Technology for Teaching & Learning 2 – Technology in

Secondary Language Education

Teacher’s Guide Module #8

Name: _ Class number:

Section: Schedule: Date:

Lesson title: Project-based vs Problem-based Materials:

Learning Activity sheets, pens and paper.
Lesson Objectives: At the end of the lesson, I References:
should be able to:
Campbell, C (2014). Problem based learning & project based
1. Compare Project based & Problem learning. Retrieved from: www.teachermagazine.com
based Learning approaches; and
2. Find out how to use PBL in language lesson.

PRODUCTIVITY TIP TO-DO-LIST- whether you are working or studying, to-do-list is something
which works efficiently for all. Writing down all the tasks will help you
efficiently use your time and finish them accordingly!

A. LESSON REVIEW
1) Introduction (2 mins)
In the previous module, you learned the following:
 A lesson plan is a teacher’s daily guide for what
students need to learn, how it will be taught, and
how learning will be measured.
 Creating a lesson plan begins with aligning
standards to your curriculum and then narrowing
the focus to determine which objectives you want
your students to meet within a specific unit of
study.
 With the turn of the 21st century teaching and
learning, the lesson plan and lesson planning has
also evolved.
 It is giving due consideration to the context of the
21st century learners and it is paired with new
technologies.
 Curriculum writer, Hella Camat offered the
following 3 easy steps in technology integration
lesson planning and they are: Examine
Curriculum Documents; Determine Knowledge
and Skills; Select a Technology Product; and
Select a Method of Assessment and Criteria for
Evaluation.

This document is the property of PHINMA EDUCATION

 Technology for Teaching & Learning 2 – Technology in
Secondary Language Education
Teacher’s Guide Module #8

Name: _ Class number:

Section: Schedule: Date:

This module will introduce the concept of Problem-based and Project-based learning approaches. To begin, let
us find out what you might have known about the concepts to be discussed in this module. Kindly answer the
following questions below and write it in column 1:
2) Activity 1: What I Know Chart, part 1 (3 mins)
What I Know Questions: What I Learned (Activity 4)
1. What do you know about problem-
based learning?
2. What do you know about project-
based learning?
B.MAIN LESSON
1) Activity 2: Content Notes (13 mins)

The terms Project-based and Problem-

based Learning are both commonly
known with the PBL acronym. This in
fact sets confusion among educators
about the structure of each model. So
the questions would be if the concepts
are similar or different and maybe if
they could be used interchangeably.
On the surface, the names help identify
the outcome. Project-Based Learning
leads students and teachers toward the
completed project while Problem-
Based Learning leads the teachers and
students to problem identification and a
solution. Can it be that simple?
Nevertheless, these PBL’s are
important aspects in education. They
are great strategies to engage
students. It especially helps students
become critical thinkers and most
importantly, it develops the 21st century
skills. Both PBL’s require the use of 21st
century skills like collaboration, critical
thinking, communication and creativity.
For further information, read the article
on the next page.
Images source: schoolretool.org/pinterest.com

This document is the property of PHINMA EDUCATION

 Technology for Teaching & Learning 2 – Technology in
Secondary Language Education
Teacher’s Guide Module #8

Name: _ Class number:

Section: Schedule: Date:

PROBLEM-BASED LEARNING AND

PROJECT-BASED LEARNING
Dr. Chris Campbell (2014)
-teachermagazine.com-

Both problem-based learning and project-based

learning are referred to as PBL, and some find it
confusing to separate the two pedagogies.

So, what is the difference?

Problem-based learning originated in the 1960s and is a teaching pedagogy that is student-centred. Students
learn about a topic through the solving of problems and generally work in groups to solve the problem where,
often, there is no one correct answer. In short, ‘it empowers learners to conduct research, integrate theory and
practice, and apply knowledge and skills to develop a viable solution to a defined problem,’ (Savery, 2006).

Project-based learning has its origins back in the work of John Dewey and William Kilpatrick and dates back to
1918 when the term was first used (Edutopia, 2014). Project-based learning is an instructional approach where
students learn by investigating a complex question, problem or challenge. It promotes active learning, engages
students, and allows for higher order thinking (Savery, 2006). Students explore real-world problems and find
answers through the completion of a project. Students also have some control over the project they will be
working on, how the project will finish, as well as the end product.

The Differences

The difference between problem-based learning and project-based learning is that students who complete
problem-based learning often share the outcomes and jointly set the learning goals and outcomes with the
teacher. On the other hand, project-based learning is an approach where the goals are set. It is also quite
structured in the way that the teaching occurs.

Project-based learning is often multidisciplinary and longer, whereas problem based learning is more likely to
be a single subject and shorter. Generally, project-based learning follows general steps while problem-based
learning provides specific steps. Importantly, project-based learning often involves authentic tasks that solve
real-world problems while problem-based learning uses scenarios and cases that are perhaps less related to
real life (Larmer, 2014).

In conclusion, it is probably the importance of conducting active learning with students that is worthy and not
the actual name of the task. Both problem-based and project-based learning have their place in today’s
classroom and can promote 21st Century learning.

This document is the property of PHINMA EDUCATION

 Technology for Teaching & Learning 2 – Technology in
Secondary Language Education
Teacher’s Guide Module #8

Name: _ Class number:

Section: Schedule: Date:
2) Activity 3.1: Skill-building Activities (20 mins)
Based on the information given about PBL, identify the similarities and differences of the 2 learning
approaches. Write your answer on the space provided in the graphic organizer below.

