The Effective Use of Problem Base Learning 2.0

THE EFFECTIVE
USE OF PROBLEM
BASE LEARNING
Report by : CARBONILLA , ARSHE JOY T.

; DE HITTA , MA. JOLINA
BEED 2B
THE INTERDISCIPLINARY JOURNAL OF
PROBLEM-BASED LEARNING (IJPBL) PUBLISHES
RELEVANT, INTERESTING, AND CHALLENGING
ARTICLES OF RESEARCH, ANALYSIS, OR
PROMISING PRACTICE RELATED TO ALL ASPECTS
OF IMPLEMENTING PROBLEM-BASED LEARNING
(PBL) IN K–12 AND POST-SECONDARY
CLASSROOMS
IJPBL IS AN OPEN ACCESS JOURNAL. THIS

MEANS THAT IT USES A FUNDING MODEL THAT
DOES NOT CHARGE READERS OR THEIR
INSTITUTIONS FOR ACCESS. READERS MAY
FREELY READ, DOWNLOAD, COPY, DISTRIBUTE,
PRINT, SEARCH, OR LINK TO THE FULL TEXTS OF
ARTICLES.
USING SLIDING SCALE RUBRICS TO MOTIVATE STRUGGLING LEARNERS
- IN AN EFFORT TO ADOPT MORE EQUITABLE AND HUMANIZING GRADING PRACTICES, THIS TEACHER INQUIRY EXPLORES HOW EDUCATORS ATTEMPTED TO IMPROVE
STUDENTS’ VIEWS OF LEARNING AND ASSESSMENTS BY UTILIZING RUBRICS ON A SLIDING SCALE. USING THE SLIDING SCALE RUBRIC APPROACH TO GRADING
PROVIDED AN OPPORTUNITY FOR STUDENTS AND EDUCATORS TO RETHINK HOW LEARNING IS EVALUATED.
- GRADING FOR GROWTH BY USING SLIDING SCALE RUBRICS MOTIVATED STUDENTS TO READ THE RUBRIC MORE CLOSELY AND ASK MORE QUESTIONS ABOUT KEY
INDICATORS ON THE RUBRIC. ONCE STUDENTS WERE ABLE TO FOCUS ON THEIR TARGET AREA, THEY UNDERSTOOD THE EXPECTATIONS FOR WHAT THEY NEEDED TO
DEMONSTRATE.
STUDENT PERSPECTIVES OF PROJECT-BASED LEARNING ACROSS THE DISCIPLINE
-THE NEW TECH NETWORK (NTN) IS A SCHOOL IMPROVEMENT NETWORK THAT PROVIDES TRAINING AND DEVELOPMENT FOR
HIGH SCHOOL FACULTY WHO COMMIT TO USING PROJECT AND/OR PROBLEM-BASED LEARNING AS THE PRIMARY INSTRUCTION
METHODOLOGY (NEW TECH NETWORK, 2017). THIS STUDY USES QUALITATIVE DATA TO INVESTIGATE STUDENT PERSPECTIVES
OF PBL ACROSS MULTIPLE DISCIPLINES AT THE HIGH SCHOOL LEVEL IN NTN SCHOOLS. RESULTS SUGGEST THAT STUDENTS
FIND VALUE IN THE “HARD WORK” THEY ENGAGED IN WHILST COMPLETING PBL TASKS
THE TRIPLE JUMP IN PROBLEM-BASED LEARNING: UNPACKING PRINCIPLES AND PRACTICES IN DESIGNING ASSESSMENT FOR CURRICULUM
ALIGNMENT
- TRIPLE JUMP ASSESSMENT (TJA) EMPLOYED AS A FORMATIVE AND SUMMATIVE ASSESSMENT SYSTEM IN THE FIRST YEAR OF AN UNDERGRADUATE DENTAL PROGRAM.
SPECIFICALLY, WE DECONSTRUCTED THIS INSTANTIATION OF A TJA IN TERMS OF MANAGEMENT AND CO-ORDINATION; ASSESSMENT DESIGN AND ITEM DEVELOPMENT;
ASSESSMENT ADMINISTRATION; AND ASSESSMENT REVIEW, REFINEMENT AND MODIFICATION.
FOUR CORE PRINCIPLES OF CONSTRUCTIVE ALIGNMENT IN AN INTEGRATED PROBLEM-BASED CURRICULUM WERE IDENTIFIED AS:
1.VIEWING THE ASSESSMENT DESIGN PROCESS AS A COLLABORATIVE AND COLLECTIVE FACULTY ENDEAVOR.
2.RECOGNIZING THE ASSESSMENT DESIGN PROCESS AS DEPENDENT ON FACULTY AND STUDENTS’ SHARED UNDERSTANDINGS OF LEARNING, TEACHING, AND ASSESSMENT;
3.HIGHLIGHTING THE CENTRALITY OF ONGOING REVIEW AND MONITORING TO ENSURE VALIDITY AND RELIABILITY; AND
4.PRIORITIZING STUDENT LEARNING IN THE DEVELOPMENT OF THE TJA AS AN ASSESSMENT SYSTEM.

