Project-Based Learning

Project-Based Learning

1. Higher Order Thinking Skill

   • Transfer
     • remember and understand
       • to apply skills and knowge
     • practice and adapt situations and conditions
   • Critical thinking
     • make wise judgments
     • produce reasonable criticism
     • propose reasons, reflect and make the right decision
     • assess the credibility of a reference
   • Problem-solving
     • recognize and solve problems
       • academic and daily life
     • work creatively to solve problems
   • Bloom's Taxonomy
     • Cognitive Process Dimension
       • Remember
       • Understand
       • Apply
       • Analyze
       • Evaluate
       • Create
   • Questioning
     • stimulate students's thinking ability to answer the questions
     • require logical process of thinking
     • Types of Questions
       • display question
         • bring prior klnowledge
         • check understanding
         • convergent/closed questions
       • referential question
         • stimulte ss to provide information, opinions and clarification of a statement
         • divergent/open-ended questions
         • no right or wrong answer
     • Questioning Techniques
       • waiting time after asking
       • Follow-up
         • ask further questions
       • call students randomly
       • make eye contact
       • refrain from assessing students
       • allow students to ask questions
       • approach students who do not normally respond
       • appreciate aññ student's ansewers and responses

2. concepts

   • starting point
     • enable to accommodate the achievement of three Basic Competencies, namely attitudes, knowledge and skills
     • achieve 4'C skills
       • communication
       • collaboration
       • critical thinking and problem solving
       • creativity
   • definition
     • is is expected that ss. will be able to develop knowledge, skills and attitudes
     • assign tasks in the form of projects that lead to experience an inquiry process
     • the project is assigned at the end of the end of the lesson
     • it can be done individually or in a group

3. stages

   • planning
   • implementation
   • reporting

4. assessment

   • Summatice
     • is conducted to assess the students' competence based on the Competence indicators
   • formative
     • is formulated based on the stages in the learning process
     • is conducted through observation through instruments in the rubrics.

5. principle of

   • Challenging Problem or Question
     • stimulate students in discovering the answers
     • learn about what to prepare in an inquiry process, types of inquiry activities to be choosen, tools to be prepared, and steps to be taken to solve the problems or answer the questions
   • Sustained Inquiry
     • promote students’ critical thinking skills and problem-solving, collaboration and self-management.
   • Authenticity
     • connects the learning with real life context
     • Authentic in the project
       • based on what they experiencein the real world
     • Authentic in the activity and equipment used in the project
       • perform activities similar to their real life
     • Authentic in the impact of project results.
       • are expected to give an impact on the environment,
   • Student Voice and Choice
     • express ideas and make their choices during the process of doing the project
     • students are given more chances to express their responses when the teacher assigns some problems or essential
   • Reflection
     • aims to observe the effectiveness of activities carried out in the inquiryprocess, to find out the problem faced during the project and how to overcome problems found during the process
   • Critique and Revision
     • Groups, teachers, or even experts can provide critiques and suggestions in order to facilitate students to find inappropriate matters in a project result and revise them accordingly
   • Public Product
     • givesstudents opportunities to present their project result in front of an audience

6. Benefits and Obstacles

   • Obstacles
     • Choices are Limited
     • Group Diversity
     • Limited Consultation Time
   • Advantages
     • Improving students’ academic achievement
     • Developing critical thinking skills, data and information processing, problem-solving, teamwork, communication and self-management
     • Increasing students’ motivation and interest
     • Giving learning experiences-based students’ real life

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