TEACHING
ENGLISH FOREIGN LANGUAGE (TEFL)
Project
based learning
Problem
based learning
Members :
INTAN RATU
FADILLA (2317081)
ORIZA SATIVA
(2317083)
NOFRIZAL
AGUSTIAN (2315069)
LECTURE :
M. ARIES
TAUFIQ ,M.Pd
STATE
ISLAMIC INSTITUTE OF BUKITTINGGI
FACULTY OF
TARBIYAH AND TEACHER TRAINING
ENGLISH
EDUCATION DEPARTMENT
PREFACE
First
at all, give thanks for Allah love and grace for us. Thanks to Allah for
helping us and give us chance to finish this. And we would like to say thank
you to the lecturer that always teachesus and give much knowledge.
This paper is the one of English task
that composed of Practical English Usage English As TEFL realized this
assighment is not perfect. But we hope it can be useful for us. Critics and suggestion
is needed here to make this assighment be better.
Hopefully we as a student can work more
professional by using English as the TEFL whatever we done. Thank you.
CHAPTER I
INTRODUCTION
A.
Background
Project-based
Learning (PBL) is a method of teaching that presents students with a problem or
challenge to solve, requires them to gather information from various resources,
and asks them to come up with an original solution that ends in a product or
performance. Projects are great learning tools because they challenge students
to work together, think in new ways, use a variety of linguistic, content, and
social skills, and incorporate creativity. PBL is an excellent approach to
providing multiple options for students with different learning preferences and
linguistic levels. Projects can engage students in a way that other types of
classroom activities generally do not, which leads to better managed classes
and more effective learning.
B.
Formulation
of the problem
1. What
is Definition of Project Based Learning ?
2. What
is characteristics of Project Based Learning ?
3. What
is the problem based learning ?
C.
Purpose
1. Knowing
the definition of project based learning.
2. Definition
of problem based learning.
CHAPTER II
PROJECT BASED LEARNING
A.
Definition of Project Based Learning
Project Based Learning (PBL) is an instructional
methodology that encourages students to learn and apply knowledge and
skills through an engaging experience. PBL presents opportunities
for deeper learning in-context and for the development of important skills
tied to college and career readiness. Project-based learning,
or PBL, is more than just projects. As the Buck
Institute for Education (BIE) explains, with PBL students
"investigate and respond to an authentic, engaging, and complex
problem, or challenge" with deep and sustained attention. ArchForKids LLC
put it even more succinctly: PBL is "learning by doing".
In project based learning, students are usually given
a general question to answer, a concrete problem to solve, or an in-depth issue
to explore. Teachers may then encourage students to choose specific topics that
interest or inspire them, such as projects related to their personal interests
or career aspirations. For example, a typical project may begin with an
open-ended question (often called an “essential question” by educators): How is
the principle of buoyancy important in the design and construction of a boat?
What type of public-service announcement will be most effective in encouraging
our community to conserve water? How can our school serve healthier school
lunches? In these cases, students may be given the opportunity to address the
question by proposing a project that reflects their interests. For example, a
student interested in farming may explore the creation of a school garden that
produces food and doubles as a learning opportunity for students, while another
student may choose to research health concerns related to specific food items
served in the cafeteria, and then create posters or a video to raise awareness
among students and staff in the school.
- Characteristics
of Project Based Learning
Here are three characteristics
of meaningful project based learning activities that lead to deeper student
understanding:
- Inter-disciplinary
PBL focuses on engaging
students with real-world problems. This is an interdisciplinary approach
because real-world challenges are rarely solved using information or skills
from a single subject area. Projects require students to engage in inquiry,
solution building, and product construction to help address the real-world
issue or challenge presented. As students do the work, they often use content
knowledge and skills from multiple academic domains to successfully complete
the project.
2.
Rigorous
Project based learning
requires the application of knowledge and skills, not just recall or
recognition. Unlike rote learning that assesses a single fact, PBL is more
complex and can be used to assess how students apply a variety of academic
content in new contexts. As students engage in the work of a project they
follow a process that begins with inquiry. Inquiry leads to deeper learning,
not just related to academic content, but also related to the use of content in
real world applications. Inquiry processes can help lead to the development of
solutions that address the problem/challenge of the project and the creation of
products to communicate solutions to an audience based upon the application of
content and skills.
3.
Student-centered
In PBL, the role of
the teacher shifts from content-deliverer to facilitator/ project manager.
Students work more independently through the PBL process, with the teacher
providing support only when needed. Students are encouraged to make their own
decisions about how best to do their work and demonstrate their understanding.
The PBL process fosters student independence, ownership of his/her work, and
the development of 21st century/workplace skills.
- Elements
to project design include:
- A Challenging Problem or Questions
- Sustained Inquiry
- Authenticity
- Student Voice and Choice
- Reflection
- Critique and Revision
- Public Product
- All these elements, if combined
well, result in students learning key knowledge, understanding, and skills
for success.
- Benefit
of Project Based Learning
Too often, traditional learning never ventures beyond the realm of the
purely academic. Project-based learning connects students to the real
world. PBL prepares students to accept and meet challenges
in the real world, mirroring what professionals do every day.Instead of
short-term memorization strategies, project-based learning provides an
opportunity for students to engage deeply with the target content, bringing
about a focus on long-term retention. PBL also improves student attitudes toward
education, thanks to its ability to keep students engaged. The PBL structure lends itself to building intrinsic motivation because
it centers student learning around an essential central question or problem and
a meaningful outcome.
