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Written Report

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johnkevinlagaras0
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Republic of the Philippines

Biliran Province State University


ISO 9001:2015 CERTIFIED

School of Teacher Education


Bachelor of Secondary Education (BSEd) – Mathematics

IV. PROBLEM-BASED INSTRUCTIONAL PLAN DEVELOPMENT

Two unique teaching approaches that are frequently employed in education are
the problem-based approach and the project-based approach. Although they are
comparable, they are not the same in terms of emphasis or execution. Let's talk about
each strategy and offer resources to delve deeper into these subjects.

1. Problem-Based Approach
The problem-based approach focuses on giving students real-world scenarios or
challenges that call for analysis, critical thinking, and problem-solving abilities.
Students use both group projects and independent study to actively investigate and
solve these issues. This method is frequently applied in professions like business,
engineering, and medicine where the ability to solve problems is crucial.

2. Project-Based Approach
The project-based approach involves students working on extended projects
that require them to apply knowledge, skills, and creativity to produce tangible
outcomes or solutions. Projects are often interdisciplinary and allow students to
investigate topics of interest, collaborate, and develop critical thinking, problem-
solving, and communication skills. The approach encourages hands-on learning and
can be used in various educational contexts.

Although both approaches share common characteristics, such as promoting


active learning, fostering collaboration, and emphasizing problem-solving skills, they
differ in terms of the starting point. The problem-based approach typically begins
with a problem or scenario, while the project-based approach often starts with a
particular project idea. Moreover, these approaches have been widely researched and
implemented in various educational settings, and their effectiveness depends on
factors such as the learning context, teacher facilitation, and student engagement.
Further exploration of the references provided will offer more in-depth insights into
the problem-based and project-based approaches.

What are ICT tools?

ICT (Information and Communication Technology) tools are digital


technologies that are used for gathering, storing, processing, transmitting, and
presenting information. These tools play a crucial role in facilitating various tasks and
enhancing learning experiences. In the context of problem-based learning, ICT tools
can support students in gathering information, collaborating, analyzing data, and
presenting their findings. Below are some examples of ICT tools selected that can be
utilized in problem-based learning.

1. Online Research Tools

Internet search engines like Google Search (https://www.google.com) and


academic databases like JSTOR (https://www.jstor.org) enable students to explore
and research a wide range of topics related to the problem at hand. These tools
provide access to vast amounts of information, articles, research papers, and online
resources.
2. Online Collaboration Platforms

Platforms like Google Docs (https://docs.google.com), Microsoft Teams


(https://www.microsoft.com/en-us/microsoft-365/microsoft-teams/group-chat-
software), or Slack (https://slack.com) allow students to work together on problem-
solving tasks. They can share documents, collaborate in real-time, exchange ideas,
and provide feedback to one another.

3. Data Analysis and Visualization Tools

Tools such as Microsoft Excel (https://www.microsoft.com/en-us/microsoft-


365/excel) or Google Sheets (https://www.google.com/sheets) can be used for
organizing and analyzing data collected during problem-solving activities.
Visualization tools like Tableau Public (https://public.tableau.com) or Infogram
(https://infogram.com) help students present data in a visual and interactive manner.
4. Digital Mind Mapping Tools

Mind mapping tools like MindMeister (https://www.mindmeister.com) or Coggle


(https://coggle.it) enable students to visually organize their ideas, connections, and
solutions related to the problem. These tools can aid in brainstorming, planning, and
structuring problem-solving processes.

5. Presentation Tools

Presentation tools like Microsoft PowerPoint (https://www.microsoft.com/en-


us/microsoft-365/powerpoint) or Google Slides (https://www.google.com/slides)
allow students to create visually appealing presentations to communicate their
findings, solutions, and recommendations to others.
PROBLEM-BASED INSTRUCTIONAL PLAN OUTLINE

1. Introduction

This part will provide an overview of the problem-based instructional plan.


Objectives and the relevance of the problem-based learning will be as well as
stated.

2. Problem Presentation

The real-world problem or scenario that students will be investigating will be


introduced and presented in an engaging and thought-provoking manner by clearly
define the problem and its context.

3. Problem Exploration

Students will be encouraged to ask questions and explore the problem in-
depth. They will be provide necessary background information and resources
related to the problem to facilitate discussions and brainstorming sessions in
generating ideas and potential solutions for them to have a guide in identifying
key concepts, issues, and variables related to the problem.

4. Research and Investigation

Students will be instructed to conduct research using appropriate ICT tools


and resources. Furthermore, they will be guided in gathering relevant information,
data, and evidence to address the problem and will be taught research skills, such
as evaluating sources, analyzing data, and synthesizing information.

5. Presentation and Communication

Students will then be instructed to present their findings, solutions, and


recommendations through the use of appropriate ICT tools for creating visually
appealing and engaging presentations to foster effective communication skills,
such as presenting ideas clearly and responding to questions.
6. Conclusion

Students will summarize and infer the problem-based learning experience and its
outcomes. They will be asked about the key concepts and skills they developed
through the process and emphasize the value of problem-based learning in real-
world applications.

References

 Barrows, H. S., & Tamblyn, R. M. (1980). Problem-based learning: An


approach to medical education. Springer Publishing Company.

 Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., &
Palincsar, A. (1991). Motivating project-based learning: Sustaining the doing,
supporting the learning. Educational Psychologist, 26(3-4), 369-398.

 Coggle: https://coggle.it
 Google Docs: https://docs.google.com
 Google Search: https://www.google.com
 Google Sheets: https://www.google.com/sheets
 Google Slides: https://www.google.com/slides
 Infogram: https://infogram.com
 JSTOR: https://www.jstor.org
 Microsoft Excel: https://www.microsoft.com/en-us/microsoft-365/excel
 Microsoft Teams: https://www.microsoft.com/en-us/microsoft-365/microsoft-
teams/group-chat-software
 MindMeister: https://www.mindmeister.com

 Savery, J. R., & Duffy, T. M. (1995). Problem based learning: An instructional


model and its constructivist framework. Educational Technology, 35(5), 31-38.

 Slack: https://slack.com
 Tableau Public: https://public.tableau.com
 Thomas, J. W. (2000). A review of research on project-based learning.
Retrieved
from http://www.bie.org/research/study/review_of_research_on_project_based
_learning

GROUP 4 MATHEMATICS EDTECHGREATS

LAGARAS, JOHN KEVIN

LEONES, MIL-GRACE

LAGUNSAD, DEVINA

MONDELO, ROSEBY

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