EDU

305

EDUCATIONAL
TECHNOLOGY
2

MODULE 5
Developing
Problem-Based/Project-Based
Learning Instructional Plan
 What I Need to Know

This module was designed and written to help you to develop a Project-based
or Problem-based Instructional plan. The coverage of this module is used in many
different learning situations. The lessons are set to follow the standard sequence of
the course, but the order can be changed to correspond with the textbook or
reference book you are using.

The module is divided into two lessons, namely:

 Lesson 1 – Writing a Problem-based/Project-based learning plan
 Lesson 2 – Evaluation of the Developed Learning Plan using the Assessment Tool

After going through this module, you are expected to:

1. Discuss the characteristics of a good problem-based learning activities;

2. Explain the guidelines in creating a PBL problems; and

3. Demonstrate the steps in developing PBL plan.

4. Explain the importance of Evaluating a lesson plan;

5. Discuss the different techniques in evaluating a learning plan; and

6. Develop an Assessment tool for Lesson Plan.

 Lesson
Writing Problem-Based/Project-
1 Based Learning Plan

OBJECTIVES:

After going through this lesson, the students will be able to;

1. Discuss the characteristics of a good problem-based learning activities;

2. Explain the guidelines in creating a PBL problems; and

3. Demonstrate the steps in developing PBL plan.

INTRODUCTION:

Problem-Based Learning (PBL) is a teaching method in which complex real-world

problems are used as the vehicle to promote student learning of concepts and principles as
opposed to direct presentation of facts and concepts. In addition to course content, PBL can
promote the development of critical thinking skills, problem-solving abilities, and
communication skills. It can also provide opportunities for working in groups, finding and
evaluating research materials, and life-long learning (Duch et al, 2001).

PBL can be incorporated into any learning situation. In the strictest definition of PBL,
the approach is used over the entire semester as the primary method of teaching. However,
broader definitions and uses range from including PBL in lab and design classes, to using it
simply to start a single discussion. PBL can also be used to create assessment items. The
main thread connecting these various uses is the real-world problem.

What’s New

Characteristics of a Good Problem-Based Learning

Any subject area can be adapted to PBL with a little creativity. While the core problems will
vary among disciplines, there are some characteristics of good PBL problems that transcend
fields (Duch, Groh, and Allen, 2001):

a. The problem must motivate students to seek out a deeper understanding of concepts.

b. The problem should require students to make reasoned decisions and to defend them.
 c. The problem should incorporate the content objectives in such a way as to connect it
to previous courses/knowledge.

d. If used for a group project, the problem needs a level of complexity to ensure that the
students must work together to solve it.

e. If used for a multistage project, the initial steps of the problem should be open-ended
and engaging to draw students into the problem.

Guidelines in Creating a Project-Based Learning (PBL) Problems

The problems can come from a variety of sources: newspapers, magazines, journals,
books, textbooks, and television/ movies. Some are in such form that they can be used with
little editing; however, others need to be rewritten to be of use. The following guidelines from
The Power of Problem-Based Learning (Duch et al, 2001) are written for creating PBL
problems for a class centered around the method; however, the general ideas can be applied
in simpler uses of PBL:

1. Choose a central idea, concept, or principle that is always taught in a given course, and
then think of a typical end-of-chapter problem, assignment, or homework that is usually
assigned to students to help them learn that concept. List the learning objectives that
students should meet when they work through the problem.

2. Think of a real-world context for the concept under consideration. Develop a storytelling
aspect to an end-of-chapter problem, or research an actual case that can be adapted, adding
some motivation for students to solve the problem. More complex problems will challenge
students to go beyond simple plug-and-chug to solve it. Look at magazines, newspapers,
and articles for ideas on the story line. Some PBL practitioners talk to professionals in the
field, searching for ideas of realistic applications of the concept being taught.

3. The problem needs to be introduced in stages so that students will be able to identify
learning issues that will lead them to research the targeted concepts. The following are some
questions that may help guide this process:

a. What will the first page (or stage) look like? What open-ended questions can be
asked? What learning issues will be identified?

b. How will the problem be structured?

c. How long will the problem be? How many class periods will it take to complete?

d. Will students be given information in subsequent pages (or stages) as they work
through the problem?

e. What resources will the students need?

f. What end product will the students produce at the completion of the problem?
4. Write a teacher's guide detailing the instructional plans on using the problem in the course.
If the course is a medium- to large-size class, a combination of mini-lectures, whole-class
discussions, and small group work with regular reporting may be necessary. The teacher's
guide can indicate plans or options for cycling through the pages of the problem interspersing
the various modes of learning.

5. The final step is to identify key resources for students. Students need to learn to identify
and utilize learning resources on their own, but it can be helpful if the instructor indicates a
few good sources to get them started. Many students will want to limit their research to the
Internet, so it will be important to guide them toward the library as well.

