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Project-Based Learning (PBL) is a student-centered pedagogy that involves a dynamic classroom approach in which students learn by actively engaging in real-world and personally meaningful projects

2.

PBL is an instructional framework that allows teachers to facilitate and assess deeper understanding rather than stand and deliver factual information. It intentionally develops students' problem-solving and creative making of products to communicate a deeper understanding of key concepts and mastery of 21st-century essential learning skills such as critical thinking

1.

PBL is different from "doing a project" in that it requires critical thinking, problem-solving, collaboration, and various forms of communication. To answer a driving question and create high-quality work, students need to do much more than remember information. They need to use higher-order thinking skills and learn to work as a team

2.

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A fish with a proclivity to jump when under stress or foraging for food. Shy by nature, they soon outgrow the their aquarium.Special care is needed when transferring them to a bigger pond.

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Arowana is a kind of fish which is very sensitive and selective in nature.

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Arowana is expensive and sensitive with its environment. Before considering to buy and pet the arowana, details of its behavior and characteristics must be known first.

So many fun facts about arowana. Thought of buying one.

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It’s a sensitive fish

Likes to jump and get their prey

It can be without food up to 3 weeks

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Arowana is an expensive fish. It is very sensitive to a new environment. We need to do research on any pet before we buy it. Be patient to have Arowana as your pet.

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I learned that Arowana needs time to adapt to its new environement

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never buy the arwana, you just waseting your money. Better for your child tuition fees

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Arowana is a sensitive fish, resilient and must be taken care with enough safety.

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I learned that arowana needs careful attention. Correct procedure must be learned in handling them.

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ArowNa is very sensitive. So be patient and help it to grow like a precious child

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Let it free. It should swim freely in the ocean because it's his sweet home. 

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Let it free. It should swim freely in the ocean because it's his sweet home. 

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Arowana is a shy and sensitive fish.

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Arwana likes to jump. It’s their nature.
It is very expensive. Handle with care. Do resesrch before u buy it.
It can survive without eating up to 3 weeks.

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Project-based learning (PBL) is an instructional approach where students work on extended, real-world projects that require them to investigate, collaborate, and create a final product or presentation, promoting deep learning and problem-solving skills.

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Project-based learning (PBL) is an instructional approach where students work on extended, real-world projects that require them to investigate, collaborate, and create a final product or presentation, promoting deep learning and problem-solving skills.

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Project-Based Learning (PBL):

1. PBL involves students working on extended, real-world projects to create a tangible product or presentation.

2. Emphasizes the end product and provides students with autonomy in their approach.

Problem-Based Learning (PBL):

1. PBL starts with a specific problem or scenario that lacks an obvious solution, requiring students to analyze and solve it.

2. Focuses on the process of problem-solving and the development of critical thinking skills, with the final product being of secondary importance.

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Problem-Based Learning (PBL) and Project-Based Learning (PBL) are both student-centered, active learning approaches, but they have distinct differences in their methodologies and objectives. PBL involves tackling specific problems or issues within a relatively short timeframe, while PBL entails in-depth exploration of complex, multifaceted problems over an extended period. PBL often focuses on a single complex problem, whereas PBL includes interconnected tasks within a broader project. In PBL, the teacher acts as a facilitator guiding students, while in PBL, the teacher's role can vary and may include project management. Assessment in PBL evaluates the solution to the initial problem, whereas PBL assesses the entire project, including process, product, presentation, and individual contributions. PBL emphasizes the final product, while PBL highlights the process, including research and problem-solving. Both aim to connect learning to real-world contexts, with PBL placing a stronger emphasis on directly solving real-world problems. In summary, these approaches differ in scope, duration, complexity, teacher roles, assessment, and the balance between the final product and the learning process, adaptable to diverse educational goals and contexts.

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One key difference between problem-based learning (PBL) and project-based learning (PjBL) is that in PBL, students engage with a specific problem or challenge and work to find a solution, focusing on the problem itself. In contrast, PjBL involves students working on a more extensive project that encompasses various tasks, including but not limited to problem-solving, often with a tangible end product or outcome in mind.

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Project-based learning involves students completing a structured task or project that often spans an extended period, allowing for the application of knowledge and skills to solve a multifaceted problem or create a product. On the other hand, problem-based learning centers around students addressing specific real-world issues or challenges, typically in a more open-ended and inquiry-driven manner, encouraging critical thinking, analysis, and problem-solving skills. While project-based learning tends to result in a tangible product or outcome, problem-based learning focuses on investigating and resolving complex, often ill-defined problems through research and collaboration.