PROJECT-BASED LEARNING (PJBL) IN THREE SOUTHEASTERN PUBLIC SCHOOLS: ACADEMIC, BEHAVIORAL, AND SOCIAL-
EMOTIONAL OUTCOME.
PJBL IS SEEN AS A MECHANISM TO DELIVER ACADEMIC CONTENT IN A MORE ENGAGING WAY FOR STUDENTS AND IN A WAY THAT
STRESSES THE DEVELOPMENT OF SKILLS CRITICAL TO SUCCESS IN THE 21ST-CENTURY WORKFORCE. BECAUSE OF ITS INCREASING
POPULARITY AND THE DISPARATE BREADTH OF RESEARCH AROUND THE MODEL, A STUDY OF PJBL IN THREE SOUTHEASTERN
PUBLIC SCHOOLS WAS CONDUCTED DURING ACADEMIC YEARS 2015–2016 AND 2016–2017.
THIS STUDY ATTEMPTED TO BETTER UNDERSTAND HOW PJBL WAS IMPLEMENTED IN SCHOOLS AND TO EXPLORE THE IMPACT OF
PJBL ON SCHOOLS, TEACHERS, AND STUDENTS.
DATA COLLECTION INCLUDED CLASSROOM OBSERVATIONS, EDUCATOR SURVEYS, STUDENT SURVEYS, AND AN ANALYSIS OF ACADEMIC AND
BEHAVIORAL OUTCOMES AND A SUBSET OF SOCIAL-EMOTIONAL SKILLS. FINDINGS DID NOT REVEAL CONSISTENT SIGNIFICANT DIFFERENCES
IN THE PERFORMANCES OF PJBL AND NON- PJBL DEMOGRAPHICALLY MATCHED STUDENTS ON ACADEMIC AND BEHAVIORAL OUTCOMES.
THE IMPACT OF PBL AS A STEM SCHOOL REFORM MODEL
PROJECT/PROBLEM-BASED LEARNING (PBL) CAN PROVIDE AN EFFECTIVE MODEL FOR SCHOOL REFORM WHEN IMPLEMENTED WITH FIDELITY. IN
THE REPORT, RISING ABOVE THE GATHERING STORM , IT WAS RECOMMENDED THAT IF THE U.S. IS TO REMAIN COMPETITIVE IN THE 21ST-
CENTURY ECONOMY, THERE MUST BE A SERIOUS EFFORT TO “ENLARGE THE PIPELINE OF STUDENTS WHO ARE PREPARED TO ENTER COLLEGE
AND GRADUATE WITH A DEGREE IN STEM”
THE REPORT INCLUDED THE RECOMMENDATION THAT STATES DEVELOP STATEWIDE SPECIALTY STEM HIGH SCHOOLS INITIATIVE WAS
IMPLEMENTED TO DEVELOP SPECIALTY STEM SCHOOLS SIMILAR TO THOSE DESCRIBED IN RISING ABOVE THE GATHERING STORM .
THE PRIMARY INSTRUCTIONAL STRATEGY OF
T STEM ACADEMIES IS PROBLEM AND
PROJECT-BASED LEARNING.
IN THE STEM CONTEXT, PBL IS WELL SUITED

