This is the 10th in a series of 15 webinar modules reference material for Pedagogical Content Knowledge (PCK) for Lao Teacher Training of the Ministry of Education and Sports, Lao PDR, with assistance from the Education for Employment Sector Development Project (EESDP) with the Asian Development Bank. This initiative is a convergence effort of the Department of General Education (DGE), Research Institute for Educational Sciences (RIES), the Dept. of Teacher Training (DTE) and the Institute For Education Administration Development (IFEAD). Packaged by Project Implementation Consultant (PIC) Intem Philippines

1. Project based learning
LEARNER-CENTERED APPROACH
1
WELCOME TO NO. 9th OUT OF 15 of OUR WEBINAR SERIES

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5. PRESENTER
Manichanh Sayavong
Curriculum Development Specialist, Biology

6. Project based learning (PBL)
English version

7. Contents:
1. What is Project Based Learning ?
2. Types of project-based learning
3. Essential components of project based learning
4. What are the benefits of project based learning?
5. What are the steps of project based learning?
6. Examples of PBL.
7. Conclusion

8. 1. Understanding to Project Based Learning-PBL
1.1 Project-based learning (PBL) is a powerful teaching method that has
extensive benefits for students, ranging from critical thinking to project
management to self-confidence.
1.2 According to research conducted by The Autodesk Foundation, studies
have shown that project-based learning is linked to significant improvements
in student test scores, attendance and classroom engagement.
1.3 It also gives teachers the opportunity to build stronger relationships with
their students by acting as their hands-on learning facilitator.
1.4 In essence, PBL is an instructional method where students collaborate
with others and “learn by doing.”
1.5 The same skills learned through PBL are also many of the skills sought by
employers.

9. 2. Types of PBL
EXPLORATORY
EXPERIMENTAL
INVENTION
THEORETICAL
TYPES
OF PBL

10. 3. Essential Components Of Project Based Learning

11. 1) Increase the ENGAGEMENT of teacher and students
● In the classroom, students:
- demonstrate a positive attitude towards learning
- get more involved,
- be more self-reliant, and
- participate in learning more than in traditional methods.
4. What are the benefits of PBL

12. 2) Help develop employment skills (21st century)
● Research has shown that project-based learning helps develop
employment skills, or 21st-century skills. When teachers are
trained in project-based teaching methods, teachers need to
devote more time to classes to teach 21st-century skills to
students.
● Problem-solving in real world, 21st –century skill is a key driver for
high quality of work.
● Students demonstrate better problem-solving skills compared to
traditional learning; And can also apply what they have learned in
real life situations.
…What are the benefits of PBL

13. • Personal and social responsibility
• Planning, critical thinking, reasoning, and creativity
• Strong communication skills, both for interpersonal and
presentation needs
• Cross-cultural understanding
• Visualizing and decision making
• Knowing how and when to use technology and choosing
the most appropriate tool for the task .
These21st century skills include”

14. 3) Provide readiness both for college and careers
● Research has shown that PBL helps
students prepare for college and careers
● Highly loyal and successful students, such
as high-tech students, are able to enroll in
higher education at higher rates.
4. What are the benefits of PBL

15. 4) Help to have equality/ success
● Research has shown that students with the skills learned in this
way are used in extracurricular activities.
● Helps students develop skills to be used in current and future
work while still in school, which is considered an advantage
before graduating from school.
● Students demonstrate better problem-solving skills compared to
traditional learning; And can also apply what they have learned in
real life situations.
…What are the benefits of PBL

16. The 5 steps of Project Based Learning

21. 5. Example of Project-Based Learning:
experiment type
Project topic: Reproduction and Growth of plant
Step 1: Driving Question
What is the difference between sexual and asexual reproduction
and growth of plants?
Step 2: Hold the Entry Event
• Divide students into small group
• The teacher may take the students on a study tour of the plant
breeding garden.
• Students also collect information on which plants can be
propagated by sex, which plants can be propagated asexually, and
which plants can reproduce in both ways.
• Students may interview the with information on the reproduction of
each plant