The method for distributing a PBL problem falls under three closely related teaching
techniques: case studies, role-plays, and simulations. Case studies are presented to
students in written form. Role-plays have students improvise scenes based on character
descriptions given. Today, simulations often involve computer-based programs. Regardless
of which technique is used, the heart of the method remains the same: the real-world
problem.

Project-Based Learning Lesson Plan

Project-based learning focuses on the process as much, if not more, than the
outcome. Here are some steps to help you get started with PBL in your classroom:

1. Start with the state or national standards you are required to teach.

2. Then, use the standards to develop your learning targets for your project-based
learning.

a. Focus on the standards that have longevity (learning that is important beyond just
this school year).

b. Look closely at the verbs for each standard. Standards that use verbs such as
“create,” “design,” or “demonstrate” lend themselves to higher levels of learning
and are perfect for PBL.

3. Next, create an essential question (there can be more than one if necessary) that the
students should try to answer throughout PBL. The question should be complex and
should be referred to often.

a. Then, develop the criteria that will show evidence of the learning targets.

b. According to Cooper and Murphy, they provide their students with a list of the
learning targets established by the teacher(s).

c. Then they have students get in groups of four or five to develop strengths for the
learning targets (clear ideas of what it looks like to meet each learning target).
 d. They curate the strengths and collectively (with their students) decide on which
strengths to use for each learning target. It’s important to have clear and specific
strengths for each one, but Cooper and Murphy stress the importance of making
sure the strengths stay open-ended enough so students can choose how to meet
the criteria for the strength of each learning target.

4. Next, have a plan in place for giving ongoing feedback throughout the PBL. You will
want to have a way to track the feedback you provide your students. It’s also important
to have a place for students to keep track of the feedback from their peers, as well as
a place for self-reflection and recording any questions, barriers, or successes they
encounter along the way.

5. The next thing you’ll want to do is a have a plan in place for delivering important
information. According to Cooper and Murphy, “it is unlikely students will accidentally
stumble upon uncovering all necessary content. Therefore some level of direct
instruction will need to be integrated into your PBL unit.”

a. Your direct lessons should develop naturally and come into play based on
necessity. Students will be more excited about the PBL and more willing to try new
approaches based off their new learning when mini direct lessons are integrated
well throughout the PBL.

b. If you deliver all of the important information at the beginning of the PBL, you have
now crushed the excitement and minimized valuable learning opportunities for your
students.

c. If you wait until the end of the PBL to deliver all of your important content, you are
likely to unproductively increase the stress levels of your students. A productive
struggle is important, but the key word here is “productive.” There is a big
difference between productive struggle and just straight-up struggle.

6. Have a plan for conferencing with groups and conference often.

a. Try to focus on asking questions (sometimes you’ll need to use guiding

questions) to help students reflect and own their learning. Try to avoid giving
them the answers. It’s far more powerful to ask students questions and
allow them opportunities to figure out the answers that take them in the
direction they need to go than it is for us to just show them how to get there.

b. Be aware of who needs direct mini-lessons and who doesn’t. Some of your
direct mini-lessons can be taught to just the small groups who need them
rather than the whole group.

7. Next, make sure students have a way to share their learning and reflect on the
process.

a. Part of the PBL should include creating something at some point throughout the
process. This creation should lend itself to demonstrating the strengths that were
determined for each learning target.
 b. Students should present their creations to an authentic audience. Some simple
ways they can do this is blogging about it, presenting to younger students in other
grades, or presenting to community members. Another great step to add here is
making sure the students publish their work somewhere. In this digital age, digital
student portfolios are a great way for students to keep track of their learning and
growth throughout the year.

c. Students should take time for self-reflection and reflection as a group. They should
revisit the strengths that were determined for each learning target and see if they
feel they met or exceeded the criteria (or even if they feel they didn’t meet or
understand the criteria). They should also reflect on the essential question(s)
they’ve been trying to answer throughout the unit.

Engaging in project-based learning has transformed classroom environment and the

learning experiences of the students for the better. It helps develop a love of learning, get
students to believe in themselves, enhance their leadership skills, challenge them to discover
the joy in productive struggle, build off their natural curiosity, develop their critical thinking
skills, create powerful collaborative experiences, get them to own their learning, and help
them discover potential far beyond what they see in themselves. PBL gives the opportunity to
combine the curriculum with instilling these necessary life skills.

REFERENCES:

1. Duch, B. J., Groh, S. E, & Allen, D. E. (Eds.). (2001). The power of problem-based

learning. Sterling, VA: Stylus.

2. Grasha, A. F. (1996). Teaching with style: A practical guide to enhancing learning by

understanding teaching and learning styles. Pittsburgh: Alliance Publishers.

3. Cooper, Ross, and Erin Murphy. Hacking Project Based Learning. Cleveland, Times 10
Publications, 2016.

4. What Is Project Based Learning (PBL)?, www.bie.org/about/what_pbl. Accessed 10 Mar.

2018.