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PROJECT-BASED LEARNING MODELS - Coggle Diagram
PROJECT-BASED LEARNING MODELS
Challenge-Based Learning
ELEMENTS REQUIRED
Educator, students, and experts in the field.
The educator is involved in research and solution design.
GOAL
Identify and solve challenges in their communities, work as a team with international experts, and educators share findings with the world.
PROCESS
Students analyze, design, and execute the best solution to address the challenge in a way that they and others can see and measure.
LEARNING OUTCOME
Students work with educators and experts in their communities, in real practice, to develop a more in-depth understanding of the topic. The challenge itself is what triggers the desire to learn something new that has a real purpose.
Problem-Based Learning :
GOAL
Students are faced with a relevant but usually fictitious problem that requires a real solution.
PROCESS
Students work with the problem to test their ability to reason and apply knowledge to be evaluated according to their level of learning.
ELEMENTS REQUIRED
Educator, student, team, evaluation, and problem
The educator's role is to guide with his expertise by reflecting, identifying needs, rectifying, and actively listening. Foster collaboration, evaluates the teamwork and individual learning outcomes.
LEARNING OUTCOME
Students acquire new knowledge through self-directed learning during the process, and these are applied as a solution to the problem at hand.
Place-Based Education
ELEMENTS REQUIRED
Educator, student, and context.
The educator plays a fundamental role in this process; he/she seeks circumstances that bring the student closer to the reality that includes the context in which they live and under the framework of their own culture.
GOAL
Acquiring knowledge and skills in context (place), and applied this knowledge to everyday and real situations.
PROCESS
It takes place in and through interaction with others, when solving a problem within a real context, rather than decontextualized as in the problem-based learning method.
LEARNING OUTCOME
Learning is reproduced through the reflection of experience, from dialogue with others and exploring the meaning of knowledge in a specific space and time, such as context.
Case-Based Learning
ELEMENS REQUIRED
Educator, student, and a case.
The educator's role is to mediate, help, and confirm the group's function, clarify concepts, share his experience, promote interaction, collaborate, respect, and promote reflection and critical thinking.
GOAL
The goal is to clearly determine the case, analyze the consequences, determine possible alternative solutions, make decisions about the facts, and discuss findings based on the evidence.
PROCESS
It is developed individually, it is discussed in small groups, there is a plenary session, and the case is finally reflected separately (individually). The case presents the problem to solve (such as problem-based learning), the student develops solution proposals (individually unlike problem-based learning), and the cases can be real or simulated (as in the problem-based learning and place-based learning).
LEARNING OUTCOME
Promotes student ownership of what he/she learns, and fosters collaboration under a self-directed learning framework. It encourages dynamics in the classroom and increases learning motivation.
Inquiry-Based Learning
ELEMENTS REQUIRED
Educator, student and topic
The role of the educator is sometimes different. In project-based learning, the instructor decides what is the "ruling question" and plays a more active role in guiding students through the process.
GOAL
To find solutions to a problem situation from a research process. It focuses on facing problems and cooperative work and preparing the subject to face problems with critical thinking.
PROCESS
Inquiry-based learning is similar to project-based learning; however, in reflective or inquiry-based learning, the student explores a topic and research that topic, develops a research plan, and reaches conclusions.
LEARNING OUTCOME
It facilitates active participation in the acquisition of knowledge, helps develop critical thinking, solves problems, and applies science processes. Additionally, the student adopts a different attitude towards life by seeking the truth because it contributes to activating the students' will and making them want to learn everything about the matter.
Community-Based Learning.
ELEMENTS REQUIRED
Student, community by internship
The educator's role is to identify how much the student has advanced in knowledge by tracking progress on specific objectives and goals.
GOAL
Empowers and benefits communities, students, and educators by providing opportunities to solidify new skills by applying it to real-world situations.
PROCESS
The students focus on the community's needs and provide services related to that specific need through volunteer work, internship, community service, training, to name a few. The student performs necessary services that have real consequences in the community and could be measured by its outcome and health.
LEARNING OUTCOME
It helps to see and understand the estate of our society and how schools could shape these communities' future. It helps him/her reflect on the understanding of course content and their link to civic engagement.