ELT 200 SIM - WEEK4 5docx

UNIVERSITY OF MINDANAO
College of Teacher Education

BSED English
Physically Distanced but Academically Engaged
Self-Instructional Manual (SIM) for Self-Directed Learning

(SDL)
Course/Subject: ELT 223— Technology in Language Education
Name of Teacher: Ed B. Bautista
THIS SIM/SDL MANUAL IS A DRAFT VERSION ONLY; NOT FOR

REPRODUCTION AND DISTRIBUTION OUTSIDE OF ITS
INTENDED USE. THIS IS INTENDED ONLY FOR THE USE OF
THE STUDENTS WHO ARE OFFICIALLY ENROLLED IN THE
COURSE/SUBJECT.
EXPECT REVISIONS OF THE MANUAL.
Table of Contents
Quality Assurance Policies ......................................................................................................3
Instruction Proper .......................................................................................................................7
BIG PICTURE ................................................................................................................................7
WEEK 1-3 (ULOa) ........................................................................................................................7
METALANGUAGE ........................................................................................................................7
University of Mindanao 1
College of Teacher Education “Physically Distanced but Academically Engaged”
ESSENTIAL KNOWLEDGE ......................................................................................................6
Project based learning .................................................................................................7
Problem based learning ..............................................................................................13
Lesson Plan ....................................................................................................................24
Bloom’s Taxonomy of learning objectives …............................................................31
SELF HELP ....................................................................................................................36
LET’S CHECK ............................................................................................................................36
Activity 1...........................................................................................................................36
Activity 2...........................................................................................................................37
LET’S ANALYZE .......................................................................................................................37
Course Outline: ELT 311— Technology in Language Education
Course Coordinator: Ed B. Bautista

Email: ed_bautista@umindanao.edu.ph
Student Consultation: Thru LMS, email, social media, or mobile
Mobile: 096622182556
Phone: None
Effectivity Date: May 2020
Mode of Delivery: Blended (On-Line with face to face or virtual sessions)
Time Frame: 54 Hours
Student Workload: Expected Self-Directed Learning
Requisites: ELT 222
Credit: 3
Attendance Requirements: A minimum of 95% attendance is required at all
scheduled Virtual or face to face sessions.
Course Outline Policy
Areas of Concern Details

Contact and Non-contact Hours This 3-unit course self-instructional manual is designed
for blended learning mode of instructional delivery with
scheduled face to face or virtual sessions. The
expected number of hours will be 54 including the face
to face or virtual sessions. The face to face sessions
shall include the summative assessment tasks (exams)
since this course is crucial in the licensure examination
for teachers.
Assessment Task Submission Submission of assessment tasks shall be on 3rd, 5th, 7th
and 9th week of the term. The assessment paper shall
be attached with a cover page indicating the title of the
assessment task, the name of the course coordinator,
date of submission and name of the student. The
document should be emailed to the course coordinator.
It is also expected that you already paid your tuition and
other fees before the submission of the assessment
task.
If the assessment task is done in real time through the

features in the Blackboard Learning Management
System, the schedule shall be arranged ahead of time
by the course coordinator.
Since this course is included in the licensure examination

for teachers and at the same time demands a
comprehensive exam due to the nature of the course,
you will be required to take the Multiple-Choice Question

and critical essay exam inside the University. This should
be scheduled ahead of time by your course coordinator.
This is non-negotiable for all licensure-based programs.
Turnitin Submission To ensure honesty and authenticity, all assessment
tasks are required to be submitted through Turnitin
with a maximum similarity index of 30% allowed. This
means that if your paper goes beyond 30%, the
students will either opt to redo her/his paper or explain
in writing addressed to the course coordinator the
reasons for the similarity. In addition, if the paper has
reached more than 30% similarity index, the student
may be called for a disciplinary action in accordance
with the University’s OPM on Intellectual and Academic
Honesty.
Please note that academic dishonesty such as cheating

and commissioning other students or people to
complete the task for you have severe punishments
(reprimand, warning, expulsion).
Penalties for Late The score for an assessment item submitted after the
Assignments/Assessments designated time on the due date, without an approved
extension of time, will be reduced by 5% of the possible
maximum score for that assessment item for each day
or part day that the assessment item is late.
However, if the late submission of assessment paper

has a valid reason, a letter of explanation should be
submitted and approved by the course coordinator. If
necessary, you will also be required to present/attach
evidence.
Return of Assessment tasks will be returned to you two (2) weeks
Assignments/Assessments after the submission. This will be returned by email or
via Blackboard portal.
For group assessment tasks, the course coordinator will

require some or few of the students for online or virtual
sessions to ask clarificatory questions to validate the
originality of the assessment task submitted and to
ensure that all the group members are involved.
Assignment Resubmission You should request in writing addressed to the course
coordinator his/her intention to resubmit an assessment
task. The resubmission is premised on the student’s
failure to comply with the similarity index and other
reasonable grounds such as academic literacy
standards or other reasonable circumstances e.g.
illness, accidents financial constraints.
Re-marking of Assessment Papers You should request in writing addressed to the program
and Appeal coordinator your intention to appeal or contest the score
given to an assessment task. The letter should explicitly
explain the reasons/points to contest the grade. The

program coordinator shall communicate with the
students on the approval and disapproval of the
request.
If disapproved by the course coordinator, you can

elevate your case to the program head or the dean with
the original letter of request. The final decision will
come from the dean of the college.
Grading System Course exercises – 30% (including BlackBoard forum)
1st exam – 10%
2nd exam – 10%
3rd exam – 10%
Final exam – 40%
Preferred Referencing Style APA 6th Edition
Student Communication You are required to create a umindanao email account
which is a requirement to access the BlackBoard
portal. Then, the course coordinator shall enroll the
students to have access to the materials and resources
of the course. All communication formats: chat,
submission of assessment tasks, requests etc. shall be
through the portal and other university recognized
platforms.
You can also meet the course coordinator in person

through the scheduled face to face sessions to raise
your issues and concerns.
For students who have not created their student email,

please contact the course coordinator or program head.
Contact Details of the Dean Dr. Jocelyn Bacasmot
Email: jbacasmot@umindanao.edu.ph Phone:
082-3050647 local 102
Contact Details of the Program Maribel Abalos, Ma. Ed.
Head Email: mabalos@umindanao.edu.ph Phone:
082-3050647 local 102
Students with a Special Needs Students with special needs shall communicate with the
course coordinator about the nature of his or her
special needs. Depending on the nature of the need,
the course coordinator with the approval of the program
coordinator may provide alternative assessment tasks
or extension of the deadline of submission of
assessment tasks. However, the alternative
assessment tasks should still be in the service of
achieving the desired course learning outcomes.
Online Tutorial Registration You are required to enroll in a specific tutorial time for
this course via the www.cte.edu.ph portal. Please note
that there is a deadline for enrollment to the tutorial.
Help Desk Contact Ronadora E. Deala

Head, GSTC
Ronadora_deala@umindanao.edu.ph
09212122846
Ivy Jane Regidor Facilitator, GSTC

gstcmain@umindanao.edu.ph
09105681081
Facebook Page
UM GSTC MAIN CTE
https://web.facebook.com/UM-GSTC-MAIN-CTE-
100590871597010
Library Contact Brigida E. Bacani Head, LIC
library@umindanao.edu.ph 09513766681
Course Information – see/download course syllabus in the Black Board LMS
CC’s Voice: Hello prospective teacher! Welcome to this course ELT 223: Technology in
Language Education. By now, I am sure that you are excited to learn about
different emerging and progressive technologies that you can utilize for your
future careers.
CO This course is intended to examine the different technologies and their applications in
teaching the English language, as well as focus on the design, production,
utilization, and evaluation of Information and Communications Technology
(ICT) materials
Let us begin!
Big Picture
Week 1-9: Unit Learning Outcomes (ULO): At the end of the unit, you are expected to:
a. Use ICT to develop 21st Century Communication skills in viewing, listening,

speaking, reading and writing;
b. Develop plans and activities in English language subjects that utilize
technology tools;
c. Use open-ended tools in subject specific application; and
d. Produce learning resources using technology tools in various subject areas.
Big Picture in Focus: ULOb. Develop plans and activities in English