23. Step 3: Develop the need to know
Students discuss in groups:
• What are species they are interested in planting.
• What are the conditions of plants to be planted? (Light, water,
soil, ....)?
• How to grow and maintain?
• In this step, teacher provides specific instructions/information
to students which they must know before they do a project.
These may include following:
(i) Background knowledge about the topic
(ii) Safety instructions
(iii) Explanation of the tasks that students are required to perform
during the project phase.
(iv) Project deliverables and timelines

24. Step 3: Develop the need to know - Continued
- Example of each group assignment :
Each group can be assigned with a different groups of plant to carry out
their investigation, such as shown below:
Group 1: several pieces of the rose branch, bean seeds
Group 2: Ginger, morning grass seeds
Group 3: Tomato, seeds of a vegetables
Group 4: Kalanchoe blossfeldiana Poellnitz, seeds of a vegetable
Group 5: sugar cane, corn seeds
Group 6: onion/garlic, seeds of a vegetable

25. STEP 4: PBL Time (by experimental method)
Students plan and design how to plant the species they chose:
review relevant documents or the notes from the excursion.
1. Background and significance of the problem
 What is production? What are the types of plant reproduction?
 Mention the problem/the purpose of the study
2. Objectives
3. Hypothesis (Do you remember from the previous teaching strategies?)
 independent variable
 dependent variable
 control variable
4. Methodology
 Materials and chemicals
 Procedures
6. Analyze the results
7. conclusion and recommendation

26. Step 4: PBL Time (PBL by experimental method) )
Student plan and design how to plant the species they chose: review
relevant documents or the notes from the excursion.
1. Background and significance of the problem
Plants are living things that reproduce in two ways: asexual and asexual.
Sexual reproduction results in the reproduction of offspring by a combination
of germs that make offspring genetically different from the parents;
Asexual reproduction, on the other hand, produces offspring without the
aggregation of germ cells, thus making the offspring genetically identical to the
parent. Therefore, this project aims to study the differences in the reproduction
and growth of plants to provide information to those who like to grow crops,
especially horticultural and ornamental plants.

27. Step 4: PBL Time (PBL by experimental method)
2. Objectives
1) To study the germination of young plants of ginger and mung
bean seeds
2) To study the growth of both species over the period of 3 weeks
3. Hypothesis
Ginger and mung bean seeds differ in the germination of
young plants and the period of complete maturation.
- Independent / primary variables: plant species (ginger and mung
bean)
- Dependent variables: germination and growth of plants
- control variables: soil

28. Step 4: PBL Time (PBL by experimental method)
4. Method/procedure
- samples: ginger and mung bean
- Equipment:
 Planting pots / school garden
 cultivated soil
 ສຽມ/ຈ
ົ ກ/shovel
 watering pots
- Procedures
 Prepare planting sites (in pots, school gardens, ....)
 How to plant and maintain

29. Step 4:: PBL Time (PBL by experimental method) )
5. Observe and record results: periodic germination and growth of
plants
 How to collect data (monitor and record the germination and growth
of plants on daily basis such as: rooting /leafing /number of leaves/
height /photography or drawing of each step/ the period of complete
plant.
6. Explain the results and summarize (draw pictures of plant changes
from time to time, compare the germination characteristics and growth
of both plants at specific intervals)
7. recommendation
New projects can be created by testing other crops and using plant
parts for reproductive testing.

30. Step 5 : Debrief and Reflection
- Students share the results of research by giving group presentation,
a separate presentation session should be arranged by the teacher:

31. Step 4: PBL Time - Continued
During the PBL time, one of the important roles of the teacher is to provide
regular and valuable feedback to students on their interim project outputs
(such as interim reports, presentations, work plans, consultation with
teacher, etc.) to enable them to meaningfully achieve the objective of the
project, which corresponds to the learning objective in our curriculum guide.
In our example, the teacher can ask each group of students to submit their
work plan mentioning the steps they will follow to complete the project, this
should be based on their findings from excursion activity and their
understanding of the project objective. The plan can be submitted within 1
week of the project assignment.
After collecting plans from all students, the teacher shall review all plans
and provide his/her feedback for improvement and meaningful completion of
the Project within 2 to 3 days of the receipt of plans.

