This document discusses problem-based and project-based learning approaches. It describes problem-based learning as engaging students in solving real-world problems through meaningful activities that promote problem-solving and critical thinking skills. Project-based learning assigns long-term student-centered projects that integrate real-world issues and culminate in tangible outcomes. Both approaches emphasize learning as an active process of solving problems in authentic contexts based on theories of situated cognition and constructivism. They position teachers as facilitators rather than solely disseminators of knowledge.

1. Problem-Based and ProjectBased Learning

2. Problem-Based Instruction
• Problem-based inquiry
is an effort to challenge
students to address
real-world problems
and resolve realistic
dilemmas
• Why?
– These problems create
opportunities for
meaningful activities
that engage students
in problem solving and
higher-ordered
thinking in authentic
settings

3. Main Values of Problem-Based Inquiry
• Emphasizes learning as a process that involves
problem solving and critical thinking in situated
context
• It provides opportunities to address broader
learning goals that focus on preparing students
for active and responsible citizenship
• Framework: Situated cognition, constructivism,
social learning, and communities of practice are
assumed theories of learning and cognition in
problem-based inquiry enviornments

5. Ins and Outs of Problem-Based
Learning
CHARACTERISTICS IDENTIFIED TO DESIGN CURRICULUM
• Problems help in development of the skills themselves.
• The problems are truly ill-structured - as new
information is gathered in a reiterative process,
perception of the problem, and thus the solution,
changes
– No one answer is correct
• Students solve the problems! Why? Teachers are
facilitators!
• Students are only given guidelines for how to approach
problems so that they can go about solving in any way
they choose
• Authentic, performance-based assessment - is a
seamless part and end of the instruction.

6. Inquiry and Problem Based Learning
Video to inspire teachers!
http://www.youtube.com/watch?v=3MRo4c_Q7
Fs

7. Project-Based Learning
• Teaching and
learning model
that values
student-centered
instruction by
assigning projects
• Gives students
the opportunity
to work freely to
construct their
own learning,
and culminates in
realistic, studentgenerated
products

8. Main Components
• Key to curriculum
• Long-term (more than a couple of class days and up to
semester)
• Interdisciplinary
• Include a driving question that is challenging and
constructive, are student-centered and are based on
collaborative or cooperative group learning
• Integrated with real world issues and practices with
productive outcomes
• Have an impact on “life skills” like self-management,
group process, and problem-solving skills,
• Use cognitive tools, mostly technology-based

9. PBL as a Visual

10. Why use PBL?
• Students gain a deeper
understanding of the
concepts and standards
at the heart of a project
• Projects build vital
workplace skills and
lifelong habits of learning
• PBL can motivate
students who might
otherwise find school
boring