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Improvement of students’ learning outcomes and willingness to learn

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Improvement of students’ learning outcomes and willingness to learn

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Any project throws up problems. Problems lead to acquiring knowledge. Knowledge leads to solutions. The cycle goes on until the project is completed.

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Problem-based learning (PBL) and project-based learning (PBL) are both student-centered, active learning approaches, but they have distinct differences:

1. Focus:

PBL centers around specific problems or scenarios that students analyze and solve. These problems are often complex and may not have a predetermined solution.

PBL, on the other hand, involves students working on extended, real-world projects that culminate in a tangible outcome, such as a presentation, report, or product.

2. Learning Process:

In PBL, students typically start with a problem statement, identify what they need to know to address it, and then engage in self-directed learning to acquire the necessary knowledge and skills.

In PBL, students work on a project from start to finish, involving planning, research, design, implementation, and evaluation. The learning is embedded within the project itself.

3. Assessment:

PBL often emphasizes the process of problem-solving, and assessments may include reflective journals, presentations, and discussions that demonstrate students' understanding of the problem-solving process.

PBL focuses on the final product or outcome as the primary assessment, evaluating the quality and completeness of the project.

4. Problem Complexity:

PBL problems are typically presented as ill-structured, open-ended scenarios that may not have a clear solution, requiring students to explore and analyze various aspects.

PBL projects can vary in complexity, but they are often more structured and goal-oriented, with a specific end result in mind.

5. Roles of Instructors:

In PBL, instructors act as facilitators, guiding students through the problem-solving process and providing resources when needed.

In PBL, instructors may play a more active role in defining the project scope, setting milestones, and providing guidance throughout the project.

Both PBL and PBL have their merits, and the choice between them depends on educational goals, content, and context. They share a common emphasis on student engagement, critical thinking, collaboration, and the application of knowledge in real-world contexts.

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Differences between Problem-based Learning and Project-based learning

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Differences between Problem-based Learning and Project-based learning

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PBL:

Starts with a specific problem.

Focuses on problem-solving and critical thinking.

Emphasizes self-directed learning.

Often shorter in duration.

Assessment is process-focused.

PjBL:

Involves creating an extended project.

Focuses on applied learning and real-world products.

Emphasizes collaboration.

Typically longer in duration.

Assessment is based on the final project or product.

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Problem-Based Learning (PBL):

1. Focus: Centers around solving a specific problem or addressing a challenge.

2. Initiation: Begins with a problem or scenario presented to students.

3. Guidance: Students explore the problem, conduct research, and devise solutions.

4. Flexible Solutions: Solutions are not predetermined and may vary based on research and analysis.

5. Critical Thinking: Encourages critical thinking, analysis, and problem-solving skills.

6. Collaboration: Often involves collaborative group work to solve the problem.

Project-Based Learning (PBL):

1. Focus: Revolves around the creation of a tangible product, presentation, or exhibit.

2. Initiation: Starts with a project idea or concept where students create a final product.

3. Structure: Students follow a structured process with specific milestones or tasks.

4. Defined Outcome: A specific product or presentation is the expected outcome of the project.

5. Multidisciplinary: Integrates various subjects into the project's completion.

6. Real-World Application: Often involves applying learned skills to create a final project.

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Transform from traditional teacher-protagonist teaching to a teaching model in which students are the protagonist and the teacher is the classroom counselor.

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A flipped class room is an inverted classroom with out-of-class activities restricted to watching videos and in-class activities including active learning techniques

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A flipped class room is an inverted classroom with out-of-class activities restricted to watching videos and in-class activities including active learning techniques

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Transform from traditional teacher-protagonist teaching to a teaching model in which students are the protagonist and the teacher is the classroom counselor.

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Transform from traditional teacher-protagonist teaching to a teaching model in which students are the protagonist and the teacher is the classroom counselor.

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PBL stands for Project-Based Learning, which is a student-centered pedagogy that involves a dynamic classroom approach in which students acquire a deeper knowledge through active exploration of real-world challenges and problems

1

2

3

. PBL is an instructional framework that allows teachers to facilitate and assess deeper understanding rather than stand and deliver factual information. It intentionally develops students' problem-solving and the creative making of products to communicate a deeper understanding of key concepts and mastery of 21st-century essential learning skills such as critical thinking

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A flipped classroom is an instructional approach that involves using video and online resources to deliver content in a more engaging and interactive way, with advantages and disadvantages in counselor education.

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"A flipped classroom is an instructional approach that involves using video, online resources, and a blended learning environment to enhance student engagement and retention."

https://consensus.app/papers/flipped-classroom-counselor-education-moran/c42557ee58b95e4bbcd369c03b0db11a/

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A flipped classroom is an instructional strategy and a type of blended learning that inverts the typical cycle of content acquisition and application. In a flipped classroom, students gain necessary knowledge before class by completing readings or watching pre-recorded lectures at home. During class time, instructors guide students to actively and interactively clarify and apply that knowledge

The flipped classroom approach supports instructors in guiding their students to deeper thinking and higher levels of application, keeping student learning at the center of teaching

2.