language subjects that utilize technology tools (Week 4 to 6)
Metalanguage
In this section, the most essential terms relevant to language education technology ULOa
will be operationally defined to establish a common frame of reference as to how the texts
work in this course. You will encounter these terms as we go through to this course. Please
refer to these definitions in case you will encounter difficulty in the in understanding literary
concepts.
Please proceed immediately to the “Essential Knowledge” part since the first lesson
is also definition of essential terms.
Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes) for the first three (3) weeks
of the course, you need to fully understand the following essential knowledge that will be
laid down in the succeeding pages. Please note that you are not limited to exclusively refer
to these resources. Thus, you are expected to utilize other books, research articles and
other resources that are available in the university’s library e.g.
ebrary, search.proquest.com etc.
Project-based learning (PBL)
Project-based learning (PBL) is a student-centered pedagogy that involves a dynamic

classroom approach in which it is believed that students acquire a deeper knowledge
through active exploration of real-world challenges and problems. Students learn about a
subject by working for an extended period of time to investigate and respond to a complex
question, challenge, or problem. It is a style of active learning and inquiry-based learning.
PBL contrasts with paper-based, rote memorization, or teacher-led instruction that
presents established facts or portrays a smooth path to knowledge by instead posing
questions, problems or scenarios.
History
John Dewey is recognized as one of the early proponents of project-based education

or at least its principles through his idea of "learning by doing". In My Pedagogical Creed
(1897) Dewey enumerated his beliefs including the view that "the teacher is not in the
school to impose certain ideas or to form certain habits in the child, but is there as a
member of the community to select the influences which shall affect the child and to assist
him in properly responding to these. For this reason, he promoted the so-called expressive
or constructive activities as the centre of correlation. Educational research has advanced
this idea of teaching and learning into a methodology known as "project-based learning".
William Heard Kilpatrick built on the theory of Dewey, who was his teacher, and introduced
the project method as a component of Dewey's problem method of teaching.
Some scholars (e.g. James G. Greeno) also associated project-based learning with
Jean Piaget's "situated learning" perspective and constructivist theories. Piaget advocated
an idea of learning that does not focus on the memorization. Within his theory, project-
based learning is considered a method that engages students to invent and to view
learning as a process with a future instead of acquiring knowledge base as a matter of
fact.
Further developments to the project-based education as a pedagogy later drew from

the experience- and perception-based theories on education proposed by theorists such
as Jan Comenius, Johann Heinrich Pestalozzi, and Maria Montessori, among others.
Concept
Thomas Markham (2011) describes project-based learning (PBL) thus: "PBL

integrates knowing and doing. Students learn knowledge and elements of the core
curriculum, but also apply what they know to solve authentic problems and produce results
that matter. PBL students take advantage of digital tools to produce high quality,
collaborative products. PBL refocuses education on the student, not the curriculum—a
shift mandated by the global world, which rewards intangible assets such as drive,
passion, creativity, empathy, and resiliency. These cannot be taught out of a textbook, but
must be activated through experience."
Blumenfeld et al. elaborate on the processes of PBL: "Project-based learning is a

comprehensive perspective focused on teaching by engaging students in investigation.
Within this framework, students pursue solutions to nontrivial problems by asking and
refining questions, debating ideas, making predictions, designing plans and/or
experiments, collecting and analyzing data, drawing conclusions, communicating their
ideas and findings to others, asking new questions, and creating artifacts." The basis of
PBL lies in the authenticity or real-life application of the research. Students working as a
team are given a "driving question" to respond to or answer, then directed to create an
artifact (or artifacts) to present their gained knowledge. Artifacts may include a variety of
media such as writings, art, drawings, three-dimensional representations, videos,
photography, or technology-based presentations.
Proponents of project-based learning cite numerous benefits to the implementation of

its strategies in the classroom – including a greater depth of understanding of concepts,
broader knowledge base, improved communication and interpersonal/social skills,
enhanced leadership skills, increased creativity, and improved writing skills. Another
definition of project-based learning includes a type of instruction, where students work
together to solve real-world problems in their schools and communities. Successful
problem-solving often requires students to draw on lessons from several disciplines and
apply them in a very practical way. The promise of seeing a very real impact becomes the
motivation for learning.
In Peer Evaluation in Blended Team Project-Based Learning: What Do Students Find

Important?, Hye-Jung & Cheolil (2012) describe "social loafing"[relevant? – discuss] as a
negative aspect of collaborative learning. Social loafing may include insufficient
performances by some team members as well as a lowering of expected standards of
performance by the group as a whole to maintain congeniality amongst members. These
authors said that because teachers tend to grade the finished product only, the social
dynamics of the assignment may escape the teacher's notice.
Elements
The core idea of project-based learning is that real-world problems capture students'
interest and provoke serious thinking as the students acquire and apply new knowledge
in a problem-solving context. The teacher plays the role of facilitator, working with students
to frame worthwhile questions, structuring meaningful tasks, coaching both knowledge
development and social skills, and carefully assessing what students have learned from
the experience. Typical projects present a problem to solve (What is the best way to
reduce the pollution in the schoolyard pond?) or a phenomenon to investigate (What
causes rain?). PBL replaces other traditional models of instruction such as lecture,
textbook-workbook driven activities and inquiry as the preferred delivery method for key
topics in the curriculum. It is an instructional framework that allows teachers to facilitate
and assess deeper understanding rather than stand and deliver factual information. PBL
intentionally develops students' problem solving and creative making of products to
communicate deeper understanding of key concepts and mastery of 21st Century
essential learning skills such as critical thinking. Students become active digital
researchers and assessors of their own learning when teachers guide student learning so
that students learn from the project making processes. In this context, PBLs are units of
self-directed learning from students' doing or making throughout the unit. PBL is not just
"an activity" (project) that is stuck on the end of a lesson or unit.
Comprehensive project-based learning:

• is organized around an open-ended driving question or challenge.
• creates a need to know essential content and skills.
• requires inquiry to learn and/or create something new.
• requires critical thinking, problem solving, collaboration, and various forms of
communication, often known as 21st century skills.
• allows some degree of student voice and choice.
• incorporates feedback and revision.
• results in a publicly presented product or performance
Examples
Although projects are the primary vehicle for instruction in project-based learning,
there are no commonly shared criteria for what constitutes an acceptable project. Projects
vary greatly in the depth of the questions explored, the clarity of the learning goals, the
content and structure of the activity, and guidance from the teacher. The role of projects
in the overall curriculum is also open to interpretation. Projects can guide the entire
curriculum (more common in charter or other alternative schools) or simply consist of a
few hands-on activities. They might be multidisciplinary (more likely in elementary schools)
or single-subject (commonly science and math). Some projects involve the whole class,
while others are done in small groups or individually. For example, Perrault and Albert
report the results of a PBL assignment in a college setting surrounding creating a
communication campaign for the campus' sustainability office, finding that after project
completion in small groups that the students had significantly more positive attitudes
toward sustainability than prior to working on the project.
When PBL is used with 21st century tools/skills, students are expected to use
technology in meaningful ways to help them investigate, collaborate, analyze, synthesize
and present their learning. The term IPBL (Interdisciplinary PBL) has also been used to
reflect a pedagogy where an emphasis on technology and/or an interdisciplinary approach
has been included.
An example of a school that utilizes a project-based learning curriculum is Think

Global School. In each country Think Global School visits, students select an
interdisciplinary, project-based learning module designed to help them answer key
questions about the world around them. These projects combine elements of global
studies, the sciences, and literature, among other courses. Projects from past years have
included recreating Homer's The Odyssey by sailing across Greece and exploring the
locations and concepts central to the epic poem, and while in Kerala, India, students
participated in a project-based learning module centered around blending their learning
and travels into a mock business venture. The interdisciplinary project was designed to
enable students to engage in the key areas of problem solving, decision making and
communication — all framed by the demanding parameters of a "Shark Tank", or
"Dragon's Den" style competition.
Another example of applied PBL is Muscatine High School, located in Muscatine,