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 Technology for Teaching & Learning 2 – Technology in
Secondary Language Education
Teacher’s Guide Module #8

Name: _ Class number:

Section: Schedule: Date:

Activity 3.1 – PBL Preference! Imagine that you are a literature teacher who is about to teach 7th
grade students about poetry. In application to your understanding of PBL approach, how will you teach
poetry to the said students? Write your answer below.

3) Activity 4: What I Know Chart, Part 2 (2 mins)

What I Know Chart (part 2). It is now time to review and summarize what is learned in this module.
Kindly go back to your answers in activity 1 in the “What I know” column. Then after thinking of what
you learned today, write your answers on the 3rd column to the same questions (2nd column) based on
what you now know.

What I Know Questions: What I Learned (Activity 4)

1. What do you know about
problem-based learning?
2. What do you know about
project-based learning?

This document is the property of PHINMA EDUCATION

 Technology for Teaching & Learning 2 – Technology in
Secondary Language Education
Teacher’s Guide Module #8

Name: _ Class number:

Section: Schedule: Date:
4) Activity 5: Check for Understanding (5 mins)
: Multiple choices – Circle the letter of your answer.
1. What is the common acronym for both Project-based and Problem-based learning?
a. PPL b. PBL c. PrBL d. PBrL
2. What is problem-based learning?
a. an education model used only in kindergarten
b. an education model that poses a question and allows students to research answers
c. an education model that relies on lectures and notes
d. an education model led by teachers that uses memorization and testing
3. In problem-based learning, authenticity refers to .
a. how many students are in a problem-solving group
b. how well the problem correlates with state standards
c. how easy a problem is to solve
d. how true to life a problem is
4. Which of the following best describes problem-based learning?
a. Problem-based learning has teachers reflect on the problems in their classes.
b. Problem-based learning has students solve many problems in rapid succession.
c. Problem-based learning helps students learn content while solving complex and
authentic problems.
d. Problem-based learning has students teach each other how to solve problems.
5. In a PBL classroom, you probably
a. won’t see multiple choice quizzes c. won’t see teachers lecturing
b. won’t see homework d. might see any of the above
6. What is project-based learning?
a. Learning where grades are based on a final project
b. Learning that engages students in hands-on experiences
c. Learning that happens outside of school
d. Learning that happens in art class
7. Which skill(s) can project-based learning help your students develop?
a. Critical thinking c. Collaboration
b. Creativity d. All of the answers are correct
8. Which of the following can project-based learning NOT be applied to?
a. History c. Science
b. Mathematics d. None of the answers are correct
9. Problem-based learning and project-based learning are synonymous strategies.
a. True b. False c. Not Sure d. all of the above
10. Project-Based Learning leads students and teachers toward the
a. completed project c. finishing activity
b. collaboration of members d. output assessment
11. Problem-Based Learning leads the teachers and students to
a. completed project c. problem identification and a solution
b. grouping activities d. individual reflection
12. All are 21st century skills that is required in the PBL approach except
a. collaboration b. critical thinking
c. communication d. clarity

This document is the property of PHINMA EDUCATION

 Technology for Teaching & Learning 2 – Technology in
Secondary Language Education
Teacher’s Guide Module #8

Name: _ Class number:

Section: Schedule: Date:

13. Which PBL originated way back in 1918 through the works of John Dewey?
a. Project-based learning c. Problem-based learning
b. Program based lessons d. Protocol based lessons
14. Which is a teaching pedagogy that is student-centered?
a. Project-based learning c. Problem-based learning
b. Program based lessons d. Protocol based lessons
15. Which is an instructional approach where students learn by investigating a complex question,
problem or challenge?
a. Project-based learning c. Problem-based learning
b. Program based lessons d. Protocol based lessons

C. LESSON WRAP-UP

1) Activity 6: Thinking about Learning (5 mins)

Here are some guide questions intended to give you a better understanding of this lesson.
a. Can other teaching methods be used along with Project Based Learning?
b. Does Project Based Learning requires too much time?

Just a quick reminder, please don’t forget to mark your place now in the work tracker below, so you will
be able to personally monitor how much work you have accomplished and at the same time, how
much work there is left to do.

Period 1 Period 2 Period 3

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26

Below are the FAQs (Frequently Asked Questions) which you might have in mind to ask.
1. Does Project Based Learning incorporate content and standards?
The learning of specified subject-matter concepts and standards is at the heart of PBL. Projects begin with
curriculum standards and use aligned assessments to determine what students have learned. Projects are
then designed around a Driving Question that knits together intended outcomes and project activities.
2. Is Project Based Learning effective with all kinds of students?
PBL can be adapted to any audience of students. In PBL-Online, you will find a flexible methodology that can
be used in elementary, middle, and high school grade levels. The methodology also allows teachers to design
projects appropriate to their students’ reading levels and interests.
Source: http://archive.pbl-online.org/faqs/faqs.htm

This document is the property of PHINMA EDUCATION

 Technology for Teaching & Learning 2 – Technology in
Secondary Language Education
Teacher’s Guide Module #8

Name: _ Class number:

Section: Schedule: Date:

KEY TO CORRECTIONS/GRADING FACTORS

**For Activity 3.1 and 3.2, outputs may vary and each completed task will be given 10 points..

ACTIVITY 5 – CHECK FOR UNDERSTANDING (KEY)

1. b 6. b 11. c
2. b 7. d 12. d
3. d 8. d 13. a
4. c 9. a 14. c
5. c 10. a 15. a

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