CHAPTER 4

Problem-Based Learning and Project-Based Learning

Summary

        The Problem-Based Learning uses an inquiry model wherein the students learn about a subject through the experience of solving an open-ended problem found in a material. It is  an approach that challenges students to learn through engagement in a real problem. It contains of steps that will help students to solve a certain problem. All  in all, there are 8 steps. The first one, Read and analyze the problem scenario. In here the students first need to identify a problem and then analyze it. Then he will List what is known or what is his opinion. Third is now Develop a problem statement. After that, he or she must List what is needed, the materials or basis. Fifth is to List actions, solutions and hypotheses. It is important to list them to be organized and be guided on what to do. Then he will Gather information and analyze it if it is relevant and connected to the problem. If he is now done, he will present findings and recommendations. The problem must be designed in such a a way that different appropriate solutions may apply, must be a real-world scenario and must be developmentally appropriate for the students to work on it appropriately. Also the teacher must provide guidelines on how the team will work together, make clear how the performance will be assessed and give expected dates of completion. There must be reasonable amount of time that will be given to the students to do the work. The teacher’s task is to gives guidance but does not give answers to students. This following steps somehow have its connection to UBD’s GRASPS (G- oal, R- ole, A- udience, S- ituation, P- roduct and  Performance,S- tandards for Success)

        The Project-Based Learning, on the other hand, involves a project which requires a complex task and some form of student presentation that creates an actual product. It also has its steps to follow in order to achieve and be able to create a product. First is to know the purpose of creating the end product. Next is to identify the audience or to whom the product is for. Third is to do research on the topic to gather additional information. Fourth is now designing the product, doing any means on how to make it then implementing itself, the design, to solve the problems that arise and finally coming up with product.

        The Project-based Learning is also called the Collaborative Project-Based Learning. PBL integrates knowing and doing (Thomas Markham) and a comprehensive perspective focused on teaching by engaging students in investigation (Blumenfeld) . The students learn to work with the group and cooperate with each other in this learning. According to Terry Heick, there are three types of Project-Based Learning. Namely, the Challenge-Based Learning/Problem-Based Learning,Place-Based Education and the Activity-Based learning. In order to come up an effective product, there are also several things a teacher should consider. Students should be given sufficient time to work on and present their projects so that they will not be pressured to plan and finish things immediately. The PBL does not only end with the presentation of but product but it must lead the students to reflect on what they did if what to improve or what to avoid, plan better steps for next time, what learning did they gain in the process and  how they can improve things. Also, a teacher must encourage creative and interesting ways on presenting their project to sustain audience's attention.

         Both Problem-Based Learning and Project-Based Learning are two different frameworks of inquiry based teaching (Baron Darling-Hammond). The two are inquiry-based approaches are rooted in constructivism (Camille Esch) and they have important qualities. It is based on constructivist approach to learning, Learner-focused, Experimental, Geared toward “real world” tasks, Inquiry-based and Projects or problems have more than one approach or answer. The Project-Based Learning is in science and engineering. It is based on having an end product in mind and generally follows the production model (planning,  designing the product, presenting and submitting the product, reflecting on the product and the entire production process). On the other hand, the Problem-Based Learning is in Medicine and medical allied fields, architecture, business administration, teacher education. It is based on solving a particular problem and solves a problem via the inquiry model using a scenario or case study.

        Since that K to 12 is the implementing curriculum in the Philippines, Problem-Based Learning and the Project-based Learning is at its service. In K to  12, the 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. Its approach deals with learning that takes place within the contexts of authentic tasks, issues, and problems--that are aligned with real-world concerns. In a PBL course, students and the instructor become colearners, coplanners, coproducers, and coevaluators as they design, implement, and continually refine their curricula. It is grounded in solid academic research on learning and on the best practices that promote it and is unique in that it fosters collaboration among students, stresses the development of problem solving skills within the context of professional practice.

        In K to 12, the 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. It is organized around an open-ended driving question or challenge. It requires critical thinking, problem solving, collaboration, and various forms of communication, often known as "21st Century Skills", allows some degree of student voice and choice, incorporates feedback and revision and results in a publicly presented product or performance.

        In the assessment of PrBL and PBL in the K to 12, the students are measured based on their Knowledge, Process or skills, Understanding, which includes the ability of the learners to explain, to interpret, to apply, to demonstrate a perspective, display empathy and self-knowledge, and Products/Performance. It can also be in individual assessments for each student and the group assessments.

Reflection

        The problem-based learning is an approach that challenges students to learn through engagement in a real-life problem. Problem-Based Learning awakens the consciousness of the students when it comes to the environment as well as their intellect in solving the problem.  It is similar to a Scientific method because it also has its steps to be followed. The problem can have different solutions, existing in real-world scenario and must be developmentally appropriate to the learners. I find these characteristics suited for the learners because it really sets them to be the primary consideration. Also the guidelines are set and there must be a clear instruction of how the learners are assessed. Someday, if I am going to teach a biology class, in a science class or health class, I will surely use this type of learning. Except for the fact that this approach is suited for those learning areas, I will use it because it really makes the learners to be a creative and a resourceful individual.  Environmental Issues are widespread nowadays that’s why the learners must be trained to be a critical thinker as well as to be creative and resourceful so that they can help in addressing the issue. I will give them the chance to think of an environmental problem, make them follow the steps in that learning and give feedbacks. I will also assess them fairly and also make them reflect on their work.

        Some problems are not only answered by ‘yes’ or ‘no’ or a solution. Sometimes it requires a product that must be used in order to solve it. The Project-Based learning focuses on the production model and involves a complex task and some form of student presentation and/or creating an actual product. The PrBL is based on the problem that has arisen in the Problem-Based Learning and similar to the PBL, it also has its methods and steps that will guide the learners in how to produce their own product. When I teach, I will challenge students to think and create of a product that is based on the existing problem  that they have formulated. They will going to follow the steps and methods involved. Of course I will also supervise them. As a teacher, I will give them the chance to be innovative and make their imagination work. Each learner have different mental abilities and it is the teachers responsibility to unveil them and harness them.

        PBL and the PrBL are also used in the K to 12 curriculum wherein the students are believe that they acquire a deeper knowledge through active exploration of real-world challenges and problems. They are engaged around an open-ended driving question or challenge. The learners can practice their critical thinking, problem solving, collaboration, and various forms of communication, that is  known as "21st Century Skills. I find it very challenging and informative at the same time because the students will be engaged in a higher level of tasks and thinking compared to what is practiced in the traditional type of learning. I believe that each of the millennial or the learner are flexible enough to deal with these because in our generation now, technologies are rampant and commonly used.  

How do we know if the questions that they can formulate is developmentally appropriate?