Republic of the Philippines

PHILIPPINE NORMAL UNIVERSITY

The National Center for Teacher Education
MINDANAO
The Multicultural Education Hub
Prosperidad, Agusan del Sur

Pedagogy of the 21st Century

(ICT-Based, Project-based and
Problem-based Learning in the
K-12 Curriculum)
Dr. Rennie Cajetas-Saranza
What does it mean
to teach in the 21st

Century
Pedagogy?
If teachers can only provide…

Content Theories Stories

Facts Formulas Information

Dates Research
Then is our role in
the lives of the
students
OBSOLETE?
 Students can find information on…
Anything… Anytime…

Anywhere…
 Blogs Wikipedia

Facebook MP3 Players

Twitter Cell Phones

 Virtually limitless information
Whatever…
Whenever…
Wherever…
Teachers are no longer the main
source of information.

So, how do we teach

students to handle
these resources?
But has anyone shown them how to:

Validate information?
Synthesize information?
Leverage information?
Communicate information?
Collaborate information?
Problem solve with
information?
With all this information
available, should our
curriculum be focused on
facts and content or
skills?
 21ST CENTURY PEDAGOGY
• aims to develop the skills and
knowledge students need to succeed
in work, life and citizenship.
• 21st century skills can be applied in
all subject areas, and in all
educational, career, and civic settings
throughout a student's life.
Three 21st Century Skill Categories:
• Learning skills (the four C’s) teaches
students about the mental processes required
to adapt and improve upon a modern work
environment.
• Literacy skills (IMT) focuses on how students
can discern facts, publishing outlets, and the
technology behind them. There’s a strong
focus on determining trustworthy sources and
factual information to separate it from the
misinformation that floods the Internet.
• Life skills (FLIPS) take a look at intangible
elements of a student’s everyday life. These
intangibles focus on both personal and
professional qualities.
21st Century Learning and the 4Cs

What are the 4 Cs?

 Why the 4 Cs?
A focus on collaboration,
communication, creativity and
critical thinking is essential to
prepare students for increasingly
complex life and work
environments in the 21st century.
 COLLABORATION
Collaboration occurs when two or
more people work together to
accomplish a shared, common
goal.
What does that mean for our students?
To build good Collaboration Skills, students must
learn to:
• Work effectively with different groups of people,
including people from diverse cultures.
• Be flexible and willing to compromise with
team members to reach a common goal.
• Demonstrate responsibility as a team
member working toward a shared goal.
 COMMUNICATION
Communication is expressing
thoughts clearly, crisply articulating
opinions, communicating coherent
instructions, motivating others
through powerful speech.
 What does that mean for our
students?
To build effective Communication Skills students
must learn to:
• Communicate using digital media and
environments to support personal and group
learning.
• Share information efficiently and effectively using
appropriate digital media and environments.
• Communicate thoughts and ideas clearly and
effectively to different audiences using various
media and formats.
 CREATIVITY
Creativity is the ability to produce new,
diverse and unique ideas. Thinking
creatively means looking at things from a
different perspective and not be
restricted by rules, customs, or norms.
 What does that mean for our
students?
To build effective Creatively Skills students must
learn to:
• Use a wide range of idea creation techniques
(such as brainstorming)
• Elaborate, refine, analyze and evaluate their own
ideas in order to improve and maximize creative
Efforts.
• Act on creative ideas to make a tangible and
useful contribution to the field in which the
innovation will occur.
 CRITICAL THINKING
Critical thinking involves logical
thinking and reasoning including skills such
as comparison, classification, sequencing,
cause/effect, patterning, webbing,
analogies, deductive and inductive
reasoning, forecasting, planning,
hypothesizing, and critiquing.
 What does that mean for our
students?
Today’s students need to develop Critical
Thinking skills by learning to:

• Use different kinds of reasoning, such as

deductive and inductive, to understand a
situation.
• Analyze complex systems and understand
how their interconnected parts support the
systems.
 What does that mean for our
students?
• Gather relevant information.
• Ask important questions that clarify
points of view and help solve
problems.
• Make decisions by selecting
appropriate criteria and identifying
alternatives to make reliable
choices.
 If today’s students’ want to compete in
this global society, they must also be
proficient collaborators, communicators,
creators, and critical thinkers (the “Four
C’s”).
 Problem-Based
Teaching and Learning
Approach (PBL)
 What is PBL?
“ A learning method ……An approach…..
……that uses problems as a starting point
or stimulus
……for the acquisition and integration of new
knowledge.”
• It is not a technique
• Learner centered rather than Teacher
centered.

