teacchingbased project based leaning week four 4.pptx

for university students

1. Your Presentation title goes here And here goes your subtitle. Problem-Based Learning Design Trend in TEFL

2. GROUP 1 NATASYA SUGARA (23178013) N URFAIZAH (23178022) Hello! I'm... Hello! I'm...

3. Problem Based Learning places students in a problem then gives them the opportunity to solve the problem and then ends with a process of reflection on the results of the learning that has been carried out (Hadi, M. S., & Izzah, L. 2018). 01 We will talk about Definition of this first. Problem Based Learning (PBL)

4. Helping students develop thinking skills and problem solving skills. Learning the role of an authentic adult. Become an independent learner. Did you know? Objectives of problem-based learning

5. Learning is student-centered Authentic problems from the organizing focus for learning New information is acquird through self-directed learning Learning occurs in small groups Teachers act as facilitators Did you know? Characteristics of Problem Based Learning (PBL)

6. Chart title Syntax of the Problem Based Learning Model Phase Indicator Teacher Activities Phase 1 Student orientation to problems The teacher explains the learning objectives, explains the logistics required, poses problems, motivates students to engage in problem solving activities of their choice. Phase 2 Organizing students to learn The teacher helps students define and organize learning tasks related to the problem. Phase 3 Guiding individual and group investigations Teachers encourage students to collect appropriate information, carry out experiments, to get explanations for solving problems. Phase 4 Develop and present work results Teachers help students in planning and preparing appropriate works such as reports, videos, models and help them for various assignments with their groups. Phase 5 Analyze and evaluate the solving process Problem Teachers help students reflect or evaluate their investigations in the processes they use.

7. T he steps involved in teaching PBL effectively Select a Relevant Problem Formulate Learning Objectives Create Student Groups Introduce the Problem Brainstorm Initial Ideas and Questions Identify Learning Resources Research and Self-Directed Learning Group Discussions and Collaboration Facilitate Reflection and Meta-Cognition Iterative Problem Solving Presentation and Discussion Summative Assessment Debrief and Review Provide Feedback Iterate and Improve

8. A n example of a PBL activity you can use in a high school science class, specifically focusing on healthy food in procedure te xt :

9. Title of Lesson : Using Jigsaw 1 technique in applying Problem-Based Learning in the classroom with the material about healthy food in procedure text

10. Targeted Students (Check ones that apply) : For all students For special students (students with learning disability) For advanced students Elemen / activity in teaching : - Reading and Viewing - Writing and Presenting

11. LEARNING OBJECTIVES After learning the materials, the students are expected to be able to: a. I dentify context, main ideas and detailed information from an oral and verbal procedure text about healthy foods in group discussion b. Communicate simple ideas and opinions, collaborative activities and presentations orally about healthy foods in group discussion clearly c. Write a procedure text about healthy foods with an appropriate structure of organization and linguistic features in group discussion correctly d. Present a procedure text about healthy foods in the class briefly.

12. Activitie s in Class 1. Main Materials: - Procedure Text: Healthy Foods a. The definition of Procedure text Procedure text is a text that is designed to describe how something is achieved through a sequence of actions or steps . b. Social Function To explain / tell (the reader) how to make / operate / do something through a sequence of actions or steps. To explain steps / instruction to make / operate / do something c. Generic Structure : - Tittle / purpose - Ingredients / materials - Steps d. Language Features - Use adverbial of sequence / Using temporal conjunction (e.g.: first, second, third, the last) - Use command / imperative sentence (e.g.: put the noodles on the …., cut the onion …, wash the tomatoes ….,) - Using adverbials (Adverbs) to express detail the time, place, manner accurate, for example, for five minutes, 2 hours, etc. - Using action verbs, e.g.: make, take, boil, cook - Using Simple Present Tense

13. 2. Materials Needed: Found which food is categoried in healthy food Access to the internet for research Writing materials and presentation tools (e.g., poster board, digital presentation software) 3. Instructions: Introduction (15 minutes) Group Formation (5 minutes) Problem Statement (10 minutes) Brainstorming and Research (30 minutes) Data Gathering (30 minutes) Analysis and Solutions (30 minutes) Presentation Preparation (20 minutes) Group Presentations (15-20 minutes per group) Class Discussion (15 minutes) Reflection and Homework (10 minutes)

14. This PBL activity not only engages students in environmental problem-solving but also promotes teamwork, critical thinking, and research skills. It connects classroom learning to real-world challenges, making the educational experience more meaningful and relevant.

15. Do you have any questions? Thank you! Thank you!