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Project-Based Learning (PBL) is a student-centered pedagogy that involves a dynamic classroom approach in which students learn by actively engaging in real-world and personally meaningful projects. PBL is an instructional method used to teach students concepts and skills that focuses on problem-solving, critical thinking, collaboration, and communication skills. In contrast to traditional classroom environments, PBL encourages collaboration and teamwork while allowing students to gain valuable experience outside of the classroom. Students are given a project that requires research, planning, execution, and evaluation. PBL is different from "doing a project" because it requires critical thinking, problem-solving, collaboration, and various forms of communication. PBL can be incorporated into any learning situation, and any subject area can be adapted to PBL with a little creativity. Some of the benefits of PBL include developing skills related to working in teams, managing projects, oral and written communication, self-awareness and evaluation of group processes, working independently, critical thinking and analysis, and explaining concepts.

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A flipped classroom is an instructional model in which students learn basic subject matter knowledge prior to classroom meetings, and then come to classroom for active learning experiences. Previous research has shown that flipped classroom have a positive impact on students’ learning. Most current studies focus on students’ learning experiences in flipped classroom courses. However, this qualitative case study investigated three higher education instructors’ adoption of flipped classroom, with special focus on the adjustments they made and the suggestions they offered to make a successful flipped classroom course. Semistructured interviews and course artifacts were collected from the three instructors. Findings highlighted that they made a main adjustment on allocating a brief period of in-class time to address students’ pre-class learning materials, and they suggested that helping students form good learning habits and integrating resources from other courses and other program activities into flipped classroom instruction can enhance the instructional efficiency. Findings also reveal that instructors look forward to more peer assistance among instructors.

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Defining flipped learning for English learners in an urban secondary school

Flipped learning in urban secondary schools is a student-centered approach using technology to support learning, participation, and assessment for diverse English learners.

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a flipped classroom is a teaching approach where students learn content through electronic means, such as video lectures, outside of class and engage in practical, learner-centered activities in the classroom with the guidance of an instructor.

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a flipped classroom is a teaching approach where students learn content through electronic means, such as video lectures, outside of class and engage in practical, learner-centered activities in the classroom with the guidance of an instructor.

# data[].attributes.body
A flipped classroom is an instructional strategy and a type of blended learning that inverts the typical cycle of content acquisition and application. In a flipped classroom, students gain necessary knowledge before class by completing readings or watching pre-recorded lectures at home. During class time, instructors guide students to actively and interactively clarify and apply that knowledge

The flipped classroom approach supports instructors in guiding their students to deeper thinking and higher levels of application, keeping student learning at the center of teaching

2.

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The flipped classroom teaching model, which delivers lecture content at home and uses class time for practical application activities, may be useful for information literacy instruction in higher education and libraries.

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Starting from students’ self-thinking and ending with discussion

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The flipped classroom is a teaching method that delivers lecture content to students at home through electronic means and uses class time for practical application activities.

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Problem-based learning (PBL) is a student-centered teaching method that uses complex, real-world problems to promote student learning of concepts and principles as opposed to direct presentation of facts and concepts

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Problem-based learning (PBL) is a student-centered teaching method that uses complex, real-world problems to promote student learning of concepts and principles as opposed to direct presentation of facts and concepts

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These studies suggest that a flipped classroom is a teaching method that delivers lecture content through electronic means for at-home learning, while using class time for practical application activities, learner-centered instruction, and increased student engagement.

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Problem-based learning (PBL) is a student-centered approach in which students learn about a subject by working in groups to solve an open-ended problem

3

. The problem is presented first, and students are encouraged to develop problem-solving skills and learn concepts instead of just absorbing facts. PBL can promote the development of critical thinking skills, problem-solving abilities, and communication skills, and it can also provide opportunities for working in groups, finding and evaluating research materials, and lifelong learning

4

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Learn content at home. Apply knowledge in classroom

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Problem-based learning (PBL) is an educational method that involves active student participation in solving authentic problems[3][4][5]. Students are presented with a real or realistic problem, such as a case study or hypothetical situation, and use inductive reasoning to solve it[4]. PBL enhances students’ learning outcomes by promoting their abilities and skills in applying knowledge, solving problems, practicing higher order thinking, and self-directing their own learning[2].