H.S. Barrows 1982

8 Essential Elements
 Educational Principles
• Active learning
• Student-centered learning
• Learning in context.
• Focusing on concepts/prototypes
• Activating prior knowledge
• Cooperative learning.
• Reflection and Feedback
Objectives of the PBL Process

-basic
-clinical content in context

-integrated
Objectives of the PBL Process

- scientific reasoning
- critical appraisal and decision
making
- information literacy
- self-directed, life-long learning

- constructive self and peer assessment

Objectives of the PBL Process

- value of teamwork
- inter-personal and
communication skills
- psychosocial issue
- professional ethics and behavior
Characteristics of PBL Cases

• Relevant, realistic, logical.

• Adapt well to students prior
knowledge.
• Relevant context- (Related to
future profession)
• Integration of knowledge.
Characteristics of PBL Cases

• Stimulates self directed learning.

• Enough issues for analysis and in-
depth study

• Motivating and interesting

• Not too many distractors.

 TRADITIONAL vs. PBL
Traditional approaches to learning often
follow a linear process where the
instructor dictates what is to be done:
Information and details are presented first
which the students then use to solve a
problem. In problem-based learning, the
problem is presented first after which
students work in small teams to solve the
problem.
Traditional lecture
PBL Session
 Instructor’s Role
• Identify a problem that is
appropriate for the course and
student population.
• Organize students in groups that
represent different skill levels and
diversity in an effort to achieve
more successful team dynamics
and outcomes.
 Instructor’s Role

• Provide instructional support to

assist the students in building
their understanding of new
content and the problem-solving
process.
 Student’s Role
1. Explore the issues related to the
problem.
2. List what your team knows about the
problem.
3. Develop and write out the problem
statement in your own words.
4. List all possible solutions
to the problem.
5. List actions to be taken with
a timeline.
 Student’s Role
6. List what your team needs to know
to solve the problem.
7. Write your team’s report with the
solution to the problem that includes
supporting documents.
8. Presenting and defending your
conclusions.
9. Review and reflect on your
individual and team’s
performance.
WHAT IS THE PBL PROCESS
Four Components:
1. The Problem. 2.Tutorial or
Describes a real Small group
world discussion.
phenomenon.

4. Exchange of
3. Self directed
information.
study.
 PROBLEM SMALL GROUP
• Description of DISCUSSION
Phenomena • What do we already know
• Prepared by Staff Team about the problem =
• Directs Learning activation of prior
Activities knowledge
• What do we still need to
know about the problem =
learning objectives
• Using a specific
methodology (7 Steps)