AS A PRIMARY PEDAGOGY FOR STEM
LEARNING.
THIS PAPER EXAMINES THE FOLLOWING
QUESTIONS: WHAT OUTCOMES OCCUR WHEN

PBL IS IMPLEMENTED IN A LOW PERFORMING
SCHOOL DISTRICT?
WHAT IS THE ROLE OF PBL IN SCHOOL

IMPROVEMENT?
WHAT ARE THE CHALLENGES TO

IMPLEMENTING PBL WITH HIGH FIDELITY?
RECURSIVE REFLECTIVE REPORTS: EMBEDDED ASSESSMENT IN PBL COURSES FOR SECOND LANGUAGE TEACHER EDUCATION.
THIS CONCEPTUAL ARTICLE BEGINS WITH A GENERAL DEFINITION OF REFLECTION AND THE SOFT SKILLS OF PBL:
COLLABORATION, AGENCY, AND METACOGNITION. THEN IT PRESENTS THEORETICAL FRAMEWORKS FOR REFLECTION
FROM SECOND LANGUAGE TEACHER EDUCATION AND ILLUSTRATES SIX TYPES OF REFLECTION WITH EXAMPLES FROM
THE FIELD OF SLTE. THE ARTICLE FEATURES A REFLECTIVE SELF- AND PEER-ASSESSMENT INSTRUMENT, UTILIZED IN A
GRADUATE SLTE PROGRAM.
THE STANDARD YET FLEXIBLE TEMPLATE
OF THE REFLECTIVE TEACHING REPORT
(RTR) ALLOWS THESE TEACHER
EDUCATORS TO INTERACT WITH THEIR
STUDENTS’ DEVELOPMENT IN THE SOFT
SKILLS AND THE CONTENT OF THE SLTE
KNOWLEDGE BASE.
AS A RECURSIVE TOOL, INSTRUCTORS

USE IT AT THE END OF EACH MODULE IN
MOST OF THE COURSES.
ITS EMBEDDED, RECURRENT POSITIONING

IN THE PROGRAM’S CURRICULUM SYSTEM
IS DISPLAYED IN DIAGRAMS.
THE SHARED RTR TEMPLATE
SUPPORT THE TYPES OF
REFLECTION ENCOURAGED
THEORETICALLY IN THE FIELD OF
SLTE AND PBL.
THE RELIABILITY AND VALIDITY OF

THIS REFLECTIVE REPORT IS
DISCUSSED IN THE CONTEXT OF
LANGUAGE ASSESSMENT QUALITIES
OF USEFULNESS.

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THE EFFECTIVE

Report by : CARBONILLA , ARSHE JOY T.

IJPBL IS AN OPEN ACCESS JOURNAL. THIS

4.PRIORITIZING STUDENT LEARNING IN THE DEVELOPMENT OF THE TJA AS AN ASSESSMENT SYSTEM.

IN THE STEM CONTEXT, PBL IS WELL SUITED

THIS PAPER EXAMINES THE FOLLOWING

QUESTIONS: WHAT OUTCOMES OCCUR WHEN

WHAT IS THE ROLE OF PBL IN SCHOOL

WHAT ARE THE CHALLENGES TO

AS A RECURSIVE TOOL, INSTRUCTORS

ITS EMBEDDED, RECURRENT POSITIONING

THE RELIABILITY AND VALIDITY OF

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