step 1: Study a picture from the internet and create a meme or a question about it.

Step 2: Write 1-2 sentences about literature.

Step 3: Between creating a meme or a question about picture from the internet and
writing sentences about literature, which did you find easier to write about? Explain your
answer.
The activity above obviously shows that it is easier to write about something that is
relatable in our real life situations because of our prior knowledge or experience.
Language teaching and learning in the basic education are not just about parts of
speeches, grammar and other contents but more so on how these are used to deal with
real-life experiences, Using problem-based learning is one of the approaches that may
bring forth more meaningful learning experiences in and beyond the classroom.

NATURE OF PROBLEM-BASED LEARNING

Problem-based learning is an approach that involves a process of inquiry and solving

open-ended questions that serve as the main problem that the learners will work on.
The type of questions posited is focused on a specific content standard and its
application to real life issues. It also requires more than one answer or solution.
Learners are engaged in a collaborative task as they work towards the solution to the
problem. This learning activity is done in small groups with each member assigned a
certain task to accomplish. In the process of engaging in PBL, they learn several skills
such as problem solving, communicating, and research, among others which are
essential in the workplace. The end goal of PBL is to ensure that the target, the learning
competencies, are achieved in the process.

Ali (2019) described PBL as a process that is used to identify problems with a scenario
to increase knowledge and understanding. In her article, she proposed the following five
principles of PBL that may be considered by teachers in planning or using the approach:

1. It is a power of independent and self-directed learning.

2. Learning happens in a group and teacher is a facilitator.
3. All groups have to participate equally.
4. Students' learn about motivation, teamwork, problem-solving and engagement
with the task.
5. Materials such as data, photographs, articles, can be used to solve the problem.
(p. 73)

Lo (2009, p. 208) proposed a six-stage process used in the adoption of the online PBL:

1. Identifying the problem-current issues that do not have just one answer or one
definite solution;
2. Brainstorming-generate ideas; tackle the problem through self directed
questioning; arouse students' intrinsic motivation;
3. Collecting and analyzing the information-assigning group members to collect
information; posting what they found and what they learned; collaborative
collection of useful information;
 4. Synthesizing information-solving the problem through synthesized relevant data;
knowledge building;
5. Co-building knowledge presentation of the solution to the learning problem/
issue, and
6. Refining the outcomes-giving of feedback and suggestions by the instructor to
help students improve, learning from other group's presentation.

BENEFITS OF PROBLEM-BASED LEARNING

Several studies have revealed positive impacts of PBL on learners as they engage in
the process. Among these are the following

(Ghufron & Ermawati, 2018, p. 666-in n EFL writing class)

1. Promotes self-confidence and motivation.

2. Reduces students' nervousness during the learning process
3. Increases students' responsibility in learning.
4. Makes students easily learn the material through sharing of ideas
5. Promotes problem-solving skills
6. Promotes self-directed learning
7. Promotes active learning
8. Makes students explore many learning resources
9. Makes students develop positive attitude towards learning

For Baresh, Ali, & Darmi, 2019-EFL students:

1. Enhances fluency in communication

2. Improves grammar
3. Increases comprehension
4. Enhances good pronunciations and intonations
5. Enhances self-confidence.
6. Increases range of vocabulary

For English as a Foreign Language (EFL) students, PBL: Enhances fluency in

communication

1. Enhances fluency in communication

2. Improves grammar
3. Increases comprehension
4. Enhances good pronunciations and intonations
5. Enhances self-confidence
6. Increases range of vocabulary
The study of Lin (2017) revealed statistically that the PBL participants showed more
improvement in their reading comprehension than the non-PBL participants. The study
further looked into the PBL active English learning attitudes of the two groups and found
that the PBL participants "motivation intensity, their desire to learn English, and
communication inside and outside the classroom were significantly higher than those of
the participants of the non-PTL group" (p. 116) The research also found that the PBL
participants active English learning attitudes are significantly related to their reading
comprehension.

The acceptability of PBL as an approach to teaching and learning does not only involve
the learners but also the teachers. In the study of Markušic and Sabljic (2019), they
sought to establish the teachers' attitudes on the problem-based teaching of literature.
Their data revealed that PBL is "acceptable methodological system" because they saw
"greater interest and activity of students, development of student's critical thinking and
communication skills, encouraging curiosity and exploratory thinking, developing love of
reading, and developing the skills of connecting teaching topics" (p. 27).