EXCHANGE OF
INFORMATION
• Did we acquire a better
understanding of the processes
involved in the problem
SELF STUDY
• Learning Resources
• Integration of Knowledge
from different disciplines
Mock PBL
 Catherine (Trigger)
During the last few years, Catherine has
grown tall very quickly. She has always
been a tall girl, but at an age of 11 years
and a height of five feet, four inches,
she rises head and shoulders above her
age group. People always take her to
be older, which sometimes becomes
wearisome. What will become of her?
She still has not reached the age of
puberty.
Starting the
Problem
 Catherine
During the last few years, Catherine has
grown tall very quickly. She has always
been a tall girl, but at an age of 11 years
and a height of five feet, four inches,
she rises head and shoulders above her
age group. People always take her to
be older, which sometimes becomes
wearisome. What will become of her?
She still has not reached the age of
puberty.
Learning Issues Objectives
• Normal growth • Normal rates of child
patterns growth
• Factors influencing • Mechanisms/
growth processes influencing
• Which tests can be growth
used? • Psychological effects
• Which interventions of being tall
are possible? • Diagnostic
25 procedures to predict
growth
 Through problem-based learning students
learn to become partners in the teaching/learning
process where they accept responsibility for much
of their learning, work successfully as a team
member, deal with new and changing situations
and develop lifelong learning skills. Problem-
based learning then, can help students think
critically, analyze and solve real world problems
that will better prepare them for careers outside
the classroom.
PROJECT-BASED
LEARNING
PROJECT-BASED LEARNING
A dynamic approach to teaching in which
students explore real-world problems
and challenges, simultaneously
developing 21st Century skills while
working in small collaborative groups.
 What is
PROJECT-BASED LEARNING?
Project Based Learning, or PBL, is an
instructional approach built upon learning
activities and real tasks that have brought
challenges for students to solve. These
activities generally reflect the types of learning
and work people do in the everyday world
outside the classroom. PBL is generally done
by groups of students working together toward
a common goal
 What is
PROJECT-BASED LEARNING?
PBL teaches students not just content,
but also important skills in ways students have
to be able to function like adults in our society.
These skills include communication and
presentation skills, organization and time
management skills, research and inquiry skills,
self-assessment and reflection skills, group
participation and leadership skills, and critical
thinking.
 What is
PROJECT-BASED LEARNING?
Performance is assessed on an
individual basis, and takes into account the
quality of the product produced, the depth of
content understanding demonstrated, and
the contributions made to the ongoing
process of project realization.
 What is
PROJECT-BASED LEARNING?
PBL allows students to reflect upon
their own ideas and opinions, and make
decisions that affect project outcomes and
the learning process in general. The final
product results in high quality, authentic
products and presentations.
 How is it Different?
Project-based instruction is innovative
by its emphasis on cooperative learning.
Additionally, students create tangible results
to represent what they have learned.
Students use technology and inquiry to
respond to a complex issue, problem or
challenge. PBL focuses on student-centered
inquiry and group learning with the teacher
acting as a facilitator, as opposed to the one
in charge.
 How is it Different?
Activities match as nearly as possible the
real-world tasks of professionals in practice rather
than classroom-based tasks. This encourages
interdisciplinary perspectives and enable learners
to play diverse roles and build expertise that is
applicable beyond a single well-defined. Lastly, it
allows a range and diversity of outcomes open to
multiple solutions, rather than a single correct
response obtained by the application of
predefined rules and procedures.
 Does PBL work?
Research studies have demonstrated that PBL can:

• Be more effective than traditional

instruction in increasing academic
achievement on annual state-
administered assessment tests
 Does PBL work?
Research studies have demonstrated that PBL can:

• Be more resultant than traditional

instruction for teaching
mathematics, economics, science,
social science, clinical medical
skills, and for careers in the health
occupations and teaching.
 Does PBL work?
Research studies have demonstrated that PBL can:

• Be more practical than traditional

instruction for long-term
retention, skill development and
satisfaction of students and
teachers.
 Does PBL work?
Research studies have demonstrated that PBL can:

• Be more serviceable than traditional

instruction for preparing students to
integrate and explain concept.
• Be especially effective with lower-
achieving students
 Does PBL work?
Research studies have demonstrated that PBL can:

• Improve students’ mastery of 21st-

century skills, such as critical
thinking, communication,
collaboration, creativity and
innovation.
• Provide a fruitful model for whole
school reform
 Characteristics:
PROJECT-BASED LEARNING VARIES FROM
CLASSROOM TO CLASSROOM, BUT IS OFTEN
CHARACTERIZED BY THE FOLLOWING ATTRIBUTES:

• Organized around a problem or

challenge without a
predetermined solution.
• Creates a need to know of
essential content and skills .
 Characteristics:
PROJECT-BASED LEARNING VARIES FROM
CLASSROOM TO CLASSROOM, BUT IS OFTEN
CHARACTERIZED BY THE FOLLOWING ATTRIBUTES:

