FACULTY OF HUMANITIES

POSTGRADUATE DEGREE IN SECONDARY EDUCATION

Professional Technician EMTP

VALIDATION OF LEARNING STRATEGY

STRATEGY BASED ON PROBLEM LEARNING
VALIDATED BY
THE SIX HATS METHOD

POSTGRADUATE IN EDUCATION

ARTURO JOFRÉ FLORES

ALEX MINGUZZI MINGUZZI
JORGE RIQUELME VILLALOBOS
JOSÉ ARANGUIZ ARANGUIZ
IVAN MUÑOZ CONCHA
DENNIS SUTHERLAND G.

UNIVERSITY OF SANTIAGO DE CHILE

FACULTY OF HUMANITIES
Libertador Bernardo O'Higgins Avenue 3363
Central Station * Santiago * Chile
Teléfonos (56) (2) 7182364
 INTRODUCTION

In this essay, we will analyze the importance and effectiveness of

problem-based learning method, to demonstrate this, we will use
the entrepreneurship and employability module.
The topic will focus on the feasible design of a project.
business-oriented, where the main objective is to analyze the impact generated by the

expected learning in students.

To validate this activity, we will use the strategy of the 6
hats. This technique consists of the teachers in this group analyzing
the methodology to achieve this content, from 6 types of viewpoints
different (control, analysis, optimistic, critical, emotional, and creative), which will be

weighing in collaboratively, leading to the development of a simple strategy,

playful and focused on the sociocultural context of the students.
The class activity will start right after having done the
activation of prior knowledge such as: payroll processing and
the entrepreneurship activities that the Cash Flow game provided us.
The issue that will start the class goes like this:

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 HISTORY

Problem-Based Learning (PBL) evolved from the case study method used in
Harvard Law School and the discovery learning approach defined by J. Bruner.

The PBL has its first applications and development in the medical school at the University of
Case Western Reserve in the United States, in the early 1950s. The University of
McMaster University located in Hamilton, Ontario, Canada introduced PBL in 1969, also in the
teaching of medicine under the leadership of Howard Barrows. Mercer University, in the States
Unidos adopted a curriculum with PBL in the early 1980s and in the late 1980s.
decade, it is also done by the medical school of Harvard University.

This methodology was developed with the aim of improving the quality of medical education.
changing the orientation of a curriculum that was based on a collection of topics and presentations
of the teacher, to one more integrated and organized in real-life problems and where they converge
different areas of knowledge that come into play to solve the problem.

Shortly after, the medical schools at the University of Limburg in Maastricht

(Holland), Newcastle University (Australia), and the University of New Mexico (United States)
United), adapted the McMaster model.

There was also a variation of ABP at Michigan State University called 'problems
"focal points", but it did not have followers as happened with the McMaster model.

Dr. Howard Barrows and Ann Kelson have made significant contributions from the school of
Southern Illinois University School of Medicine where they have formed the PBLI, which is a group of professors.
the researchers involved with PBL and active in the educational development of teachers.
They offer education, consulting, and support to teachers and organizations in any discipline,
profession, training program, or educational level that are using PBL or are interested
to incorporate it into their academic or training programs. Their director is Howard Barrows.

Some consider that PBL has its origins in:

The dialectical method, attributed to Socrates.
Hegelian dialectic of thesis-antithesis-synthesis.
The pedagogical proposals of John Dewey.

In recent years, project-based learning (PBL) has become one of the teaching techniques that has gained the most traction in the
higher education institutions. It can be used as a general strategy throughout the plan.
of professional career studies or as a work strategy throughout a course
specific, and even as a teaching technique applied for the review of certain objectives of
learning from a course.

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What is the professor hoping to achieve?
In some way, this strategy arises from reflective practice, so it is well guided towards the
learning by doing. It is of utmost importance to create an environment of motivation towards the
strategy for reflection to occur through constant dialogue among the different ones
students and the tutor or teacher. Above all, what the teacher seeks is a CRITICAL practice
of the vicissitudes of the problem highlighting and developing its values in addition to it
development of creativity by providing a solution to this.
As we had already discussed, the student will experience what their own needs are.
in a strategy-guided way, in these steps:

Step by Step
Step 1: Read and Analyze the problem scenario. The student is expected to verify their
understanding the scenario by discussing it within your work team.

Step 2: Make a list of hypotheses, ideas, or perceptions. Students manage certain

theories or hypotheses about the causes of the problem and they have ideas on how to solve it. These must
They will be listed and will be accepted or rejected, depending on the progress of the investigation.

Step 3: Make a list of what is known. In teams, the students make a list.
of the aspects they know about the problem or situation to be resolved.

Step 4: Make a list of what is unknown. The students, in teams, create a

list of what they consider must know to solve the problem. There are various types of
questions that may be appropriate; some related to concepts or principles that must
study oneself to resolve the situation.

Step 5: Make a list of what needs to be done to solve the problem.