ROLE OF TECHNOLOGY

How is technology integrated in the PBL activity? As the learners embark on an open-
ended question collaboratively, there are a number of free online tools that they can use
from the commencement of the task to its completion especially that some of the group
tasks will be done outside the regular class hours. These online tools will allow the
learners to be actively connected and engaged in the group task while monitoring their
own contributions. The teacher acting as facilitator may also have the opportunity to
peep into the activities of each learner thereby enabling him/her to give feedback at any
stage of the PBL activity. Bower, Hedberg and Kuswara (2010) stress that technology
is simply the mediator for collaboration and representation and that it is the type of task
and thinking processes in which students engage that determine the quality of learning
(p. 181).

The WWW has opportunities for PBL that can be utilized by the learners to accomplish
their tasks. Web 2.0 technologies are characterized by collaboration, sharing and
networking. These may facilitate and enhance PBL activities (Tambouris et al, 2012) in
its different stages. In the study of Kung (2018), it was found that advanced language
learners had positive perception about the use of Web 2.0 technology in writing
instruction.

Productivity tools such as those for writing, presentations, spreadsheets, calendars,

organizers, citations and others are also available to assist learners. And teachers in
accomplishing required tasks and outputs from a PBL activity. There are free tools that
can be downloaded for mobile phones, laptops or before using or recommending these
tools to learners, it is important that teachers take note or try out the tools first to be
familiar with the most appropriate tool for the PBL activity.
When using PBL, the learning competencies must be the primary consideration together
with the content and performance standards before the technology integration. As soon
as these are in place, the statement of learning outcomes in the learning plan must be
stated in behavioral and measurable terms. PBL is about developing higher order
thinking skills; therefore, the taxonomy of objectives should be utilized to ensure that
you are targeting the required outcomes. Consider using the revised Bloom's taxonomy
by Anderson and Krathwohl in creating your learning outcomes.

NATURE OF PROJECT-BASED LEARNING/ PROJECT-BASED APPROACH

Project-based learning is an approach but has evolved as a teaching method that

engages learners in a series of planned tasks resulting to the generation of solutions to
real-world problems. It is a student-centered approach as it takes into account the realm
of experiences and interest of students. This method is based on John Dewey's
principle of learning by doing and Vygotsky's constructivist theory of learning that
advocates social construction of knowledge. PrBL/PBA is a collaborative learning
activity where learners work on an authentic task guided by an open-ended question
Each member has an assigned role that will contribute to the solution of the problem
that was identified This problem reflects real issues in their community or the world at
large. Past and more recent researches have proven PrBL to be beneficial in the
development of various skills such as:

1. Research methodology skills (Tiwari, Arya, & Bansal, 2017). Using student
feedback questionnaire given to 99 students, it was revealed that students’
knowledge of the topic taken, searching review for the topic, communication
skills, data collection skills, and analytical and presentation skills were enhanced.
The teachers also perceived that PrBL could cause 100% enhancement of
knowledge on the various components of research methodology, update of the
knowledge on a particular topic, and increase in interaction with students.
2. Oral communicative competence (Bakar, Noordin, & Rali, 2019). The
researchers investigated the effectiveness of using PrBL activities in the
improvement of oral communicative competencies of 44 Malaysian English
language learners. The study revealed a significant improvement in the learners'
overall oral communicative competence after a 12-week intervention lessons
using PrBL as a strategy. They also concluded that PrBL as a teaching strategy
is effective and is recommended as suitable English language teaching strategy
especially for learners with low proficiency in the English language.
3. Development of life skills (Wurdinger & Qureshi, 2015). The study employed
mixed-method to examine the development of life skills through PrBL. Their
findings revealed that after taking the PBL course, there was a significant
difference in the mean scores for the following life skills: responsibility, problem
solving, self-direction, communication, and creativity skills. It was concluded that
PrBL indeed promotes further development of life skills.
Based on the stated inputs, it is your turn to prepare for a potential PrBL activity in your
future classroom. Follow the steps and the instructions given.

Step 1. Using Notetaking Applications

Find a peer that you can work with for this activity. Bring out your K to 12 Curriculum in
English. Use any notetaking app or tool for recording your output.

Step 2. Constructing Key Questions for PBL

Using your K to 12 Curriculum in English, choose 3 learning competencies from

different quarters, identify the content standards and construct key questions that can
motivate students to engage in a PrBL activity. Use the table provided.

Quarter Learning Content Standard Open-Ended Questions

competencies

Step 1: Searching for Web 2.0 Tools

With a group of five members, fill out the table that present various web 2.0 tools and
language activities where such tools may be used.

Web 2.0 Tools Purpos Sample Activities for Language learning

e
Step 2: Searching for Web 3.0 Tools

Identify some web 3.0 tools that can be used in the language classroom and share it to
the class.

Web 3.0 Tool Purpose