Reflection Paper Chapter 4 (Problem – Based Learning and Project – Based Learning) By: Aldren Teodosio

REFLECTION PAPER

PRINCIPLES OF TEACHING 2

Chapter 4

Problem – Based Learning and Project – Based Learning

CHAPTER SUMMARY

Problem-Based Learning (PBL) - students learn about a subject through the experience of solving an open-ended problem found in trigger material.

What are the steps in Problem-Based Learning?

1. Read and analyze the problem scenario.

2. List what is known.

3. Develop a problem statement.

4. List what is needed.

5. List actions, solutions and hypotheses.

6. Gather information.

7. Analyze information.

8. Present findings and recommendations. 

Project - Based Learning (PrBL/PjBL) - As the name implies involves a project which involves a complex task and some form of student presentation and/or creating an actual product.

Steps in Problem- based Learning

1.    Conceptualize the project design

2.     Critique each other’s design

3.     Revise and finalize their project design

4.    Present their product.

5.    Reflect on how they completed the project.

Features of both PrBL (C-PBL) and PBL

1.    Based on constructivist approach to learning

2.    Learner-focused

3.    Experiential

4.    Geared toward “real world”  tasks

5.    Inquiry-based

6.    Projects or problems have more than one approach or answer

4 Levels of Learning Outcomes to be assessed in K to 12

1.    Knowledge

§  Substantive content of the curriculum, able facts and information that the student acquires.

2.    Process or skills

§  Skills or cognitive operations that the students perform on facts and information for the purpose of constructing meanings and understanding.

3.    Understanding

§  Enduring big ideas, principles and generalizations inherent to the discipline which are assessed by the 6 facets of understanding.

§   

4.    Products/Performance

§  Real-life application of understanding as evidenced by the student’s performance of authentic tasks.

REFLECTION

        

Chapter four unfolded the meaning behind the terms, project and problem – based learning. According to Schneiderman, PBL uses inquiry model or problem solving model whilst, PjBL was described as a learning approach that focuses on production model. The PBL was also accompanied with steps to be followed and a diagram that conveys Cognitive Scaffolds for Web – based Problem Based Learning. Furthermore, this chapter also discussed the GRASPS of Understanding by Design where G stands for goal, R for role, A for audience, S for situation, P for product and performance and lastly, S for standards for success. This framework I use to better qualify the product or project that was produced by the students and to guide the students with these following factors to create an effective and wholesome project. Moreover, the things to be remembered by the students and teacher were also peeped in the chapter presentation. In addition, both PBL and PjBL were differentiated and their features were also provided. The chapter also talked about how PBL and PjBL were assess, which includes the knowledge, process or skills understanding and product or performance.

Upon dealing with this chapter, I was acquainted with those two learning approach that were commonly utilized in this era. I learned not only regarding the definition of PBL and PjBL but also their implication inside the classroom. These two were really assistive in terms of making complex learning to create critical thinker students, because students will deal with making project and indulge themselves in systematic passage of solving a certain case or problem. Furthermore, I was also able to ingest the steps to be followed when initializing those learning approach inside the classroom and how should I assess the students’ performances and their projects which by using the GRASPS format. Additionally, I, myself was also engaged to the different features of PBL and PjBL that makes it easier to understand their essence and the meaning behind their names. I was also able to identify the differences that take place between them.

With all the learnings I had ingested, as a future learning facilitator, I will utilized those two important learning approach every time I take my role as a teacher inside the classroom. First, I will employ problem – based learning to help my students to become a critical thinker for them to be able to nurture themselves to solve a certain complex cases. Besides, I would also be able to integrate collaborative, and research – based learning, thus I’m certain that it would result to create an enjoyable learning while my students are enduring the hardship in solving the problem. Secondly, I will embody Project – based learning in my class discussion, because I am sure that this will help me to determine the students’ ability to employ their learning in a performance task. Furthermore, I would also come up with helping my students to develop their creativeness in terms of product production. I will also be mindful with my roles every time I will impose this kind of learning approach in my classroom  to be guided with what are my do’s and don’ts during the learning process. So, to wrap up all, it is indeed a good thing not just to try but to exploit fully those two learning approach because of its benefits that can help the students to be bounded with complexity in learning and creativity in performance. Thus, students would be able to promote self – reliance, teamwork, and a sense of belongingness.

Aldren D. Teodosio BSEd II - English