Chapter 4- Problem-based learning and Project-based learning

Problem-Based Learning (PBL) uses an inquiry model or a problem-solving model. Students learn about a subject through the experience of solving an open-ended problem found in trigger material.  It is an approach that challenges students to learn through engagement in a real problem. Here  are the 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, and present findings and recommendations. Project- Based Learning (PrBL/PjBL) focuses on a production model.  As the name implies involves a project which involves a complex task and some form of student presentation and/or creating an actual product. Students do project 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; and finally, coming up with product. Here are the steps in Problem- based Learning, conceptualize the project design,  critique each other's design,  revise and finalize their project design, resent their product meant to address the problem or implement the project to solve the problem for those concerned in a program organize for this purpose.  They answer question from the audience.  Reflect on how they completed the project, they gained in the process.  Problem-Based Learning and Project-Based Learning are two different frameworks of inquiry based teaching. The two are inquiry-based approaches are rooted in constructivism. Problem-based learning (PBL) is an approach that challenges students to learn through engagement in a real problem. It is a format that simultaneously develops both problem solving strategies and disciplinary knowledge bases and skills by placing students in the active role of problem-solvers confronted with an ill-structured situation that simulates the kind of problems they are likely to face as future managers in complex organizations. This approach stimulates students to take responsibility for their own learning, since there are few lectures, no structured sequence of assigned readings, and so on. PBL is unique in that it fosters collaboration among students, stresses the development of problem solving skills within the context of professional practice, promotes effective reasoning and self-directed learning, and is aimed at increasing motivation for life-long learning. Project-based learning (PBL) is a student-centered pedagogy that involves a dynamic classroom approach in which it is believed that students acquire a deeper knowledge through active exploration of real-world challenges and problems. Students learn about a subject by working for an extended period of time to investigate and respond to a complex question, challenge, or problem. There are two ways of assessing the students. First, Group assessments and Individual assessments for each student it may include research notes, teaching prep notes and teacher observation. Other assessments may include those assigned by the teacher, for example, each student in the class must write an individual research paper for a topic of their choice from within the theme of the overall PBL. There are four Levels of Learning Outcomes to be assessed in K to 12. Knowledge , substantive content of the curriculum, able facts and information that the student acquires. Processed skills or cognitive operations that the student perform on facts and information for the purpose of constructing meanings and understanding. Understanding, enduring big ideas, principles and generalizations inherent to the discipline which are assessed by the 6 facets of understanding: Explaining, Interpreting, Applying, Demonstrating perspective, Displaying empathy, and Possessing self-knowledge. Wherein, Explaining explain concepts, principles and processes by putting them in their own words, teaching them to others, justifying answers. Interpreting interpret by making set of data, text and experience through images, analogies, stories and models. Applying apply by effectively using and adapting what they know in new and complex content. Demonstrating perspective demonstrate perspective by seeing the big picture and recognizing different points of view. Displaying Empathy displaying empathy by perceiving sensitively and putting one’s self in someone’s shoe and Possessing self-knowledge Have self-knowledge by showing meta-cognitive awareness, using productive habits of mind such as self-regulated thinking and self directed learning and reflecting on the meaning of the learning and experience. Lastly is Products/Performances. Real-life application of understanding as evidenced by the student’s performance of authentic tasks.

 I was in great doubt what problem-based and project-based is. But as the reporters discuss more about his topic, I was able to state similarities and differences of PBL and PrBL. First is the similarities, this two are; both learner-centered approach, they are geared toward the real world task, project or problem have more than one approach or answer, stimulate professional situation, teacher as coach or facilitator, students generally work in cooperative groups,  students encourage to find multiple source of information and emphasis on authentic and performance based assessment. I have also learned that the main activity in a constructivist classroom is solving problems. Students use inquiry methods to ask questions, investigate a topic, and use a variety of resources to find solutions and answers. As students explore the topic, they draw conclusions, and, as exploration continues, they revisit those conclusions. Exploration of questions leads to more questions. I also learned that in a constructivist classroom, there is this different interactive learning between the teacher and the students because they view that a knowledge is constantly changing as they learn something new again as they continue searching or engage themselves in a daily experiences they encounter. I also learn here that a student can revisit problem with new information and knowledge acquired during self-study, students could critique learning resources used and also, group decides appropriate hypotheses and critiques prior performance. In fact, there is an collaborative learning within the group.

My students also needs to actively involve by making them explore, experience reflect, rethink revise, practise, evaluate work progress and apply what was learned in real world tasks. What I’ve learn in this lesson would really be a great help upon facing my real world battle o my future and that is indulging knowledge on my students. Also, it would help my students read and address problem, without background preparation. And through this practice, I may help them develop their cognitive skills for problem-solving process, their self-monitoring skills to identify the learning needs and develop their habitual student-initiated type of questioning. As we all know, everything will get easier if we get used to it. So in this type of learning processes, we can also help ourselves understand and investigate problem easily as a one, two and three.