The document discusses project-based and problem-based learning as instructional models that engage students in real-life problems, promoting critical thinking and collaboration. It outlines the processes for creating awareness on human trafficking through artifacts and emphasizes self-directed study in problem-solving contexts. Both learning methods involve assessment of not just the final product but the learning process itself, encouraging students to construct their own knowledge and reflect on their learning experiences.

1. Project-based
& Problem-based
Learning
Suha R. Tamim, EdD
Michael M. Grant, PhD

2. What are they?
Instructional models
Provide guidelines and methods
To facilitate the learning process
To design instruction

3. What is their outcome?
Project-based learning
Artifact
Problem-based learning
Solution

4. Project-based
Learning How To

5. Set the stage - Anchor the activity
Trafficking in persons is a serious crime and a grave violation of
human rights. Every year, thousands of men, women and
children fall into the hands of traffickers, in their own countries
and abroad. Almost every country in the world is affected by
trafficking, whether as a country of origin, transit or destination for
victims.
Source: United Nations Office on Drugs and Crime at http://bit.ly/oRcZHL
Human Trafficking

6. Task or guiding question
Create a “artifact” to create awareness on the seriousness of
the human trafficking problem in the world in your community.

7. Process or investigation
• Search the library
• Search the Web
• Ask experts
• Analyze, evaluate, synthesize
Research, prediction, explanation, synthesis, evaluation

8. Discussion with peers and/or experts
Brainstorming, negotiating, collaborating, resolving conflicts, etc.

9. Creation of artifact
Source: http://www.edutopia.org/project-based-learning-introduction-video

10. Presentation of Artifact
Source: http://www.youtube.com/watch?v=vqY5wrSiWe0 Source: http://www.edutopia.org/project-based-learning-
introduction-video

11. Project-based learning example
Source: http://www.edutopia.org/project-based-learning-introduction-video

12. Problem-based
Learning How To

13. Students are presented with a problem
Source: http://www.cotf.edu/ete/modules/elnino/crsituation.html

14. Groups of 5-8 students reason
through a problem
Source: http://www.youtube.com/watch?v=J63e_YSntuo

15. Generate hypotheses
• El Niño is (not) the cause of weather anomalies
• The anomalies do cause strange weather patterns
• The anomalies will have a negative effect on fishing
yields.
• Educating fishermen about it can help alleviate the
negative impacts in fishing

16. Identify what they know and what
they need to know
Source: http://www.youtube.com/watch?v=J63e_YSntuo

17. Search for the information needed (self-
directed study)
Source: http://www.youtube.com/watch?v=J63e_YSntuo

18. Share what they have learned with
the group
Source: http://www.youtube.com/watch?v=J63e_YSntuo

19. Assess their progress until they
resolve the problem
Source: http://www.youtube.com/watch?v=J63e_YSntuo

20. Summarize their learning
Source: http://www.youtube.com/watch?v=J63e_YSntuo

21. Students present their solution and
their learning
Source: http://www.youtube.com/watch?v=J63e_YSntuo

22. Problem-based learning example
Source: http://www.youtube.com/watch?v=J63e_YSntuo

23. Problem-based learning example
Source: http://www.youtube.com/watch?v=ULIBoDGqYvI

24. Characteristics of the
project or problem

25. Authenticity
• Resembles real-life problems or tasks
• Ill-structured versus well-structured
• Engages the student in the same thinking process
as experts and professionals
• Personally relevant and meaningful to the learner
• Multiple perspectives
• Multiple outcomes
• Social

26. Collaboration
• Group work
• Peer reviews
• Collaboration with experts
• Negotiations
• Conflict resolution
• Giving and receiving help
• Building communication and management skills

27. Reflection
• Journal
• Blog
• Debriefing
• Verbalize and articulate their thinking
• Assess their learning
• Identify mistakes and make corrections

28. Facilitation
• Modeling
• Coaching
• Scaffolding
• Providing resources
• How much?
• Prior knowledge of subject-matter
• Skill level with PBLs

29. Assessment
Project-based leaning
• Formative and
Summative
• Individual and group
• Multiple products
• Assess critical thinking,
planning, organizing
the activity, and artifact
Problem-based learning
• Formative and
Summative
• Individual and group
• Multiple forms
• Assessing the solution
and the analytic and
investigative process

30. Assessment tools
Informal conversations
Debriefing sessions
Progress reports
Student reflections Journal entries
Self-assessment Peer assessment
Rubrics
Portfolios

31. Constructivism
Role of Students
• Construct their own
knowledge
• Self-directed
• Work on meaningful
tasks
• Actively think about their
learning
• Learn in a social setting
Role of Teacher
• Select authentic tasks
• Structure the lesson/activity
• Model
• Coach
• Scaffold
• Provide feedback
• Move learner from novice to
expert

32. Orchestration
Image courtesy of Iamnee at FreeDigitalPhotos.net Constructivis
m
Selection of
topic
Design
Assessment
Management
Collaboration

33. Planning
• Start with the end in mind: Learning Objectives
Evaluation
Synthesis
Analysis
Application
Knowledge

34. Planning
• Start with the end in mind
• Select the problem or task
• Select and design assessment (methods and
content)
• Plan the activity
• Set guidelines for students
• Provide resources for students

35. http://pbln.imsa.edu/model/template/

36. http://pbln.imsa.edu/video/vignettes/2009/index.html

37. http://www.bie.org

38. http://www.bie.org

39. http://www.bie.org

40. http://www.bie.org

42. Main Course, Not Dessert
(Larmer & Mergendoller , 2010)
Project-based Learning Problem-based Learning

44. References
• Grant, M.M. (2002). Getting a grip on project-based learning: theory, cases, and recommendations. Meridian: A
Middle School Computer Technologies Journal, 5(1). Retrieved May 15, 2002 from
http://www.ncsu.edu.ezproxy.memphis.edu/meridian/win2002/514/2.html
• Hmelo-Silver, C.E. (2004). Problem-Based Learning: What and how do students learn? Educational Psychology
Review, 16(3), 235-266
• Hung, W., Jonassen, D. H., & Liu, R. (2007). Problem-based learning. In J.M. Spector, D. Merrill, J.V.
Merrienboer, & M.P. Driscoll (Eds). Handbook of research on educational communication and technology (3rd
ed.,pp. 485-506). New York: Taylor & Francis Group.
• Jonassen, D. H. (2011). Learning to solve problems: a handbook for designing problem-solving learning
environments. New York: Routledge.
• Kim, D., & Lee, S. (2002). Designing Collaborative Reflection Supporting Tools in e-Project –Based Learning
Environments. Journal of Interactive Learning Research, 13(4), 375-392.
• Larmer, J., & Mergendoller, J.R. (2010). The main course, not dessert: how are students reaching 21st century
goals? With 21st century project based learning. Retrieved from
http://www.bie.org/images/uploads/useful_stuff/Main_Course.pdf
• Tamim, S. R. , & Grant, M. M. (2013). Definitions and Uses: Case Study of Teachers Implementing Project-based
Learning. Interdisciplinary Journal of Problem-based Learning, 7(2). Available at: http://dx.doi.org/10.7771/1541-
5015.1323