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Problem-Based Learning in Reading Comprehension

The author notes that some students have difficulties with reading comprehension. To address this problem, she decides to implement problem-based learning, an active methodology she learned in a course. She applies four phases: 1) present a reading challenge, 2) group research, 3) draw conclusions, and 4) communicate results. She observes that students are more interested and more engaged. However, she acknowledges the need to evaluate the strategies used to contribute better to

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31 views2 pages

Problem-Based Learning in Reading Comprehension

The author notes that some students have difficulties with reading comprehension. To address this problem, she decides to implement problem-based learning, an active methodology she learned in a course. She applies four phases: 1) present a reading challenge, 2) group research, 3) draw conclusions, and 4) communicate results. She observes that students are more interested and more engaged. However, she acknowledges the need to evaluate the strategies used to contribute better to

Translated by

ScribdTranslations
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

REFLECTIVE NARRATIVE

PROBLEM-BASED LEARNING
I am Derly Rivera Estela, a primary education teacher at Educational Institution No. 33032 in the region.
Huánuco.
In the group of second-grade students, I have noticed in some students that they find it difficult to the
comprehension of a text.
In the face of this difficulty, I have decided to make use of one of the active methodologies, such as learning.
based on problems that I have learned in the virtual course entitled: 'Active methodologies in the
"teaching and learning process" with the purpose of contributing to the development of the competencies of
reading comprehension
First phase: the challenge:
First, present the students with a reading to read and discuss about its main points.
characteristics, the connections between them, their possible causes and implications, the concepts
employees in their description and the questions that arise from the analysis. From this.
they will read to seek general information, read to learn, read to search
accurate information, etc. Likewise, they will put into play the competency of oral skills, since, given
In this case, they will have to share the findings with their colleagues to integrate the information.
and keep moving forward. Students must pay attention and self-regulate to avoid distractions.
Second phase: the research.
. It guides students on how to create a reading plan to improve our
reading comprehension
In order to gather more information, questions must be designed, sources and means selected,
make decisions about procedures and resources, assign tasks, define roles and
estimate the time, reading skills and social skills because it will be necessary to get ready
agreement on the division of labor, to collaborate and know how to manage the differences among the members
of the group. The executive function that is involved at this moment is, obviously, that of
planning, as students need to prioritize, organize, sequence, manage time and
to organize oneself

Third phase: Product development.


In order to have possible solutions to the problem, we must analyze, describe, discuss and
reach conclusions. These activities will require some communication skills and the
of coexistence again. Reading competence plays an important role, as the
Students will have to read with specific purposes and address different types of texts.
In this phase, the executive function that stands out is cognitive flexibility, as the male and female
students face a challenge that they must solve creatively

Fourth phase: communication of the result.


. In this phase, the students drew their conclusions from the work done, taking into account three
criteria: achievements, difficulties, and actions for improvement. We must propose ideas regarding possible
solutions to the problem
. The skills that this activity will test again are the communicative ones.
the one of coexistence,
Regarding the results of the active methodology used, I have noticed a greater engagement in my students.
interest and enthusiasm for learning, feel more involved in learning activities because
It started from a problem in the context. Little by little, they are using and understanding the terminology.
scientific with the help of reflective questions before, during, and after a reading;
On the other hand, during the implementation of the strategy I felt encouraged by seeing the progress in learning of
my students, upon seeing the interest they have in topics related to their context, their experiences and for
how motivated they feel to be able to understand what they read and to be able to express it when sharing it
with their classmates orally..
Finally, during the practice of the active methodology of problem-based learning, I have realized
that I have the need to apply an evaluation to the strategies I use in each phase of the
methodology in order to contribute to the achievement of my students' learning in a relevant manner, already
that this methodology is conducive to the comprehensive development of students' competencies, as
mobilize different capacities related to the competencies involved in the activities
previously planned. Likewise, the curriculum indicates that the development of competencies implies
necessarily "the combination of abilities when facing a challenge" (Minedu, 2016, p. 179).

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