32. 2. Hypothesis
Orange contains more vitamin C than the samples in the study
Example 2: Experimental project based learning
topic: Compare Vitamin C in fruits
1. Background and the importance of the problem
Vitamin C or ascorbic acid is a water-soluble nutrient that the body cannot
synthesize on its own and needs to get from food. Vitamin C helps prevent and
treat inflammation, which is found in vegetables and fruit trees. The goal of this
study is to compare the amount of vitamin C in fruits and vegetables to provide
nutritional information to consumers.
+ What are the variables?
- Independent variable: types of fruits
- Dependent variable: The amount of vitamin C
- Control variable: The amount of fruit juice for testing, size of pipette.

33. 4. Methodology
- Materials and chemicals
- Procedure
5. Analyze the experimental results
- Count the number of drops of fruit juice added to the starch solution + iodine
(blue-purple) and make the color of the starch solution change colorless.
Record the data in the table (the test should be two or three repetitions).
Table: comparison of vitamin C doses in 3 samples of fruits
Types of
samples
The number of drops of
fruit juice
Ranking of samples
containing vitamins
Lemon
Orange
Mango

34. 6. Conclusion and recommendation
• Experiments have shown that oranges contain more vitamin C than
mangoes and lemons.
• From this project, a new project can be created by comparing the
amount of vitamin C in processed fruits such as fermented fruits /
canned fruit juice

35. Example 3: Exploratory Project-Based Learning (Exploratory PBL)
1. Gathering data in the field without having to bring the sample to the laboratory
for analysis (usually about nature and the environment) Example:
- Study of plants in a certain area.
- Survey on the use of bio-fertilizer instead of chemical fertilizer in some
villages.
2. Collect data from the field and analyze it in the laboratory, such as:
- Study of pH value of soil around industrial sources.
- Study of water turbidity in the area of industrial sources, etc.
3. Simulation of a natural laboratory to collect data for the sample to be studied:
- A study of the life cycle of frogs
- Study the behavior of any animal

36. Example 3: Exploratory Project-Based Learning
Topic : Study contamination of borax in 5 fanousbrands of steamed pork
rolls
1. Background and significance of the problem
Borax is a dangerous chemical that should not be added to food but is
found in many foods, especially in meat products. When this substance
enters the body it causes nausea, vomiting, loss of appetite, diarrhea,
nephritis may be fatal. Therefore, this study aim to take randomly test in
order to watch out and buy meat products safely.
2. Objectives
- To investigate contamination of borax in 5 famous brands of steamed
pork rolls.
3. Sampling period
1 month since ……………….to…………………….

37. Example 3: Exploratory Project-Based Learning
ຫ
ົ ວຂ
ໍ້ : ສ
ຶ ກສາການໃຊ
ໍ້ ທາດບແຣກສ
໌ ໃນຢ
ໍ່ ໝ
ູ ຊ
ໍ່ ດ
ັ ງ 5 ຍ
ໍ່ ຫ
ໍ້
4. Methodology
- Materials and Chemicals
- Procedure of colleting data and testing
5. Analyze data
If the test sample changes color from yellow to orange-red, it indicates that
there is contamination of the borax thread. Count the number of samples from
each brand that found the borax and record the results in a table.

38. Steamed pork roll
Month: ………….
Number of samples % found
Brand 1
Brand 2
Brand 3
Brand 4
Brand 5
Table. The use of borax in 5 famous brands of steamed pork rolls
6. Recommendation
- From this project, a new project can be created by randomly testing
borax in other food such as: meat ball, fish ball, sausage,……
Examples of other topics:
- Test formalin in seafood at the market.....
- Compare the starch in famous brands of toothpasts

39. Example 4: Invention Project-Based Learning
This type of invention project is a set of theories and principles of science to be
applied as a tool to be used or modified from the original to be more effective.
The primary variable is usually the type of material / device that fits;
Personalization is an indication of the quality or effectiveness of an invention.
Example of project title:
- Portable audio amplifier
- Perfect yogurt flavor
- Bicycle lights

40. Project-
based
learning
Teachers make
learning come
alive for students
Students
develop deep
content
knowledge
Critical
thinking
Collaboration
Creativity
Communication
skills
a contagious,
creative energy
among students
and teachers
7. Conclusion: What is a unique of PBL