- Examples
of Project-Based Learning in Action
In one science-based
project, students begin with a visit to a zoo, learning
about animal habitats and forming opinions on which habitats best suit a
selected animal. For this example, the project component included teams of
students collaborating to develop a research-supported habitat plan for
presentation to professional and student zoologists.
While the sciences fit neatly into PBL environment,
the instructional strategy lends itself naturally to interdisciplinary
learning. In an example that blends English language arts and
the social studies, students answer the classic essential
question, "What role does censorship play in society?" Following
introductory instruction, students select a banned book, read it, compose a
persuasive essay and take part in a censorship-related mock trial experience
conducted in the presence of experts.
Want to find solace from the boring,
"drill and kill" Math lessons? In this example, students assume the role of a National Security Agency code breaker, with
a life-or-death project scenario in which they must decode a message
potentially revealing the location of a planned terror attack on the United
States. Students decrypt the message, send a coded message of their own and
present their work. A professional in a related field visits the class to launch
the project and connect it to real-world experience.
Are you looking for more examples of PBL
schools? John Larmer, Editor and Chief for the Buck Institute for Education PBL
Blog, shares several shining examples of schools making a commitment to deeper
learning through PBL instruction. Larmer suggests investigating schools
belonging to the Deeper Learning Network. These innovative schools include the essential elements frequently
mentioned in BIE’s Gold Standard PBL.
PROBLEM BASED LEARNING
A. Definition of Problem Based
Laerning
Problem based learning is a student centered
instructional strategy in which students collaboratively solve problems and
reflect on their experiences. 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. These real-world projects develop problem-solving,
research and social skills, but that is just the beginning. Studies suggest
these activities engage learners, enhance retention and help establish a model
for lifelong learning. They also teach students valuable lessons in cooperation
and communication that they can carry with them into the workforce.
Problem-based
learning starts, as the name suggests, with a problem. In this model, students
are presented with an open-ended problem. Students must search through a
variety of resources, called trigger material, to help them understand the
problem from all angles. In problem-based learning, there is no one right
answer to the problem. Instead of working towards one “right” answer, students
exercise critical thinking skills and develop their own solutions. Often, the
problems used are real-world examples of complex problems.
B.
Characteristic
of Problem Based Learning
1. Learning
is driven by challenging, open-ended, ill-defined and ill-structured, practical
problems
2. Students
generally work in collaborative groups
3. Teachers
take on the role as "facilitators" of learning
4. Instructional
activities are based on learning strategies involving semantic reasoning, case
based reasoning, analogical reasoning, causal reasoning, and inquiry reasoning,
These activities include creating stories; reasoning about cases; concept mapping;
causal mapping; cognitive hypertext crisscrossing; analogy making; and question
generating.
C.
Principle
of Problem Based Learning
Ø The
student is the focus of the educational program, the curriculum or the
curriculum contents.
Ø The
development of his/her learning capacities is emphasized
Ø The
problem presented in the curriculum trigger the students abilities to analyze
to understand and to solve
Ø Co-operation
with other and the importance of communication is emphasized
Ø Much
attention is paid to the development of practical skills, the development of
analytical & creative thinking skills
Ø The
development of self-directed learning ability
D.
Component
of Problem Based Learning
·
Non-lecture format & teacher acting
as a facilitator
·
Presentation of real world stituation or
problem from ordinary life
·
Group work and group discussion.
·
Student – directed solution of the
selected problem
E.
Steps
of Problem Based Learning
1. Clarify.
The students read through the problem, then identify and clarify any words or
concepts that they do not understand
2. Define.
The students work together to define what they think the problem is.
3. Analyze.
The students discuss the problem. At this stage there is no sitting of ideas
4. Review.
Students now try to arrange their ideas and explanations into tentative
solutions
5. Identify
learning objectives. The group reaches a consensus on learning objectives
6. Self
study. Students individually gather information towards the learning objectives
and prepare to share their findings with the rest of the group
7. Report.
The students come together in their groups and share their rsults. The
facilitator checks that the learning objectives have been met.
F. Advantages of Problem Based
Learning
·
PBL method is active and ccoperative
learning, the ability to think critically and clinical reasoning
·
It stimulate the students to use skills
of inquiry and critical thinking, peer teaching and peer evaluation
·
It increase ability to apply knowledge
in clinical situations
·
It increases students responsibility for
self directed peer learning
·
It helps in developing flexible
knowledge that can be applied to different contexts.
·
This learning method helps in developing
lifelong learning skills.
·
It
encourages students to work in teams or groups, there by facilitating
group dynamic
·
Development of effective self directed
learning skills and increased student faculty interaction is facilitated
·
Increased motivation for learning is the
added advantage
·
Promote collaborative learning
·
Moves learning from a positive activity
to an activities learning becomes the act of discovery
G. Disadvantage of Problem Based
Learning
·
It is difficult and expensive to use as
a teaching technique, when the class size is large
·
Students require orientation to perform
the role of a lerner in PBL setting
·
Evaluation is quite difficult and
sometimes may be subjective
·
Resource expensive
·
Measurement of learning outcomes is
difficult
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