Plan the research. Make a list of the actions that must be taken.

Step 6: Define the problem. Defining the problem consists of a pair of

statements that clearly explain what the team wants to resolve, produce,
respond, test or demonstrate.

Step 7: Gather information. The team will locate, compile, organize, analyze, and
will interpret information from various sources.

Step 8: Present results. The team will present a report and/or make a presentation.
oral in which recommendations, predictions, inferences or that which is shown
is convenient in relation to the solution of the problem.

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 THEORETICAL FRAMEWORK

ABP Advantages
This learning strategy works with real-life situations that favor connection.
with experience in the labor field, generating collaborative instances and indicating trial and
error just like in real life. It is a strategy based on professional experiences, using
the same logical reasoning, for when I reach that stage. This is one of the characteristics most
innovative ABP, the use of problems as a starting point for acquisition of
new knowledge and the student's conception as the protagonist of their management
learning.
The ABP is based on constructivism. It speaks of an intellectual building where
they interact a wide range of functions; intellectual, social, language, problem-solving
problems and cohesion where by far the social skills (also known as
soft skills) and problem-solving skills take precedence when facing situations
labor
According to the aforementioned, it can be said that this process of learning to learn, in the
moment of generating concerns, reflections on the problem are immediately generated. This
process allows to take responsibility for the facts, develop a critical attitude and put into
Practice the ability to make decisions during the process of learning to learn. So if
this strategy is worked on systematically, the student will integrate it as a way to solve
the problems reflectively.
The characteristics required of a teacher in PBL
The teacher must generate reflective attitudes in students, this is where PBL takes a
important role, where this practice develops learning to learn identifies those
learning needs, but it is also important for the teacher to generate those
instances of self-assessment and peer assessment, in which constructive criticism is generated from the
the path in front, addressing those aspects of learning that cannot be determined by the
same.
It will be relevant to maintain a positive attitude towards the method, that is, to be convinced that
it is a viable and applicable learning strategy. In addition to being trained and qualified to
apply the method, that is, to possess the necessary skills, attitudes, values, and knowledge
for the implementation of the ABP.
It is important to note that problem-based learning opens up a range of possibilities for the
didactic innovation, putting into practice well-known terms such as: interest, motivation,
meaningful learning, formative assessment, autonomous learning and learning throughout life
life, comprehensive vision of problems and interdisciplinarity, complexity and reflective practice.

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Los objetivos en el ABP
The objective in PBL shows what is necessary for the student to learn, so
There must be a logical coherence involving the who, the how, the how much. In some way
This way, these four factors are described in order to make it clear what is necessary.
evaluate. According to Brenda1it is, so to speak, the contract with the student and the bases for the evaluation.
The Who describes the audience and also announces the student being able to...
The What describes what is expected of the student to carry out, where it could be a product or a
expected result.
The How describes the conditions of what is expected, or the conditions in which it occurs.
what must be done.
The How much, if possible, should explain the student's performance criteria by describing it.
acceptable. In the ABP, the competencies and the learning objectives are the basis from which
the entire educational process is built.
On the other hand, the problem must have some characteristics that are important to identify in a
ABP.
According to Duch1the characteristics that must be met are:
The design must spark interest and motivation.
The problem must be related to some learning objective.
It must reflect a real-life situation.
Problems should lead students to make decisions based on facts.
Judgments must be justified.
They should not be divided and treated in parts.
They should allow open-ended questions, connected to prior learning and be the subject of
controversy.
They must motivate the independent search for information.

1
[Link]

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 EXAMPLESTRATEGY

Learning objective:
Design and execute a project to finalize entrepreneurship initiatives, identifying the
actions to be taken, the schedule of their execution and the budgets, defining alternatives of
financing and evaluating and controlling its progress.

Class activities:
· Students' knowledge will be activated through a battery of questions about what they have learned.
up to that moment provided in classes and the Cash Flow game, for example: Settlement of
salary, settlements, societies, contracts, types of work shifts, types of societies, support networks for
SMEs, balances, quotes, dissemination, efficient management of money, SWOT, business plan, etc.
· The topic will focus on the feasible design of a business project, where the objective
principal es analizar el impacto que genera el aprendizaje esperado en los estudiantes. Ellos deberán
provide a solution to a case presented by the teacher,

Example (case):

Don Juan was a good boss, who was fired 6 months ago and cannot find a job. Today he looks
in the situation of paying your bills which are approximately one million pesos, monthly, in
where with her severance pay she will only have enough for 3 months. However, she noticed that in her villa there are
many schools and constructions. Where the following is proposed: will a service be feasible
food to cover your expenses?

· The students will group together and carry out the following activities:

The students read and analyze the scenario of the case where the group of students read the case.
discussed and managed to understand the case scenario of Don Juan and his current situation.
They created a list of ideas and perceptions for implementing a service.
nutrition and propose ideas or suggestions to solve the problem, where some
were rejected and others accepted as the exercise progresses.
The students created a list of aspects they know about the case as a team.
example: the money raised by the settlement, place where he lives, number of schools and
constructions and another list of the knowledge they are unaware of and need for
resolve the case, for example: support networks for small businesses, Sercotec programs, permits
environmental, oversight, etc.