Iowa. The school started the G2 (Global Generation Exponential Learning) which consists
of middle and high school "Schools within Schools" that deliver the four core subject areas.
At the high school level, activities may include making water purification systems,
investigating service learning, or creating new bus routes. At the middle school level,
activities may include researching trash statistics, documenting local history through
interviews, or writing essays about a community scavenger hunt. Classes are designed to
help diverse students become college and career ready after high school.
The Bill and Melinda Gates Foundation has provided funding to start holistic PBL
schools across the United States. Notable funded organizations include:
• EdVisions Schools
• Envision Schools
• New Tech Network
• Raisbeck Aviation High School
Another example is Manor New Technology High School, a public high school that
since opening in 2007 is a 100 percent project-based instruction school. Students average
60 projects a year across subjects. It is reported that 98 percent of seniors graduate, 100
percent of the graduates are accepted to college, and fifty-six percent of them have been
the first in their family to attend college.
Outside of the United States, the European Union has also providing funding for
project-based learning projects within the Lifelong Learning Programme 2007–2013. In
China, PBL implementation has primarily been driven by International School offerings,
although public schools use PBL as a reference for Chinese Premier Ki Keqiang's
mandate for schools to adopt Maker Education, in conjunction with micro-schools like
Moonshot Academy and ETU, and maker education spaces such as SteamHead.
According to Terry Heick on his blog, Teach Thought, there are three types of project-
based learning. The first is Challenge-Based Learning/Problem-Based Learning, the
second is Place-Based Education, and the third is Activity-Based learning. Challenge-
Based Learning is "an engaging multidisciplinary approach to teaching and learning that
encourages students to leverage the technology they use in their daily lives to solve real-
world problems through efforts in their homes, schools and communities." Place-based
Education "immerses students in local heritage, cultures, landscapes, opportunities and
experiences; uses these as a foundation for the study of language arts, mathematics,
social studies, science and other subjects across the curriculum, and emphasizes learning
through participation in service projects for the local school and/or community." Activity-
Based Learning takes a kind of constructivist approach, the idea being students
constructing their own meaning through hands-on activities, often with manipulatives and
opportunities to. As a private school provider Nobel Education Network combines PBL with
the International Baccalaureate as a central pillar of their strategy.
Roles
PBL relies on learning groups. Student groups determine their projects, and in so
doing, they engage student voice by encouraging students to take full responsibility for
their learning. This is what makes PBL constructivist. Students work together to
accomplish specific goals.
When students use technology as a tool to communicate with others, they take on an
active role vs. a passive role of transmitting the information by a teacher, a book, or
broadcast. The student is constantly making choices on how to obtain, display, or
manipulate information. Technology makes it possible for students to think actively about
the choices they make and execute. Every student has the opportunity to get involved,
either individually or as a group.
The instructor's role in Project-Based Learning is that of a facilitator. They do not

relinquish control of the classroom or student learning, but rather develop an atmosphere
of shared responsibility. The instructor must structure the proposed question/issue so as
to direct the student's learning toward content-based materials. The instructor must
regulate student success with intermittent, transitional goals to ensure student projects
remain focused and students have a deep understanding of the concepts being
investigated. The students are held accountable to these goals through ongoing feedback
and assessments. The ongoing assessment and feedback are essential to ensure the
student stays within the scope of the driving question and the core standards the project
is trying to unpack. According to Andrew Miller of the Buck Institute of Education, "In order
to be transparent to parents and students, you need to be able to track and monitor
ongoing formative assessments that show work toward that standard." The instructor uses
these assessments to guide the inquiry process and ensure the students have learned the
required content. Once the project is finished, the instructor evaluates the finished product
and the learning that it demonstrates.
The student's role is to ask questions, build knowledge, and determine a real-world
solution to the issue/question presented. Students must collaborate, expanding their active
listening skills and requiring them to engage in intelligent, focused communication,
therefore allowing them to think rationally about how to solve problems. PBL forces
students to take ownership of their success.
Overcoming obstacles and criticisms
A frequent criticism of PBL is that when students work in groups some will "slack off"
or sit back and let the others do all the work. Anne Shaw recommends that teachers always
build into the structure of the PBL curriculum an organizational strategy known as Jigsaw
and Expert Groups. This structure forces students to be self-directed, independent and to
work interdependently.
This means that the class is assigned (preferably randomly, by lottery) to Expert
Groups. Each of the Expert Groups is then assigned to deeply study one particular facet
of the overall project. For example, a class studying about environmental issues in their
community may be divided into the following Expert Groups: Air, Land and Water.
Human impact on the environment
Each Expert Group is tasked with studying the materials for their group, taking notes,
then preparing to teach what they learned to the rest of the students in the class. To do
so, the class will "jigsaw", thus creating Jigsaw Groups. The Jigsaw Groups in the above
example would each be composed of one representative from each of the Expert Groups,
so each Jigsaw Group would include:
One expert on Air

One expert on Land
One expert on Water
One expert on "Human impact on the environment"
Each of these experts would then take turns teaching the others in the group. Total
interdependence is assured. No one can "slack off" because each student is the only
person in the group with that "piece" of the information. Another benefit is that the students
must have learned the concepts, skills and information well enough to be able to teach it
and must be able to assess (not grade) their own learning and the learning of their peers.
This forces a much deeper learning experience.
Anne Shaw recommends that when students are teaching each other they also
participate collaboratively in creating a concept map as they teach each other. This adds
a significant dimension to the thinking and the learning. The students may build upon this
map each time they Jigsaw. If a project is scheduled to last over the time period of six
weeks the students may meet in their Expert Groups twice a week, and then Jigsaw twice
a week, building upon their learning and exploration of the topics over time.
Once all the experts have taught each other, the Jigsaw Group then designs and
creates a product to demonstrate what they now know about all four aspects of the PBL
unit – air, land, water, human's impact. Performance-based products may include a wide
range of possibilities such as dioramas, skits, plays, debates, student-produced
documentaries, web sites, Glogsters, VoiceThreads, games (digital or not), presentations
to members of the community (such as the City Council or a community organization),
student-produced radio or television program, a student-organized conference, a fair, a
film festival.
Students are assessed in two ways:
Individual assessments for each student – may include research notes, teaching prep
notes and teacher observation. Other assessments may include those assigned by the
teacher, for example, each student in the class must write an individual research paper for
a topic of their choice from within the theme of the overall PBL.
Group assessments – each Jigsaw group creates and presents their product,
preferably to an audience other than the teacher or their class
Criticism
One concern is that PBL may be inappropriate in mathematics, the reason being that
mathematics is primarily skill-based at the elementary level. Transforming the curriculum
into an over-reaching project or series of projects does not allow for necessary practice of
particular mathematical skills. For instance, factoring quadratic expressions in elementary
algebra requires extensive repetition.
On the other hand, a teacher could integrate a PBL approach into the standard
curriculum, helping the students see some broader contexts where abstract quadratic
equations may apply. For example, Newton's law implies that tossed objects follow a
parabolic path, and the roots of the corresponding equation correspond to the starting and
ending locations of the object.
Another criticism of PBL is that measures that are stated as reasons for its success
are not measurable using standard measurement tools, and rely on subjective rubrics for
assessing results.
In PBL there is also a certain tendency for the creation of the final product of the
project to become the driving force in classroom activities. When this happens, the project
can lose its content focus and be ineffective in helping students learn certain concepts and
skills. For example, academic projects that culminate in an artistic display or exhibit may
place more emphasis on the artistic processes involved in creating the display than on the
academic content that the project is meant to help students learn.
Problem-based learning
Problem-based learning (PBL) is a student-centered pedagogy in which students

learn about a subject through the experience of solving an open-ended problem found in
trigger material. The PBL process does not focus on problem solving with a defined
solution, but it allows for the development of other desirable skills and attributes. This
includes knowledge acquisition, enhanced group collaboration and communication. The
PBL process was developed for medical education and has since been broadened in
applications for other programs of learning. The process allows for learners to develop
skills used for their future practice. It enhances critical appraisal, literature retrieval and
encourages ongoing learning within a team environment.
The PBL tutorial process involves working in small groups of learners. Each student
takes on a role within the group that may be formal or informal and the role often
alternates. It is focused on the student's reflection and reasoning to construct their own
learning. The Maastricht seven-jump process involves clarifying terms, defining
problem(s), brainstorming, structuring and hypothesis, learning objectives, independent
study and synthesis. In short, it is identifying what they already know, what they need to
know, and how and where to access new information that may lead to the resolution of
the problem. The role of the tutor is to facilitate learning by supporting, guiding, and
monitoring the learning process. The tutor aims to build students' confidence when
addressing problems, while also expanding their understanding. This process is based on
constructivism. PBL represents a paradigm shift from traditional teaching and learning
philosophy, which is more often lecture-based. The constructs for teaching PBL are very
different from traditional classroom or lecture teaching and often require more preparation
time and resources to support small group learning.
Meaning
Problem-based learning as a process that uses identified issues within a scenario to

increase knowledge and understanding. The principles of this process are listed below:
1. Learner-driven self-identified goals and outcomes

