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PROBLEM & PROJECT BASED TEACHING AND LEARNING  OBJECTIVES Understand the key principles of Problem- and Project-Based Teaching and Learning (PBTL). Identify the roles of teachers and students in PBTL. Apply PBTL strategies to create engaging and meaningful learning experiences. PROBLE...

PROBLEM & PROJECT BASED TEACHING AND LEARNING  OBJECTIVES Understand the key principles of Problem- and Project-Based Teaching and Learning (PBTL). Identify the roles of teachers and students in PBTL. Apply PBTL strategies to create engaging and meaningful learning experiences. PROBLEM-BASED TEACHING & LEARNING  PROBLEM-BASED TEACHING & LEARNING At its core, Problem-Based Teaching and Learning is a student-centered educational method where learning occurs through the exploration of complex, real-world problems.  CORE COMPONENTS OF PBTL THE PROBLEM Serves as the foundation for student inquiry. These problems are open- ended and encourages students to ask questions, conduct research, and think critically about the implications of their findings. THE STUDENT Students take on an active role in their education. They collaborate with their peers to explore the problem, which enhances their communication and interpersonal skills. Working in groups allows students to share ideas, listen to different perspectives, and negotiate solutions collectively. THE TEACHER’S ROLE Instead of delivering lectures or providing direct answers, the teacher guides students through their inquiry process. The teacher asks thought-provoking questions that push students to consider various aspects of the problem, such as ethical considerations, potential solutions, and the impact on the community. STEPS IN PBTL PROCESS  Problem Analysis and Presentation of the Problem: Hypothesis Generation: The learning process begins Students analyze the problem, with the introduction of the 01 brainstorming potential solutions problem. 02 and forming hypotheses. Research and Reflection and Evaluation: 05 Investigation: Finally, we reflect on our learning process and evaluate 03 Students conduct research the effectiveness of our solutions. 04 to gather information, test hypotheses, and explore various viewpoints. Solution and Application: After thorough investigation, students propose and apply their solutions. BENEFITS OF PBTL CHALLENGES & LIMITATIONS OF PBTL TIME INTENSIVE PBTL demands significant planning and classroom time to effectively implement. TEACHER'S CHANGING ROLE Transitioning from a traditional lecturing approach to a facilitator role can be difficult for some teachers. GROUP DYNAMICS In group settings, there can be unequal participation, where some students dominate the conversation while others may not contribute as much. ASSESSMENT DIFFICULTIES Evaluating individual contributions within a group can be challenging. PROJECT-BASED LEARNING WHAT IS PROJECT- BASED LEARNING? Project-based learning is an innovative method where students gain knowledge and skills through engaging, hands- on tasks and real-world challenges. ADVANTAGE OF PBL  WHAT IS TRADITIONAL CLASSROOM LEARNING? The primary foundation of knowledge is the teacher, whilst the students are only listening to their seats. Traditional classroom learning also focuses on face- to-face learning processes with an in- person standardized teaching curriculum.  USING TECHNOLOGY IN PBL LEARNING MANAGEMENT SYSTEMS Using a Learning Management System, teachers can edit course content as the learning project evolves VIDEO QUIZ Problem-solving immediately after concept introduction would lead to better knowledge retention, helping learners master the core content. LEARNER ANALYTICS & DATA VISUALIZATION Learner data needs to be communicated to teachers, students, and parents clearly, so that actionable insights are gained for course feedback. TRAINING TEACHERS & STUDENTS FOR SOFTWARE USE Screencasting is a great way for training students and teachers with use of software for online learning. COMMON PBL CHALLENGES LOW PRODUCTIVITY POOR QUALITY INCOMPLETE PROJECTS LACK OF INDEPENDENCE ANCHORED LEARNING  ANCHORED LEARNING It is an instructional approach that uses realistic and complex problems or "anchor situations" to engage learners in meaningful and authentic learning experiences. The anchor situation serves as a central theme or context around which various learning activities and materials are organized.The idea behind anchored instruction is to immerse learners in a context that reflects real-world problems, making the learning experience more relevant and engaging.  WHO DID IT? The Group of Vanderbilt Cognition and Technology (CTGV) first developed anchor learning in 1990 under the leadership of John Bransford.  FEATURES OF ANCHORED LEARNING 1. It helps students to see the information they need and set their important goals, and to apply them in daily life. 2. It makes students focus on the subject on a large scale. 3. It presents basic preliminary information. 4. It is generally composed of video materials. BASIC GOALS OF ANCHORED LEARNING  BASIC GOALS OF ANCHORED LEARNING: 1. The most basic goal of anchor learning is to help students to be a thinker that has self-confidence and to develop their information and ability by means of the method of problem solving. Computers and videodisks are used to achieve this. 2. To overcome unnecessary and stable information. 3. To design interesting and realistic contexts that support effective structuring of information. 4. To create an atmosphere in which teachers and students can do research and share their 5. experiences for the sake of problem solving based on real situations. KEY FEATURES OF ANCHORED LEARNING  Collaborative Learning: Authenticity: The anchor situation is Many anchored instruction 01 designed to mirror real-world activities encourage collaboration among learners. Working together 02 problems or situations, making on problem-solving tasks promotes the learning experience more social interaction and the sharing meaningful for learners. of diverse perspectives. 05 Integration of Knowledge and Constructivist Approach: 03 Skills: Anchored instruction aligns with constructivist theories of learning, 04 Anchored instruction often emphasizing the importance of requires the integration of various learners actively constructing their disciplines and skills to solve the own understanding through problems presented in the anchor authentic experiences. Problem-Based Learning (PBL): situation. This interdisciplinary The anchor situation typically presents a problem or approach helps learners see the challenge that learner need to solve. This aligns with connections between different the principles of problem-based learning, where subjects. students actively engage in solving real-world problems. REFERENCES Barrows, H. S. (1996). Problem-based learning in medicine and beyond: A brief overview. Journal of Medical Education, 70(3), 207-211. https://doi.org/10.1111/j.1365-2923.1996.tb02553.x Cognition and Technology Group at Vanderbilt. (1990). Anchored instruction and its relationship to situated learning. Educational Researcher, 19(6), 2-10. Thomas, J. W. (2000). A review of research on project-based learning. The Autodesk Foundation. Savery, J. R., & Duffy, T. M. (2001). Problem-based learning: An instructional model and its constructivist framework. Educational Technology, 41(2), 31-38. Savery, J. R. (2006). Overview of problem-based learning: Definitions and distinctions. Interdisciplinary Journal of Problem-Based Learning, 1(1), 9-20. https://doi.org/10.7771/1541-5015.1002 TIME TO TEST YOUR KNOWLEDGE! 1.Give at least 2 critical components of Problem-Based Teaching & Learning. 2. Give one benefit of Problem-Based Teaching & Learning. 3. PBTL demands significant planning and classroom time to effectively implement. TRUE or FALSE? 4. This is a student-centered educational method where learning occurs through the exploration of complex, real-world problems. 5. An innovative method where students gain knowledge and skills through engaging, hands-on tasks and real-world challenges. 6-7. Give two common project-based learning challenges that were mentioned. 8. 9. 10. THANK YOU