At the end of this module, the learner should be able to: Discuss the related-concepts in problem-based learning Develop

op a lesson using the problem-based learning strategy; and Show appreciation in the teaching profession by developing a synthesis paper.

The whole art of teaching is only the art of awakening the natural curiosity of young mind for the purpose of satisfying it afterwards. (France in Barell, 2003).

It requires individualization of approach, so that one must study each child carefully, keep observation over the period of time, study the growth and development in sensory like motor area, intellectual area, emotional area, social area, language area and so on.

It means that curriculum must be thought of in terms of activities and experiences which appeal most to the child.

A child learn best when he/she is active.

A learner needs to be exposed to various experiences were he or she can explore, make judgments and learn.

Learning is an active process.

When a learner is given the opportunities to discover new connections of what he/she previously learn and what he/she presently experienced, then he/she begins to form new knowledge.

One of the teaching strategies that develops the inquisitive minds of the learners is

Problem-Based Learning (PBL).

Blumenfeld et al. (in Good and Brophy, 2003)

Described problem-based learning as a comprehensive approach to classroom teaching and learning that incorporates most of these principles for capitalizing on students intrinsic motivation.

The approach prepares the class for involving students in projects relatively long-term, problem-focused, and meaningful units of instruction that integrate concept from a number of disciplines or fields of study.

Within this framework, students pursue solutions to authentic problem by asking and refining questions, debating ideas, making predictions, designing plans or experiments, collecting and analyzing data, drawing conclusions, communicating their ideas and findings to others, asking new questions, and creating products.

Two essential components to projects

1. A question or problem organizes and drives the activities.

Two essential components to projects

2. The activities result in a series of product that culminates in a final product that represents the students problem solution in a form (e.g., a model, report, videotape, or computer program) that can be shared with others and critiqued.

Feedback from others permits the learners to reflect on and extend their emergent knowledge and to revise their product if necessary.

Motivational elements of project work include:

1. Tasks are varied and involve novel elements

2. Problems are authentic and challeging

3. The works lead to closure in the form of the finished product

4. Students exercise choice in deciding what to do and how to do it

5. They collaborate with peers in carrying out the work.

Project needs to be planned and implemented with attention to student motivation and knowledge needed to engage in cognitively difficult work (Good and Brophy, 2003)

Delisle (1997) stressed that problembased learning (PBL).

It help students build problem-solving skills, while learning the content necessary to apply them.

When students are exposed into problem-based learning, they tend to use their critical thinking skills and become more reflective. In this case, they are able to develop their higher order thinking skills which are needed in attacking/solving similar problem in the future.

Project-based learning is also problem-based learning (PBL) involves a collaborative effort of both teachers and students to come up with a solution to a problem by going far beyond their minimum efforts, making meaning and connections, and answering open-ended questions that can be found in real-life settings.

Three Different steps to project-based learning.(Drake and Burns, 2004)

1. Both teachers and students select a topic of study based on the perceived students interests, curriculum standards, and local resources.

Three Different steps to project-based learning.(Drake and Burns, 2004)

2. The teacher finds out the students background information on the topic chosen. Then, the teacher will explore the topic, ask questions, and later provide opportunities for students to work in the field.

Three Different steps to project-based learning.(Drake and Burns, 2004)

3. Students come together and share the results of their work. They also provide a bulletin display of their outputs, and they evaluate their project.

Writing PBL Problems

PBL is anchored on solving problems. In the classroom, we can devise our PBL problems.

Steps are offered for PBL problems. (Aquino, 2009)

1. Select the objectives we want our students to accomplish. It is wise to start with learning objectives.

Steps are offered for PBL problems. (Aquino, 2009)

2. Create a story line that will appeal to our learners and quickly interest them in accomplishing the learning objectives.

Steps are offered for PBL problems. (Aquino, 2009)

3. Provide story line that will prompt their curiosity about objectives.

Steps are offered for PBL problems. (Aquino, 2009)

4. Read a story aloud or preview it before introducing it to the class.

Using Portfolios with PBL

The use of portfolios is an indispensable tool for developing PBL. Here students can demonstrate their own learning and at the same time acquire skills for critical thinking.

Portfolios may contain a learning log where students list what they need to know or the learning issues they need to understand better.

Using Case Stories

The use of case studies or case stories in the teacher education program is as old as the 1920s. The case study method has been used in several disciplines such as law, medicine, and engineering. And now, it has permeated the teacher preparation and training. (Aquino, 2009)

Specially, Kunts and Hessler (cited by Weishaar and Scott, 2006) proposed that case studies are designed to stimulate thinking and to encourage professionals in education to:
1. Employ higher-order thinking skills.

2. Generalize learning in the classroom, school, and wider community.

3. Question assumptions underlying the theories presented.

4. Draw on self-analysis skills.

5. Realize the judgmental and complex nature of teaching.

6. Apply knowledge of issues in todays society.

Two Different types of Case Stories (Weishaar and Scott, 2006)

1. Exemplar cases are those that show best practices.

Two Different types of Case Stories (Weishaar and Scott, 2006)

2. Contemplation case are those that provide opportunity to practice analysis and assimilate different perspectives.

What makes a good case?

Cases are stories to tell; they are stories with a message. They are not simply narratives for entertainment; they are stories to educate.

Characteristics of a Good Case Stories

1. Tell a story A good case tells a story.

Characteristics of a Good Case Stories

2. Focuses on an interesting issue. A good case must contain learning issues.

Characteristics of a Good Case Stories

3. Appears realistic. A good case is realistic because it deals with current issues in teaching and learning and because it has a story around which important and real-life events and experiences are built.

Characteristics of a Good Case Stories

4. Creates empathy with the central character A good case should create empathy.

Characteristics of a Good Case Stories

5. Includes quotations A good case allows the characters to talk and express what they feel.

Characteristics of a Good Case Stories

6. Is relevant A good case is relevant to the life of students because it has sensible or logical connection with something else such as learning issue.

Characteristics of a Good Case Stories

7. Possesses pedagogic utility. A good case has something to contribute to the teaching methods and approaches.

Characteristics of a Good Case Stories

8. Is conflict-provoking. A good case contains conflicts.

Characteristics of a Good Case Stories

9. Is short but appealing. A good case appeals to both reason and intellect.

Educational Implications:
Problem-based learning provides learners opportunities to construct their own knowledge through self-directed activities.

Learners become more reflective of what they are doing, pay attention to every possibility in solving the problem at hand and develop to be more independent learners. At the end, they develop their critical thinking skills.

I need to remember the following (Bosse et al., 2010) Problem-Based Learning Taxonomy
Explanatory Knowledge Explanation problem- WHAT Analysis, synthesis, evaluation

I need to remember the following (Bosse et al., 2010) Problem-Based Learning Taxonomy
Descriptive Knowledge Fact-finding problem-WHAT Comprehension, analysis, synthesis

I need to remember the following (Bosse et al., 2010) Problem-Based Learning Taxonomy
Procedural Knowledge Strategy problem-HOW Analysis, synthesis, evaluation

I need to remember the following (Bosse et al., 2010) Problem-Based Learning Taxonomy
Personal Knowledge Moral dilemma-WHY Evaluation