2. Students do independent, self-directed study before returning to larger group
3. Learning is done in small groups of 8–10 people, with a tutor to facilitate
discussion
4. Trigger materials such as paper-based clinical scenarios, lab data, photographs,
articles or videos or patients (real or simulated) can be used
5. The Maastricht 7-jump process helps to guide the PBL tutorial process
6. Based on principles of adult learning theory
7. All members of the group have a role to play
8. Allows for knowledge acquisition through combined work and intellect
9. Enhances teamwork and communication, problem-solving and encourages
independent responsibility for shared learning - all essential skills for future
practice
10. Anyone can do it as long it is right depending on the given causes and scenario
History
The PBL process was pioneered by Barrows and Tamblyn at the medical school
program at McMaster University in Hamilton in the 1960s. Traditional medical education
disenchanted students, who perceived the vast amount of material presented in the first
three years of medical school as having little relevance to the practice of medicine and
clinically based medicine. The PBL curriculum was developed in order to stimulate
learning by allowing students to see the relevance and application to future roles. It
maintains a higher level of motivation towards learning, and shows the importance of
responsible, professional attitudes with teamwork values. The motivation for learning
drives interest because it allows for selection of problems that have real-world application.
Problem-based learning has subsequently been adopted by other medical school

programs adapted for undergraduate instruction, as well as K-12. The use of PBL has
expanded from its initial introduction into medical school programs to include education in
the areas of other health sciences, math, law, education, economics, business, social
studies, and engineering. PBL includes problems that can be solved in many different
ways depending on the initial identification of the problem and may have more than one
solution.
Advantages
There are advantages of PBL. It is student-focused, which allows for active learning
and better understanding and retention of knowledge. It also helps to develop life skills
that are applicable to many domains. It can be used to enhance content knowledge while
simultaneously fostering the development of communication, problem-solving, critical
thinking, collaboration, and self-directed learning skills. PBL may position students to
optimally function using real-world experiences. By harnessing collective group intellect,
differing perspectives may offer different perceptions and solutions to a problem. Following
are the advantages and limitations of problem-based learning.
Enhance student-centred learning
In problem-based learning the students are actively involved and they like this
method. It fosters active learning, and also retention and development of lifelong learning
skills. It encourages self-directed learning by confronting students with problems and
stimulates the development of deep learning.
Upholds lifelong learning
Problem-based learning gives emphasis to lifelong learning by developing in

students the potential to determine their own goals, locate appropriate resources for
learning and assume responsibility for what they need to know. It also greatly helps them
better long term knowledge retention.
Prominence on comprehension not facts
Problem-based learning focuses on engaging students in finding solutions to real

life situations and pertinent contextualized problems. In this method discussion forums
collaborative research take the place of lecturing.
In-depth learning and constructivist approach
PBL fosters learning by involving students with the interaction of learning materials.
They relate the concept they study with everyday activities and enhance their knowledge
and understanding. Students also activate their prior knowledge and build on existing
conceptual knowledge frameworks.
Augments self-learning
Students themselves resolve the problems that are given to them, they take more
interest and responsibility for their learning. They themselves will look for resources like
research articles, journals, web materials, text books etc. for their purpose. Thus it equips
them with more proficiency in seeking resources in comparison to the students of
traditional learning methods.
Better understanding and adeptness
By giving more significance to the meaning, applicability and relevance to the

learning materials it leads to better understanding of the subjects learnt. When students
are given more challenging and significant problems are given it makes them more
proficient. The real life contexts and problems makes their learning more profound, lasting
and also enhance the transferability of skills and knowledge from the classroom to work.
Since there is more scope for application of knowledge and skills the transferability is
increased. It will be also very helpful to them not only to visualise what it will be like
applying that knowledge and expertise on their field of work or profession.
Reinforces interpersonal skills and teamwork
Project based learning is more of teamwork and collaborative learning. The teams
or groups resolve relevant problems in collaboration and hence it fosters student
interaction, teamwork and reinforces interpersonal skills. like peer evaluation, working with
group dynamic etc. It also fosters in them the leadership qualities, learn to make decision
by consensus and give constructive feed back to the team members etc.
Self-motivated attitude
Researchers say that students like problem-based learning classes rather than the
traditional classes. The increase in the percentage of attendance of students and their
attitude towards this approach itself makes it very clear that they are self-motivated. In fact
it is more fascinating, stimulating and one of the good learning methods because it is more
flexible and interesting to students. They enjoy this environment of learning for it is less
threatening and they can learn independently. All these aspects make students more self-
motivated and they pursue learning even after they leave the school or college.
Enriches the teacher-student relationship
Since the students are self-motivated, good teamwork, self-directed learning etc.
the teachers who have worked in both traditional and project based learning formats prefer
project based learning. They also feel that problem-based learning is more nurturing,
significant curriculum and beneficial to the cognitive growth of the student.
Higher level of learning
The PBL students score higher than the students in traditional courses because of
their learning competencies, problem solving, self-assessment techniques, data
gathering, behavioral science etc. It is because they are better at activating prior
knowledge, and they learn in a context resembling their future context and elaborate more
on the information presented which helps in better understanding and retention of
knowledge. In medical education, PBL cases can incorporate dialogue between patients
and physicians, demonstrate the narrative character of the medical encounter, and
examine the political economic contributors to disease production. PBL can serve as a
platform for a discursive practices approach to culture that emphasizes the emergent,
participant-constructed qualities of social phenomena while also acknowledging large-
scale social forces.
Disadvantages
The major disadvantage to this process involves the utilization of resources and
tutor facilitation. It requires more staff to take an active role in facilitation and group-led
discussion and some educators find PBL facilitation difficult and frustrating. It is resource-
intensive because it requires more physical space and more accessible computer
resources to accommodate simultaneous smaller group-learning. Students also report
uncertainty with information overload and are unable to determine how much study is
required and the relevance of information available. Students may not have access to
teachers who serve as the inspirational role models that traditional curriculum offers.
Time-consuming
Although students generally like and gain greater ability to solve real-life problems
in problem-based learning courses, instructors of the methodology must often invest more
time to assess student learning and prepare course materials, as compared to LBL
instructors. Part of this frustration also stems from the amount of time dedicated to
presenting new research and individual student findings regarding each specific topic, as
well as the disorganised nature of brain-storming.
Traditional assumptions of the students
The problem of the problem-based learning is the traditional assumptions of the

students. Most of the students might have spent their previous years of education
assuming their teacher as the main disseminator of knowledge. Because of this
understanding towards the subject matter students may lack the ability to simply wonder
about something in the initial years of problem-based learning.
Role of the instructor
The instructors have to change their traditional teaching methodologies in order to

incorporate problem-based learning. Their task is to question students' knowledge, beliefs,
give only hints to correct their mistakes and guide the students in their research. All these
features of problem-based learning may be foreign to some instructors; hence they find it
difficult to alter their past habits.
Pupil's evaluation
The instructors have to adapt new assessment methods to evaluate the pupils'
achievement. They have to incorporate written examinations with modified essay
questions, practical examinations, peer and self assessments etc. Problem-based has
also been considered slightly more favourable to female participants, whilst having
equivocal impacts on their male counterparts when compared to lecture based learning.
Cognitive load
Sweller and others published a series of studies over the past twenty years that is
relevant to problem-based learning, concerning cognitive load and what they describe as
the guidance-fading effect. Sweller et al. conducted several classroom-based studies with
students studying algebra problems. These studies have shown that active problem
solving early in the learning process is a less effective instructional strategy than studying
worked examples (Sweller and Cooper, 1985; Cooper and Sweller, 1987). Certainly active
problem solving is useful as learners become more competent, and better able to deal
with their working memory limitations. But early in the learning process, learners may find
it difficult to process a large amount of information in a short time. Thus the rigors of active
problem solving may become an issue for novices. Once learners gain expertise the
scaffolding inherent in problem-based learning helps learners avoid these issues. These
studies were conducted largely based on individual problem solving of well-defined
problems.
Sweller (1988) proposed cognitive load theory to explain how novices react to
problem solving during the early stages of learning. Sweller, et al. suggests a worked
example early, and then a gradual introduction of problems to be solved. They propose
other forms of learning early in the learning process (worked example, goal free problems,
etc.); to later be replaced by completions problems, with the eventual goal of solving
problems on their own. This problem-based learning becomes very useful later in the
learning process.
Many forms of scaffolding have been implemented in problem-based learning to

reduce the cognitive load of learners. These are most useful to enable decreasing
("fading") the amount of guidance during problem solving. A gradual fading of guidance
helps learners to slowly transit from studying examples to solving problems. In this case
backwards fading [clarification needed] was found to be quite effective and assisting in
decreasing the cognitive load on learners.
Evaluation of the effects of PBL learning in comparison to traditional instructional

learning have proved to be a challenge. Various factors can influence the implementation
of PBL: extent of PBL incorporation into curriculum, group dynamics, nature of problems
used, facilitator influence on group, and the motivation of the learners. There are also
various outcomes of PBL that can be measured including knowledge acquisition and
clinical competence. Additional studies are needed to investigate all the variables and
technological scaffolds, that may impact the efficacy of PBL.
Demands of implementing
Implementing PBL in schools and Universities is a demanding process that requires

resources, a lot of planning and organization. Azer discusses the 12 steps for
implementing the "pure PBL"
1. Prepare faculty for change

