INTEREDU™ - Using Projects and Problem Solving Approaches in Learning

Curriculum

Using Projects and Problem Solving Approaches in Learning

Program Details

Title	Using Projects and Problem Solving Approaches in Learning
Duration:	10 hours
Prerequisites:	Completed “ Advanced Educational Qualification”
Material:	Training Guide, Program Kit, and online resources on Marifah
Level - Track:	Specialized Level – Mathematics – Science – Computer Science
Target Audience :	All teachers of Math, Science, and Computer Science teachers grade

Short Description

The training course "project based learning and problem based learning" is intended for all subject teachers in all the educational stages from the primary stage to the secondary stage. In this context, the project based learning strategies are characterized with the possibility of integrating different studied subjects into one project, in a way which the horizontal integration of different subjects at the same class can be achieved. Therefore, the availability of teachers from different specialties in the training course considerably enriches the training course work, particularly when working on producing an educational project, which integrates different subjects.

Big Ideas

•	Learner is active in building his/her knowledge.
•	The authentic tasks attract students and prepare the optimal circumstances for learning process.
•	The social negotiation is basic for building the individual's experiences.
•	Working on a project requires existence of an active and effective learning society.
•	The project based learning and problem based learning are one of the constructive theory applications in education.
•	This project is based upon a question motivating students to questioning, research and enquiry.
•	Description of the project ideas deemed a very important step as a start for the project ideas.

Essential Questions

•	What is the project based learning?
•	What are advantages of the project based learning?
•	What are the requirements for selecting the educational projects?
•	What is the problem based learning?
•	What is the significance of the problem based learning in education?
•	What are the new roles of the teacher and the student in the problem based learning?

Outcomes

Unit	Outcomes
1	• Identify the cognitive learning ideas according to the constructivism principles. • Identify the teacher’s and the student's roles in using projects and problem solving approaches in learning, in light of the constructive concept for the learning. . • Identify the constructive learning models in the classroom teaching.
2	• Determine characteristics of the project based learning. • Explain the integral curve concept in curriculums. • Identify advantages of the project-based learning. • Differentiate between project types in teaching.
3	• Identify challenges that are involved in the project based learning. • Design criteria of the educational content in the light of the project based learning model. • Identify steps that are carried out in the project based learning strategy.
4	• Identify problem based learning; ideas and advantages. • Identify the significance of problem-based learning. • Identify the problem of based learning approach steps. • Determine roles of the teacher and student in implementing problem based learning. • Compare between projects which are based from learning strategy and problem based learning strategy.

Assessment

No	Assessment		Component	Weight
1	Attendance and Participation		Participation	5
			Attendance	5
2	Formative Assessment	Self-assessment	KWL-Q	5
			Vocabulary Tool	5
		Trainer Assessment	Project planning	10
			Designing a problem based lesson	15


3	Summative assessment		Presenting the project	20


			Exit Task	5
			Portfolio	10

			Final exam	20
Program Total				100

Time Distribution

No	Item	Time (min)
1	KWL-Q	15
2	Pre - Vocabulary Tool	15
3	Pre-Program Questionnaire	10
4	Terminology	10
5	Activity (1.1) Checklist of the previous experiences	Self-learning
6	Activity (1.2) A lecture – constructive theory roots	Self-learning
7	Activity (1.3) A task: Constructivism Concept	Self-learning
8	Activity (1.4) Assumptions Constructivism Theory	Self-learning
9	Activity (1.5) Roles of the teacher and the student according to the constructive approach	Self-learning
10	Activity (1.6) Deal with your class well	Self-learning
11	Activity (2.1) An activity (what is the project based learning)	25
12	Activity (2.2) An activity (characteristics of the project based learning)	Self-learning
13	Activity (2.3) A task: school subject integration	Self-learning
14	Activity (2.4) An activity: the educational project types	Self-learning
15	Activity (3.1) Brainstorming (roles of teacher and student)	30
16	Activity (3.2) An activity (challenges and solutions)	30
17	Activity (3.3) A research task (international experiences)	60
18	Activity (3.4) An activity (project selection requirements)	30
19	Activity (3.5) An activity + a lecture (the project planning)	80
20	Activity (4.1(Braining storming (What is the problem? )	15
21	Activity (4.2) An activity (problem based learning concept)	20
22	Activity (4.3) The problem concept and everyday life examples	30
23	Activity (4.4) An activity + a lecture (what is problem based learning?)	30
24	Activity (4.5) An activity (problem based learning stages)	30
25	Activity (4.6) A lecture + discussion and a dialogue (characteristics and benefits of problem based learning)	30
26	Activity (4.7) A task (Designing a problem based lesson)	70
27	Activity (4.8) An activity (a comparison between the project based learning and the problem based learning)	40
28	Post training assessment; Presentations	After Tr.
29	Post - Vocabulary Tool	10
30	Exit Task	20
	Total	10 Hours