This document outlines problem-based learning (PBL) and project-based learning (PjBL). It describes the key steps of PBL as presenting an ill-structured problem, having students list what they know and need to know, developing a problem statement, listing possible solutions, and presenting findings. An experience with a math PBL around an unfamiliar number system is provided. PjBL is similar but allows more student choice and guidance. Both PBL and PjBL align with constructionist views that learning is best through active "doing."

1. PROBLEM-BASED AND
PROJECT-BASED
LEARNING
Assignment
3.4

2. PROBLEM-BASED LEARNING
HOW IT IS DONE
 1 . Present an ill -structured problem
 Students should have the need to gather
information because of no prior knowledge as to
how to solve the problem
 2. Have students list what they already
know
 This can include any prior knowledge and any
data/information presented in the problem
 3. Develop a problem statement
 This statement is based on known information
and can change when new information is learned
 4. List what is needed
 Have students list what they need to know about
the problem
 5. List possible solutions and hypotheses
 Test these solutions and hypotheses
 6. Exhibit the solution
 Students should be able to orally present and
put in writing their findings

3. MY EXPERIENCE WITH PROBLEM-BASED
LEARNING
 MTH 115
 Presented with math problems in a foreign number
system
 Need to solve the problems without using typical
arithmetic
 With this kind of learning, I was able to develop a more
in depth knowledge of teaching mathematics and gaining
knowledge and place value systems through problem
solving

4. PROJECT-BASED LEARNING
 Very similar to Problem-Based Learning
 Differences
 Learners choose what they focus on
 Learners guide themselves more than in problem-based
learning but the teacher is still there for any help
 Expert ideas, theories, and concepts are brought into the
project to allow students to progress their project

5. CONSTRUCTIONIST VIEW
 Constructionist believe that interaction and the
“doing” part of learning is the best way for students
to obtain knowledge
 Therefore, Project-based and Problem-based learning
allow students to more than in a setting with less
interaction