2. Establish a new curriculum committee and working group
3. Designing the new PBL curriculum and defining educational outcomes
4. Seeking Advice from Experts in PBL
5. Planning, Organizing and Managing
6. Training PBL facilitators and defining the objectives of a facilitator
7. Introducing Students to the PBL Program
8. Using 3-learning to support the delivery of the PBL program
9. Changing the assessment to suit the PBL curriculum
10. Encouraging feedback from students and teaching staff
11. Managing learning resources and facilities that support self-directed learning
12. Continuing evaluation and making changes
Constructivism
Problem-based learning addresses the need to promote lifelong learning through

the process of inquiry and constructivist learning. PBL is considered a constructivist
approach to instruction because it emphasizes collaborative and self-directed learning
while being supported by tutor facilitation. Yew and Schmidt, Schmidt, and Hung elaborate
on the cognitive constructivist process of PBL:
Learners are presented with a problem and through discussion within their group,
activate their prior knowledge.
Within their group, they develop possible theories or hypotheses to explain the
problem. Together they identify learning issues to be researched. They construct a shared
primary model to explain the problem at hand. Facilitators provide scaffolding, which is a
framework on which students can construct knowledge relating to the problem.
After the initial teamwork, students work independently in self-directed study to research
the identified issues.
The students re-group to discuss their findings and refine their initial explanations based
on what they learned.
PBL follows a constructivist perspective in learning as the role of the instructor is to

guide and challenge the learning process rather than strictly providing knowledge. From
this perspective, feedback and reflection on the learning process and group dynamics are
essential components of PBL. Students are considered to be active agents who engage
in social knowledge construction. PBL assists in processes of creating meaning and
building personal interpretations of the world based on experiences and interactions. PBL
assists to guide the student from theory to practice during their journey through solving
the problem.
Examples in curricula
Malaysia and Singapore
In Malaysia, an attempt was made to introduce a problem-based learning model in

secondary mathematics, with the aim of educating citizens to prepare them for decision-
making in sustainable and responsible development. This model called Problem-Based
Learning the Four Core Areas (PBL4C) first sprouted in SEAMEO RECSAM in 2008, and
as a result of training courses conducted, a paper was presented at the EARCOME5
conference in 2010, followed by two papers during the 15th UNESCO-APEID conference
in 2011.
In Singapore, the most notable example of adopting PBL pedagogy in curriculum is

Republic Polytechnic, the first polytechnic in Singapore to fully adopt PBL across all
diploma courses.
Medical schools
Several medical schools have incorporated problem-based learning into their

curricula following the lead of McMaster University Medical School, using real patient
cases to teach students how to think like a clinician. More than eighty percent of medical
schools in the United States now have some form of problem-based learning in their
programs. Research of 10 years of data from the University of Missouri School of Medicine
indicates that PBL has a positive effect on the students' competency as physicians after
graduation.
In 1998, Western University of Health Sciences opened its College of Veterinary

Medicine, with curriculum based completely on PBL.
In 2002, UC Berkeley – UCSF Joint Medical Program (JMP), an accredited five year
Master of Science/Medical Doctorate Program housed at University of California, Berkeley
School of Public Health, began offering a 100% case based curriculum to their students
in their pre-clerkship years. The curriculum integrates the basic and preclinical sciences
while fostering an understanding of the biological, social, and moral contexts of human
health and disease. The students spend their last two clerkship years at University of
California, San Francisco.
Ecological economics
The transdisciplinary field of ecological economics has embraced problem-based

learning as a core pedagogy. A workbook developed by Joshua Farley, Jon Erickson, and
Herman Daly organizes the problem-solving process into (1) building the problem base,
(2) analyzing the problem, (3) synthesizing the findings, and (4) communicating the
results. Building the problem base includes choosing, defining, and structuring an
ecological economic problem. Analysis is breaking down of a problem into understandable
components. Synthesis is the re-integration of the parts in a way that helps better
understand the whole. Communication is the translation of results into a form relevant to
stakeholders, broadly defined as the extended peer community.
Computer-supported collaborative learning
Computer-supported PBL can be an electronic version (ePBL) of the traditional face-