• Students design the process for

reaching a solution.
• Requires critical thinking, problem
solving, collaboration, and
various forms of communication.
 Characteristics:
PROJECT-BASED LEARNING VARIES FROM
CLASSROOM TO CLASSROOM, BUT IS OFTEN
CHARACTERIZED BY THE FOLLOWING ATTRIBUTES:

• Provides the opportunity for students

to examine the task from different
perspectives using a variety of
resources, separate relevant from
irrelevant information, and manage
the information they gather.
 Characteristics:
PROJECT-BASED LEARNING VARIES FROM
CLASSROOM TO CLASSROOM, BUT IS OFTEN
CHARACTERIZED BY THE FOLLOWING ATTRIBUTES:

• Students learn to work independently

and take responsibility when they are
asked to make choice.
• Students regularly reflect on what
they’re doing.
 Characteristics:
PROJECT-BASED LEARNING VARIES FROM
CLASSROOM TO CLASSROOM, BUT IS OFTEN
CHARACTERIZED BY THE FOLLOWING ATTRIBUTES:

• A final product (not necessarily

material) is produced and is
evaluated for quality.
• The classroom has an atmosphere
that tolerates error and change.
• The teacher takes on the role of a
facilitator rather than a leader.
The project-based learning approach
creates a "constructivist" learning
environment in which students
construct their own knowledge.
Whereas in the "old school" model the
teacher was the task master, and in the
"new school" model the teacher
becomes the facilitator.
 Improved Learning Strategies
and Thinking Skills

Learning to Learn

Life Long Learning

Active Learning

Cooperative Learning
Learning to Learn
Effective online projects encourage
students to work on a problem in depth,
rather than covering many topics briefly.
Students also engage in learning what is
needed to solve a problem or complete a
project, rather when the teacher decides in
predetermined curriculum.
 Life long Learning
Web projects build
learning experiences
connected to the kind of
learning one does throughout
life, rather than only on
"school" subjects. By using
the real tools for intellectual
work that are used in the
workplace, rather than
oversimplified textbook
techniques, students become
familiar with the kinds of
knowledge that exist.
Active Learning
We all learn best by
"doing." In a well-designed Web
project, students work in a
hands-on mode with the
physical world. They gather
information and data, explore,
create, experiment, physically
manipulate things, and organize
information. They have access
to people and information from
the real world, and they develop
a closer relationship to the real-
world context of problems and
projects.
Cooperative Learning
Cooperative learning encourages active
engagement by the students in learning, and
it also builds critical skills needed in today's
workplace. Online projects increase the
audience and opportunity for cooperative
learning by involving and communicating with
a wide selection of people around the world.
Examples of PBL in
Mathematics
 STATISTICAL REPORT OF A STATE
In a middle school mathematics
class, students work together preparing
a statistical report on the state,
choosing a topic such as education. The
end product can be a presentation with
graphs and written descriptions of
significant findings. Consider
collaborating with a language arts or
social studies teacher for this project.
 DESIGN OF A SHOPPING MALL
In a high school geometry class,
students work as architects and design
a shopping mall. Students research the
design of malls and the feasible sizes
for various types of stores. The end
product can be a brochure, poster, or
webpage presenting the design to a
panel of adults or students serving as a
city-planning board.
 ROLE OF A HISTORIAN
In a high school algebra or
trigonometry class, students take the role
of historian by researching the life of a
mathematician of the past. Students
present an important contribution of the
person in addition to his or her life story.
The end product can be a PowerPoint
presentation about the mathematician
presented to interested students or
adults.
 MULTIPLE PROOFS OF THE
PYTHAGOREAN THEOREM

In an advanced high school

mathematics class, students research
various proofs of the Pythagorean
Theorem. The end product can be a
webpage showing the proofs or an
oral presentation of one of the proofs.
 Thank you
for listening!
“The illiterate of the 21st
century will not be those
who can not read and
write but rather those
who cannot learn,
unlearn, and relearn.”
Alvin Toffler