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BEED 3 Written Report

Written report for BEED 3

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jeanbohorse
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43 views

BEED 3 Written Report

Written report for BEED 3

Uploaded by

jeanbohorse
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Republic of the Philippines

Laguna State Polytechnic University


Main Campus - Sta. Cruz, Laguna

Written Report in BEED 3

Clutario, Princess Sophia


Rancap, Vhijane M.

Topic: Comparison of Problem-based and Project-based Learning (PrBL/PjBL)

Project based learning - (PBL) is another collaborative, learner-centered instructional approach where
students work in groups to construct their knowledge and gain mastery of the course content. Project-
Based Learning is often confused with Problem-based Learning. One source of the confusion is that they
have the same acronym PBL. One way to think about the difference between the two is to look at the
outcome.

Using Project-Based Learning in the Classroom


PBL brings authenticity to the classroom in that the problem is easily connected to the world
outside of the classroom, and students are challenged to collaborate, communicate and think critically
as they approach the problem.

Steps for implementing PBL


1. Start with the Essential Question.
2. Design a Plan for the Project.
3. Create a Schedule.
4. Monitor the Students and the Progress of the Project.
5. Assess the Outcome.
6. Evaluate the Experience

Goal of Project-based learning


1. Flexible knowledge
2. effective problem-solving skills,
3. effective collaboration skills

Outcome of Project-Based Learning


Project-based learning (PBL) or project-based instruction is an instructional approach designed
to give students the opportunity to develop knowledge and skills through engaging projects set around
challenges and problems they may face in the real world.
Problem-based Learning
Problem-based learning (PBL) is a student-centered approach in which students learn about a
subject by working in groups to solve an open-ended problem. This problem is what drives the
motivation and the learning.
Example of Problem-Based Learning
A problem-based learning project could involve students pitching ideas and creating their own
business plans to solve a societal need. Students could work independently or in a group to
conceptualize, design, and launch their innovative product in front of classmates and community
leaders.

Similar Features of PBL & PrBL

 based on constructivist approach to learning


 learner-focused
 experiential
 geared toward "real world" tasks
 inquiry-based
 projects or problems have more than one approach or answer
 simulate professional situations
 teacher as coach or facilitator
 students gently work in cooperative groups
 students are encouraged to find multiple sources of information
 emphasis on authentic performance-based assessment
 relate to the information processing approach

Assessment in PBL and PrBL and in K to 12


Assessment shall be used primarily as a quality assurance tool to promote self-reflection and
personal accountability to nes learning. The processes of self-reflection and self-directed learning or
independent learning are essential features of PBL and PrBL.
The learning outcomes to be assessed in K to 12 comes in 4 levels:
1. Knowledge - the lowest level, defined as the "substantive content of the curriculum, the facts
and information that the student acquires
2. Process - the second level for assessment, refers to "skills or cognitive operations that the
student perform on facts and information for the purpose of constructing meanings or
understandings"
Process includes both manipulative and cognitive skills such as
 comparing
 summarizing
 generalizing
 drawing conclusions
3. Understanding - third level of learning outcome, refer to the enduring big ideas, principles, and
generalizations inherent to the discipline which are assessed using the six facets of
understanding.
6 Facets of understanding
1. explaining
2. interpreting
3. applying
4. demonstrating perspective
5. displaying empathy
6. possessing self-knowledge
This means that students develop understanding of the lesson when they can:
 explain concepts, principles and processes by purring them in their own words, teaching
them to others, justifying answers
 interpret by making sense of data, text, and experience through images, analogies, stories,
and models
 apply by effectively using and adapting what they know in new and complex context
 demonstrate perspective by seeing the big picture and recognizing different points of view
 display empathy by perceiving sensitively and putting one's self in someone elses shoes
 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

4. Products/Performances - final learning outcome to be assessed

In addition to the reminders above, the following are necessary for Project-based learning to succeed:

 Students should be given sufficient time to work and present their projects.
 The presentation of a product or project is not the end of PjBL. The product/project
presentation must lead the students to a.) reflect on the processess that they undertook b.)next
steps they might take, c.) what they gained in the process, and d.) how they can further improve
on the process.
 Encourage the students to employ creative and interesting ways of presenting their project to
sustain the audience's attention.

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