to-face paper-based PBL or an online group activity with participants located distant apart.
ePBL provides the opportunity to embed audios and videos, related to the skills (e.g.
clinical findings) within the case scenarios improving learning environment and thus
enhance students’ engagement in the learning process. Comparing face-to-face setting
with strict online PBL, the group activities play the key role in the success of the social
interaction in PBL. Online PBL is also seen as more cost-effective. Collaborative PBL has
been shown to improve critical thinking scores as compared with individual PBL, and
increased students’ achievement levels and retention scores.
For the instructors, instructional design principles for the instructors regarding the
design and development of online PBL must include collaborative characteristics. For
example, the scheduling must be conducive to collaborative activities. Additionally,
instructors should ensure that the problems should be relevant to real-life experiences,
and the nature of solutions and problem contexts. Furthermore, a sound technological
infrastructure is paramount
History of online PBL
The establishment and application of PBL in teaching and training started as early
as in the 1960s. As instructional technology developed over time coupled with the
emergence of the internet in the mid-1990s, online education became popular gaining
huge attention from organizations and institutions. However, the use of PBL in complete
online education does not seem as established based on the relatively scarce references
available in the literature. In 2001, the University of Southern Queensland (USQ) was one
of the first few faculties that utilized a learning management system (LMS) to facilitate
collaboration and group problem-solving. The result showed the significant impact of
online PBL on the learning outcomes of students in many aspects including enhancing
their communication skills, problem-solving skills and ability to work as a team. The most
successful feature of the LMS in terms of user rate was the discussion boards where
asynchronous communications took place. Technology has advanced for another decade
since then and it should help us take online PBL to a greater height as many more activities
such as synchronous online meetings have been made readily available today on
numerous platforms. The key focus here is to examine how technology can further
facilitate the effective use of PBL online by zooming into the learner needs in each phase
of PBL.
Collaborative tools
The first, and possibly most crucial phase in PBL, is to identify the problem. Before learners
can begin to solve a problem, all members must understand and agree on the details of
the problem. This consensus forms through collaboration and discussion. With online
learning on the rise, it is important that learners can engage in collaborative brainstorming
and research through the use of technology. Technology allows for groups to collaborate
synchronously or asynchronously from anywhere in the world; schedules and geography
no longer prevent collaboration in PBL. Today, there is a plethora of tools available to
promote group collaboration online, each with unique strengths and limitations. Learning
management systems and cloud-based solutions are the two most popular and accessible
technological solution for online collaboration. Learning management systems, such as
Canvas, Edmodo, Moodle, Schoology, and itslearning, provide schools and classrooms
collaborative tools to support synchronous and asynchronous communication and
learning.
The learning management systems (LMS) allow for supervision and support by the
course administrator or professor. One limitation of these systems is their availability; most
LMS are restricted by course enrollment. Students must be enrolled in a particular course
or subscribe to a specific class to gain access to the tools and content stored in the system.
Cloud-based solutions on the other hand, such as Google Apps, OneNote, and the Office
365 suit offer collaborative tools outside the traditional education setting. Educators of all
kinds (K-12 schools, colleges, and universities, vocational training, HR training teams,
etc.) can access these cloud-based solutions and collaborate with anyone around the
world by simply sharing a link. These tools range in availability from free with an email
account to subscription costs based on the suit purchased. In addition to potential financial
limitations, these cloud-based systems are always as secure or private as an LMS that
requires course enrollment. Both LMS and cloud-based solutions present learners with
opportunities to collaborate in a variety of ways while brainstorming the meaning of the
problem and developing a plan for research and future collaboration.
Research tools
Once the problem has been identified, learners move into the second step of PBL:
the information gathering phase. In this phase, learners research the problem by gathering
background information and researching potential solutions. This information is shared
with the learning team and used to generate potential solutions, each with supporting
evidence. The most popular online tool for gathering information today is Google, but there
are many other search-engines available online.
Free search engines, such as Google, Yahoo, or Bing, offer access to seemingly
countless links to information. While these research tools provide ample sources of
potential information, the quantity can be overwhelming. It also becomes difficult to identify
quality sources without adding filters and higher-level search strategies when using these
broad search-engines. Libraries are a more selective option and often offer online-
databases, but typically require an account or subscription for online access to articles
and books. Wolframalpha.com is a smart search-engine with both free and subscription
level access options. Wolfram claims to be more than a platform for searching the web,
rather, "getting knowledge and answers... by doing dynamic computations based on a vast
collection of built-in data, algorithms, and methods.
Presentation tools
The third most important phase of PBL is resolving the problem, the critical task is
presenting and defending your solution to the given problem. Students need to be able to
state the problem clearly, describe the process of problem-solving considering different
options to overcome difficulties, support the solution using relevant information and data
analysis. Being able to communicate and present the solution clearly is the key to the
success of this phase as it directly affects the learning outcomes. With the help of
technology, presentation has been made much easier and more effective as it can
incorporate visual aids of charts, pictures, videos, animations, simulations etc. Ideas and
connections between ideas can be clearly demonstrated using different tools. Microsoft
PowerPoint 2016, Apple Keynote, Prezi, and Google Slides are among the top-rated
presentation applications of 2017.
These popular presentation tools have their distinctive features and advantages
over one another and can be summarized into three broad types. The first type has almost
everything a presenter needs, ranging from tables, charts, picture tools, animations, video
tools, add in functions and so forth. Such tools can replace many authoring tools as more
complicated functions such as creating simulations, drag and drop etc. are all made
possible. Hence, the presentation can be made highly interactive, engaging and
compatible with most devices. The best examples are Microsoft PowerPoint and Apple
Keynote. However, one drawback is that such tools often come at a subscription charge
and need to be installed locally on devices. Both PowerPoint and Keynote point more
towards the standard form of slide by slide presentations. Prezi represents the second
major type of tools with a storytelling style and less traditional or structured form of
presentation that allows one to zoom in and out of any part of the screen.
These tools are generally web-based and have collaborative functions of value-add
for the PBL process. Nevertheless, this type of tools also charge subscription fees based
on privilege levels. The third broad type of tools would be the web-based ones free of
charge with less fanciful effects, allowing access to presentations collaboratively online
anytime. Google Slides is such an option which is easy to use. Though it has less
functions, it offers the convenience of being available anytime anywhere on any online
device. This type can be effective when students have limited time to prepare for their
presentations as it removes many technical difficulties such as arranging for face-to-face
meetings, installing the presentation tool or the time needed to learn to create the
presentation. Students can spend more time on meaningful discussions about their
problem and solution instead of the presentation itself.
P5BL approach
PBL stands for People, Problem, Process, Product and Project Based Learning.
The P5BL approach was a learning strategy introduced in Stanford School of
Engineering in their P5BL laboratory in 1993 as an initiative to offer their graduate students
from the engineering, architecture and construction disciplines to implement their skills in
a "cross-disciplinary, collaborative and geographically distributed teamwork
experience". In this approach, which was pioneered by Stanford Professor Fruchter, an
environment across six universities from Europe, the United States and Japan along with
a toolkit to capture and share project knowledge was developed. The students (people)
from the three disciplines were assigned a team project that works on solving a problem
and delivering an end-product to a client.
The main stress of this approach is to have an inter-disciplinary integrated
development of deliverables, in order to improve the overall competency and skills of the
students. P5BL mentoring is a structured activity that involves situated
learning and constructivist learning strategies to foster the culture of practice that would
extend beyond the university campus to real life. P 5BL is all about encouraging teaching
and learning teamwork in the information age, by facilitating team interaction with
professors, industry mentors and owners who provide necessary guidance and support for
the learning activity.
Key advantages of this method are that it familiarizes students with real world
problems and improves their confidence in solving these. It also improves their networking
skills, thereby establishing rapport with key persons of the industry. They also learn the
value of teamwork. The method also creates in them an appreciation of interdisciplinary
approach.
The approach however needs due consideration of the mentoring provided to the
students. Appropriate scaffolding should be done by the mentors to ensure that students
are successful in attaining their project goals to solve the problem. Communication
between the team should also be open and constructive in nature for achieving the
necessary milestones.
What Is a Lesson Plan and How Do You Make One?
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.
Lesson plans help teachers be more effective in the classroom by providing a detailed
outline to follow each class period.
This ensures every bit of class time is spent teaching new concepts and having meaningful
discussions — not figuring it out on the fly!
The most effective lesson plans have six key parts:

1. Lesson Objectives
2. Related Requirements
3. Lesson Materials
4. Lesson Procedure
5. Assessment Method
6. Lesson Reflection
Because each part of a lesson plan plays a role in the learning experience of your students,
it is important to approach them with a clear plan in mind.
Let us start with the first part of every lesson plan -- the lesson objectives!
1. Lesson Objectives
Lesson objectives list what students will be able to do after completing the lesson.
These objectives let you easily tell if your lesson has effectively taught your students new
concepts and skills.
It can feel overwhelming to pin down specific takeaways for a lesson, but you can break
the process into steps to do it in a breeze!
First, it is best to view your lesson objectives as goals for your class and students.
One of the most popular goal-setting strategies is the “SMART” criteria, which ensures
goals are focused.
In the context of lesson planning, you can use the SMART criteria to determine your lesson
objectives:
• Is the objective specific?

• Is the objective measurable?
• Is the objective attainable by all students?
• Is the objective relevant to your class and students?
• Is the objective time-based to align with your syllabus?
For each objective, it is important to start with an action that relates to what students should
be able to do after the lesson.
Depending on what topic you are teaching and the level of knowledge your students have,
these actions will vary.
For example, when teaching brand new concepts, you may define actions like define,
identify, explain, and determine.
However, if your lesson involves more advanced tasks, the objectives may include actions
like create, use, perform, or measure.
To see these phrases in context, let us look at examples that a computer teacher might
choose when teaching Microsoft Word.
For an introductory lesson about Microsoft Word, objectives could be:
• Identify parts of the ribbon menu

• Determine methods of selecting text in a document
• Define fonts and font styles
• In a more advanced class, objectives might include:
• Insert a document header
• Use document themes
• Add a page border
When creating your lesson objectives, keep in mind that it is easier to measure student
success when you have specific goals.
Once you have put your lesson objectives together, it is time to tie them in with the next
part of your lesson plan -- the related requirements!
2. Related Requirements
Related requirements are national, state, or school standards that dictate what you
need to teach in a class. If you teach a CTE course you likely need to tie your lessons
to certification requirements as well.
Every lesson you teach should help you hit those requirements. Listing them in your lesson
plans helps you satisfy those requirements while focusing on the end goal of your class!
On top of that, some administrators require teachers to distinctly show how they will teach
course standards in each lesson. If you put them on your lesson plans, you have got a
quick reference to prove you are on the ball!
When listing course standards or certification items on your lesson plan, it is smart to use
the exact organizational system found on your standards to make sure your class aligns.
If you do not have the specific outline for your course standards, ask another teacher or
your administrator where you can find them.
To get detailed certification requirements, check the certification provider’s website for an
exam outline or test plan.
Laying out each lesson plan according to your requirements can be tedious work, but it
will ultimately help you stay organized and aligned with what you’re supposed to teach!
3. Lesson Materials
The third section on your lesson plan is the list of materials that you need to teach
the lesson and measure student outcomes. This section prepares you to deliver your
lessons every day. Without this list, you may accidentally forget to print an important
document or sign out the shared laptop cart!
Common types of lesson materials include:
• Student handouts
• Textbooks
• Visual aids
• Grading rubrics
• Activity packets
• Computers/Tablets
The list of materials for each lesson depends on what you plan to teach, how you will
teach it, and how you will measure lesson objectives.
Because of this, many teachers compile their list of lesson materials in tandem with their
lesson procedure!
4. Lesson Procedure
Your lesson procedure is an in-depth explanation of how the lesson will progress
in the classroom.
The lesson procedure is essentially step-by-step instructions that walk you through
everything from the time students enter the classroom until the bell rings at the end of the
period.
It is smart to be very detailed in this portion of your lesson plan. After all, there will be
cases when another teacher or substitute needs to fill in for you!
When writing your lesson procedure, you need to choose the type of activities that will
help students meet the lesson objectives.
To do that, you can answer a list of questions, including:

