Lesson 2-WPS Office

Lesson 2
Prob l e m - Ba s e d
Le a r n i n g a n d
Pro j e c t - B a s e d
l e a rn i n g
OBJECTIVE
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 the attainment of I outcomes;
• applicati ation to learning competencies and learning
• 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.
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.
Ali (2019)
1. It is a power of independent and self-directed leaming.
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
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 leamed; 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 leaming 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 leamers 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 leaming
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:
• Enhances fluency in communication
• Improves grammar
• Increases comprehension
• Enhances good pronunciations and intonations:
• Enhances self-confidence
• Increases range of vocabulary
For English as a Foreign Language (EFL) students,
PBL:
• Enhances fluency in communication
• Improves grammar
• Enhances good pronunciations and intonations
• Increases comprehension
• Enhances self-confidence 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-PBL group" (p. 116). The
research also found that the PBL
The acceptability of PBL as an approach to teaching and
leaming does not only involve the leamers but also the
teachers. In the study of Markusic and Sabljic (2019),
they sought to establish the teachers' attitudes on the
problem-based teaching of literature. Their data
revealed that PBL is an "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?
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 desktops. Befare using or recommending these
tools to learners, it is important that teachers take
When using PBL, the learning competencies
must be 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 leaming outcomes.
Nature of Project-Based Learning/
Project-Based Approach
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.
Oral communicative competence
(Bakar, Noordin, & Rali, 2019)
The researchers investigated the effectiveness of using
PrBL activities the improvement or oral communicative
competencies of 44 Malaysian English language learners.
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
lite 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

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The study employed mixed-method to examine the

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