Citations:

[1] https://en.wikipedia.org/wiki/Problem-based_learning

[2] https://link.springer.com/10.1007/978-1-4419-1428-6_210

[3] https://www.structural-learning.com/post/problem-based-learning-a-teachers-guide

[4] https://citt.ufl.edu/resources/student-engagement/adopting-active-learning-approaches/problem-based-learning/

[5] https://citl.illinois.edu/citl-101/teaching-learning/resources/teaching-strategies/problem-based-learning-(pbl)

[6] https://www.hunschool.org/resources/problem-based-learning

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Problem-based learning (PBL) is a student-centered pedagogical approach in which students learn by solving open-ended problems related to a subject. PBL is a process that enables students to learn while engaging actively with meaningful problems

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Problem-based learning (PBL) is a student-centered pedagogical approach in which students learn by solving open-ended problems related to a subject. PBL is a process that enables students to learn while engaging actively with meaningful problems

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Swim to the shore

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Problem-based learning (PBL) is a student-centered approach to teaching and learning in which students learn about a subject by working in groups to solve an open-ended problem[1][2][3][4][5][6]. The problem is what drives the motivation and learning, and it can come from a variety of sources such as newspapers, magazines, journals, books, textbooks, and television/movies[2]. PBL uses complex, real-world issues as the classroom's subject matter, encouraging students to develop problem-solving skills and learn concepts instead of just absorbing facts[4].

PBL can promote the development of critical thinking skills, problem-solving abilities, communication skills, and self-directed learning[2][3]. It also helps students better retain knowledge in the long term[1]. In addition to course content, PBL can provide opportunities for working in groups, finding and evaluating research materials, and lifelong learning[2].

To implement PBL, teachers should start by presenting students with a realistic problem that they might encounter outside of the classroom. As students work through the problem individually or in groups, teachers should identify gaps in their skills and knowledge, close any knowledge gaps, and give feedback. Finally, students should summarize what they learned to aid retention[6].

Some best practices when implementing PBL include reviewing student learning objectives before choosing a problem, making sure the project aligns with them, choosing problems that mirror real-world scenarios, and basing the level of difficulty on the students' prior knowledge and skills[6].

Citations:

[1] https://en.wikipedia.org/wiki/Problem-based_learning

[2] https://citl.illinois.edu/citl-101/teaching-learning/resources/teaching-strategies/problem-based-learning-(pbl)

[3] https://teaching.cornell.edu/teaching-resources/engaging-students/problem-based-learning

[4] https://www.hunschool.org/resources/problem-based-learning

[5] https://www.feinberg.northwestern.edu/md-education/curriculum/components/learning-strategies/pbl.html

[6] https://citt.ufl.edu/resources/student-engagement/adopting-active-learning-approaches/problem-based-learning/

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Problem-based learning (PBL) is a student-centered approach to teaching and learning in which students learn about a subject by working in groups to solve an open-ended problem

3

. The problem is what drives the motivation and learning, and it can come from a variety of sources such as newspapers, magazines, journals, books, textbooks, and television/movies

2

. PBL can be used in any school subject and can promote the development of critical thinking skills, problem-solving abilities, communication skills, and self-directed learning

2

3

.The following are some key features of PBL

3

4

:

Students work in groups to solve a real-world problem

The problem is complex and open-ended

Students identify learning issues and information needs and assign learning tasks among the group

Students discuss their findings and review the case in light of their learning

Students create a concept map synthesizing the knowledge garnered over the course of their discussions to demonstrate their understanding of how the elements of the case integrate with and relate to one another

To implement PBL in a course, instructors should start by presenting students with a realistic problem that they might encounter outside of a classroom. As students work through the problem individually or in groups, instructors should identify gaps in their skills and knowledge and provide feedback to close any knowledge gaps. Finally, students should summarize what they learned to aid retention

6

.Overall, PBL is a teaching method that can promote student engagement, critical thinking, problem-solving, and communication skills.

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Problem-Based Learning (PBL) is a student-centered approach to teaching and learning where students work in groups to solve an open-ended problem. PBL can promote critical thinking, problem-solving, and communication skills, as well as provide opportunities for working in groups, finding and evaluating research materials, and lifelong learning. PBL can be applied to any school subject and is a teaching method that can help students develop a deeper understanding of the principles of a subject and acquire the skills necessary for lifelong learning.

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Project-Based Learning (PBL) is a student-centered pedagogy that involves a dynamic classroom approach in which students learn by actively engaging in real-world and personally meaningful projects

2

. PBL is an instructional framework that allows teachers to facilitate and assess deeper understanding rather than stand and deliver factual information. It intentionally develops students' problem-solving and creative making of products to communicate a deeper understanding of key concepts and mastery of 21st-century essential learning skills such as critical thinking

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I have learned that arowana likes to jump and therefore......

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It is .........