• How will you introduce the topic?
• What’s the best way to teach this information to your students?
• How can you incorporate problem solving and critical thinking?
• What real-life scenarios relate to this topic?
• Does this topic lend itself to group work?
It is also a great idea to find out how other teachers address the topics in the classroom.
You can do this by talking to coworkers, joining an online community, or searching for
lesson ideas on educational blogs.
After writing out a rough draft of your lesson procedure, many teachers outline it according
to a specific teaching strategy.
At AES, we recommend teachers use the four phases:
1. Explore: Students discover a concept

2. Learn & Practice: Students apply their discoveries
3. Reflect: Students review what they’ve learned
4. Reinforce: Students apply their knowledge to problem-solving scenarios
Phase 1 - Explore
In the Explore phase of your lesson, you will introduce the objectives of the lesson and
discuss key concepts students should know.
This portion of your lesson procedure may entail an icebreaker activity to get students
thinking about a new concept.
In other cases, you might introduce the information by using a presentation to lecture while
your students take notes.
Ultimately, the strategy you use in the Explore phase will depend on the topics you’ll be
teaching and your students’ prior knowledge.
Phase 2 - Learn & Practice
In the Learn & Practice phase, your students will work independently to get into the details
of your lesson.
If you use a textbook as your main curriculum resource, your students can read through
an assigned passage to take notes or complete a worksheet.
If you use a digital curriculum system, it is the perfect time for students to work through
the digital lessons and guided notes.
You may also incorporate a class activity, group work, or skills practice to further engage
your students in what they are learning.
Overall, this phase will make up the bulk of your lesson time, so be sure to detail everything
out in your lesson procedure!
Phase 3 - Reflect
In the Reflect phase, students will look back (and reflect on) what they have learned
in the lesson.
Most often, teachers lead a class discussion with critical thinking questions for students to
answer aloud or in their class journal.
It is important to list the questions you plan to ask within the lesson procedure, to make
sure you do not forget anything!
Phase 4 - Reinforce
In the Reinforce phase, students will apply what they have learned through critical
thinking activities.
Depending on the lesson, you may want students to complete these tasks individually or
as part of a group.
This portion of the lesson procedure helps you gauge if your students will achieve the
lesson objectives and often tie in with the assessment method!
5. Assessment Method
The assessment method measures whether your students learned a lesson’s information
and met your lesson objectives.
The methods listed on your lesson plan will most often be formative assessments and vary
from lesson to lesson.
To start, there are dozens of ways to measure student learning through formative
assessments. Some of the most common assessment options include:
• Quizzes
• Hands-on activities
• Writing assignments
• Group presentations
• Exit slips
• Class journal entries
In addition, your assessment method may be an in-class assignment or homework for
students to complete prior to the next class.
When choosing your assessment method, it is important to incorporate your lesson

objectives.
If an objective was related to understanding a concept, consider an assessment that

requires students to explain that concept.
If an objective was for students to demonstrate a skill, design an assessment to confirm

they can do that skill.
Also, while many assessments receive grades in a class, formative assessments do not
always need to be graded!
Ultimately, the purpose of this assessment is to measure how well your students learned
a lesson’s material based on the way you presented information.
This measurement will help you wrap up each lesson plan with the lesson reflection.
6. Lesson Reflection
The lesson reflection portion of a lesson plan encourages teachers to take notes on how
to improve a lesson after it has been completed.
By this point, your lesson has clear objectives, a plan for teaching, and a way to assess
student learning.
But if you do not critically consider whether you succeeded, you are doing a disservice to
your future students!
When completing your lesson reflection, ask yourself questions like:
• Did a part of the lesson take longer than expected?

• Was there a portion that students asked for a lot of help with?
• Did students breeze through the information with no problem?
• Were students engaged and interested in the lesson?
• Were the objectives met by most (or all) of the students?
Essentially, you want to note any part of your lesson that did not go as expected.
In addition, it is smart to record ideas for improvement or adjustments in this section as

well. That way, when you go to teach your lessons in the future, you have all of the
information for improvement in one place!
What is Bloom’s Taxonomy of Learning Objectives?
Bloom's taxonomy is a set of three hierarchical models used to classify educational

learning objectives into levels of complexity and specificity. The three lists cover the
learning objectives in cognitive, affective and sensory domains. The cognitive domain list
has been the primary focus of most traditional education and is frequently used to structure
curriculum learning objectives, assessments and activities.
The models were named after Benjamin Bloom, who chaired the committee of educators
that devised the taxonomy. He also edited the first volume of the standard text, Taxonomy
of Educational Objectives: The Classification of Educational Goals.
The cognitive domain (knowledge-based)
In the original version of the taxonomy, the cognitive domain is broken into the following
six levels of objectives. In the 2001 revised edition of Bloom's taxonomy, the levels are
slightly different: Remember, Understand, Apply, Analyze, Evaluate, Create (rather than
Synthesize)
Knowledge
Knowledge involves recognizing or remembering facts, terms, basic concepts, or answers

without necessarily understanding what they mean. Its characteristics may include:
• Knowledge of specifics—terminology, specific facts

• Knowledge of ways and means of dealing with specifics—conventions, trends and
sequences, classifications and categories, criteria, methodology
• Knowledge of the universals and abstractions in a field—principles and
generalizations, theories and structures
Example: Name three common varieties of apple.
Comprehension
Comprehension involves demonstrating an understanding of facts and ideas by

organizing, comparing, translating, interpreting, giving descriptions, and stating the main
ideas.
Example: Compare the identifying characteristics of a Golden Delicious apple with a
Granny Smith apple.
Application
Application involves using acquired knowledge—solving problems in new situations by

applying acquired knowledge, facts, techniques and rules. Learners should be able to use
prior knowledge to solve problems, identify connections and relationships and how they
apply in new situations.
Example: Would apples prevent scurvy, a disease caused by a deficiency in vitamin C?
Analysis
Analysis involves examining and breaking information into component parts, determining
how the parts relate to one another, identifying motives or causes, making inferences, and
finding evidence to support generalizations. Its characteristics include:
• Analysis of elements
• Analysis of relationships
• Analysis of organization
Example: List four ways of serving foods made with apples and explain which ones have
the highest health benefits. Provide references to support your statements.
Synthesis
Synthesis involves building a structure or pattern from diverse elements; it also refers to
the act of putting parts together to form a whole. Its characteristics include:
• Production of a unique communication

• Production of a plan, or proposed set of operations
• Derivation of a set of abstract relations
Example: Convert an "unhealthy" recipe for apple pie to a "healthy" recipe by replacing
your choice of ingredients. Explain the health benefits of using the ingredients you chose
vs. the original ones.
Evaluation
Evaluation involves presenting and defending opinions by making judgments about

information, the validity of ideas, or quality of work based on a set of criteria. Its
characteristics include:
• Judgments in terms of internal evidence
• Judgments in terms of external criteria
Example: Which kinds of apples are best for baking a pie, and why?
The affective domain (emotion-based)
Skills in the affective domain describe the way people react emotionally and their ability to
feel other living things' pain or joy. Affective objectives typically target the awareness and
growth in attitudes, emotion, and feelings.
There are five levels in the affective domain moving through the lowest-order processes
to the highest.
Receiving
The lowest level; the student passively pays attention. Without this level, no learning can
occur. Receiving is about the student's memory and recognition as well.
Responding
The student actively participates in the learning process, not only attends to a stimulus;
the student also reacts in some way.
Valuing
The student attaches a value to an object, phenomenon, or piece of information. The

student associates a value or some values to the knowledge they acquired.
Organizing
The student can put together different values, information, and ideas, and can
accommodate them within his/her own schema; the student is comparing, relating and
elaborating on what has been learned.
Characterizing
The student at this level tries to build abstract knowledge.
The psychomotor domain (action-based)
Skills in the psychomotor domain describe the ability to physically manipulate a tool or
instrument like a hand or a hammer. Psychomotor objectives usually focus on change
and/or development in behavior and/or skills.
Bloom and his colleagues never created subcategories for skills in the psychomotor
domain, but since then other educators have created their own psychomotor taxonomies.
Simpson (1972) proposed the following levels:
Perception
The ability to use sensory cues to guide motor activity: This ranges from sensory
stimulation, through cue selection, to translation.
Examples: Detects non-verbal communication cues. Estimate where a ball will land after
it is thrown and then moving to the correct location to catch the ball. Adjusts heat of the
stove to correct temperature by smell and taste of food. Adjusts the height of the forks on
a forklift by comparing where the forks are in relation to the pallet.
Key words: chooses, describes, detects, differentiates, distinguishes, identifies, isolates,

relates, selects.
Set
Readiness to act: It includes mental, physical, and emotional sets. These three sets are
dispositions that predetermine a person's response to different situations (sometimes
called mindsets). This subdivision of psychomotor is closely related with the "responding
to phenomena" subdivision of the affective domain.
Examples: Knows and acts upon a sequence of steps in a manufacturing process.

Recognizes his or her abilities and limitations. Shows desire to learn a new process
(motivation).
Keywords: begins, displays, explains, moves, proceeds, reacts, shows, states, volunteers.
Guided response
The early stages of learning a complex skill that includes imitation and trial and error:
Adequacy of performance is achieved by practicing.
Examples: Performs a mathematical equation as demonstrated. Follows instructions to

build a model. Responds to hand-signals of the instructor while learning to operate a
forklift.
Keywords: copies, traces, follows, reacts, reproduces, responds.
Mechanism
The intermediate stage in learning a complex skill: Learned responses have become
habitual and the movements can be performed with some confidence and proficiency.
Examples: Use a personal computer. Repair a leaking tap. Drive a car.
Key words: assembles, calibrates, constructs, dismantles, displays, fastens, fixes, grinds,
heats, manipulates, measures, mends, mixes, organizes, sketches.
Complex overt response
The skillful performance of motor acts that involve complex movement patterns:
Proficiency is indicated by a quick, accurate, and highly coordinated performance,
requiring a minimum of energy. This category includes performing without hesitation and
automatic performance. For example, players will often utter sounds of satisfaction or
expletives as soon as they hit a tennis ball or throw a football because they can tell by the
feel of the act what the result will produce.
Examples: Maneuvers a car into a tight parallel parking spot. Operates a computer quickly
and accurately. Displays competence while playing the piano.
Key words: assembles, builds, calibrates, constructs, dismantles, displays, fastens, fixes,
grinds, heats, manipulates, measures, mends, mixes, organizes, sketches. (Note: The key
words are the same as in mechanism, but will have adverbs or adjectives that indicate
that the performance is quicker, better, more accurate, etc.)
Adaptation
Skills are well developed and the individual can modify movement patterns to fit special
requirements.
Examples: Responds effectively to unexpected experiences. Modifies instruction to meet

the needs of the learners. Performs a task with a machine that was not originally intended
for that purpose (the machine is not damaged and there is no danger in performing the
new task).
Key words: adapts, alters, changes, rearranges, reorganizes, revises, varies.
Origination
Creating new movement patterns to fit a particular situation or specific problem: Learning
outcomes emphasize creativity based upon highly developed skills.
Examples: Constructs a new set or pattern of movements organized around a novel

concept or theory. Develops a new and comprehensive training program. Creates a new
gymnastic routine.
Key words: arranges, builds, combines, composes, constructs, creates, designs,

initiates, makes, originates.
Self-Help: You can also refer to the sources below to help you further
understand the lesson:
The 2013 Free Education Technology Resources. (2012). Retrieved from

http://humber.ca/centreforteachingand
learning/assets/files/Teaching%20Resources/2013_EmergingEdTech_Free-Education-
Technology-Resources-eBook.pdf
Motteram, G, (ed.). 2013. Innovations in learning technologies for English language

teaching. Retrieved from
https://www.teachingenglish.org.uk/sites/teachingeng/files/C607%20Information%20an
DepEd Order no. 70, s. 2012 Guidelines on the Preparation of Daily Lessons
http://www.deped.gov.ph/sites/default/files/order/2012/DO_s2012_70.pdf
Let’s Check
Activity 1. Using a Venn Diagram, compare and contrast Project Based and Problem
Based Learning.
Activity 2. Based on Revised Bloom’s Taxonomy of learning objectives, create at least

three sample objectives for each cognitive level (Remembering, Understanding, Applying,
Analyzing, Evaluating, and Creating). Follow SMART in designing objectives.
Let’s Analyze
Activity 1. Answer the following questions comprehensively. Answer with at least

1 paragraph composing of five sentences.
1. Can teachers teach without a lesson plan? Why?
2. How does Bloom’s taxonomy of learning objectives guide teachers in teaching?
3. What are the weaknesses of Problem based learning?
4. What are the weaknesses of Project based learning?
5. What do you think are the changes that teachers can do to improve lesson planning?

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UNIVERSITY OF MINDANAO

College of Teacher Education

Physically Distanced but Academically Engaged

Self-Instructional Manual (SIM) for Self-Directed Learning

Course/Subject: ELT 223— Technology in Language Education

Name of Teacher: Ed B. Bautista

THIS SIM/SDL MANUAL IS A DRAFT VERSION ONLY; NOT FOR

Course Outline: ELT 311— Technology in Language Education

Course Coordinator: Ed B. Bautista

Course Outline Policy

Areas of Concern Details

If the assessment task is done in real time through the

Since this course is included in the licensure examination

you will be required to take the Multiple-Choice Question

Please note that academic dishonesty such as cheating

However, if the late submission of assessment paper

For group assessment tasks, the course coordinator will

explain the reasons/points to contest the grade. The

If disapproved by the course coordinator, you can

You can also meet the course coordinator in person

For students who have not created their student email,

Help Desk Contact Ronadora E. Deala

Ivy Jane Regidor Facilitator, GSTC

Course Information – see/download course syllabus in the Black Board LMS

a. Use ICT to develop 21st Century Communication skills in viewing, listening,

Big Picture in Focus: ULOb. Develop plans and activities in English

Project-based learning (PBL)

Project-based learning (PBL) is a student-centered pedagogy that involves a dynamic

John Dewey is recognized as one of the early proponents of project-based education

Further developments to the project-based education as a pedagogy later drew from

Thomas Markham (2011) describes project-based learning (PBL) thus: "PBL

Blumenfeld et al. elaborate on the processes of PBL: "Project-based learning is a

Proponents of project-based learning cite numerous benefits to the implementation of

In Peer Evaluation in Blended Team Project-Based Learning: What Do Students Find

Comprehensive project-based learning:

An example of a school that utilizes a project-based learning curriculum is Think

Another example of applied PBL is Muscatine High School, located in Muscatine,

The instructor's role in Project-Based Learning is that of a facilitator. They do not

Overcoming obstacles and criticisms

Human impact on the environment

One expert on Air

Students are assessed in two ways:

Problem-based learning (PBL) is a student-centered pedagogy in which students

Problem-based learning as a process that uses identified issues within a scenario to

1. Learner-driven self-identified goals and outcomes

Problem-based learning has subsequently been adopted by other medical school

Upholds lifelong learning

Problem-based learning gives emphasis to lifelong learning by developing in

Prominence on comprehension not facts

Problem-based learning focuses on engaging students in finding solutions to real

In-depth learning and constructivist approach

Better understanding and adeptness

By giving more significance to the meaning, applicability and relevance to the

Enriches the teacher-student relationship

Higher level of learning

Traditional assumptions of the students

The problem of the problem-based learning is the traditional assumptions of the

Role of the instructor

The instructors have to change their traditional teaching methodologies in order to

Many forms of scaffolding have been implemented in problem-based learning to

Evaluation of the effects of PBL learning in comparison to traditional instructional

Implementing PBL in schools and Universities is a demanding process that requires

1. Prepare faculty for change