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The group collaboratively planned and organized as time went by.
strategy to develop the research, that is, the students organized themselves and
individual and group tasks were assigned through actions that will help to achieve
the solution to the problem posed by Don Juan.
The students define what will be the best strategy that don Juan should use with the money.
collected from your settlement, so that you can cover your expenses.
As time goes by, the group meets with the information acquired in the
different actions that were assigned either collectively or individually, where they can analyze which
it is the most convenient and if they serve for the proposed strategy and is presented to your tutor for
check the progress of your research.
The students present a report on the proposed strategy to the tutor, who provides feedback to them.
the students in the next class present their proposed strategy to the course group and
they explain if it was successful that Don Juan could cover his expenses with the money raised by
his/her final settlement.

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 CONCLUSION

Using the Problem-Based Learning strategy 'PBL' provides high satisfaction in

the students of the entrepreneurship and employability module. What is gratifying is
observe the motivation, effort, and time that our students dedicate to their projects
thus achieving meaningful learning in them, where they will be able to articulate with other knowledge
acquired, resulting in comprehensive citizens.
In addition, the roles change, with the students being the protagonists of their own learning and the
teachers who guide them. To achieve this, there is constant feedback in the process of
teaching-learning, both in evaluation sessions and in personal interaction, and it improves the
communication among everyone.

Utilizando una metodología activa como ABP, se consiguen interacciones óptimas entre el tutor/a y
the students, a good atmosphere in the classroom is established facilitating communication, developing the

social skills and allowing to improve the teaching-learning process.

At the moment we find the virtues of ABP in teaching our students, we achieve
rescue that by using the 6 hats role strategy we managed to obtain different points of
views that will help us when preparing activities and also at the moment of
execute them.

Otra de las ventajas de este metodo es que el alumno logra desarrollar la estrategia de aprender a
to learn, that is, the student is able to generate hypotheses, execute and conclude, reaching the
expected results or on the contrary, is capable of analyzing adverse situations and generating
solutions for to be able to carry out your research or project.

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ANNEX "ABP Guide"

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II. Instructions
Filling instruction:
This section outlines the steps that the student should follow to optimally develop the
activities. In the same way, it is recommended:
●Indicate whether the activity is individual or group development, and if it requires the use of any equipment.
software, among others.
Clearly and sequentially number the activities to be carried out by the student(s).
When appropriate, indicate the bibliographic source(s) according to APA Style.
Analyze the time that the student(s) will need for the development of the activity/activities or steps.
Normally an apprentice takes twice as long as an expert does. He must
estimate the time for development inside and outside the classroom, to assign delivery deadlines and
pre-deliveries of the work according to the reality of the students.
● Formulate instructions and activities using infinitive verbs, for example: Formulate,
Elaborate.
Regarding group or team work, determine the fundamental roles and responsibilities.
specific to the collaborative work strategy, in this case for PBL, and include them in the instructions.
for the student. These could be:
Project Manager or Coordinator: is the person who interacts with the teacher, and is responsible for the team.
understand and comply with the instructions and activities to be developed.
Timer: is the one in charge of ensuring that the stipulated times are met, in this case for
Each activity that the group will carry out. Ideally, it should use a clock or timer.
Questioner: assumes a role similar to that of a lawyer, who discusses based on the evidence or seeks
evidence that supports the answers or proposed solutions. It should ensure that the group
delve deeper and reach an agreement.
Learning promoter: is responsible for verifying the achievement of the expected learning and/or
that the corresponding performance is evidenced.
Secretary or documenter: Responsible for evidencing in a document the agreements made and
what will be transferred to the final product, for example: written report with the development of the
solution.
These roles are rotated within the work team, so that each member of the group has the
opportunity to assume different responsibilities, and consequently, develop different
skills.

NOTE: It is deemed necessary that the groups or

work teams are organized by the teacher,
considering that in work life one does not choose to
teamwork.

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Example of instruction for the teacher to form work groups, and how to propose it.
assignment of roles.
Once the work teams have been formed by the teacher (3 to 4 members at most),
mutually agree on who will take on the following roles and responsibilities in the team
of work:
Project Manager or Coordinator: is the one who interacts with the teacher, and is responsible for the team.
understand and comply with the instructions and activities to be carried out.
The timer: is responsible for ensuring that the stipulated times are met, in this case for
each activity that the group will carry out. Ideally, it should use a clock or timer.
Interrogator: assumes a role similar to that of a lawyer, who discusses based on the evidence or seeks
evidence supporting the answers or proposed solutions. It should achieve that the group
delve deeper and come to an agreement. (optional)
The learning promoter: is responsible for verifying the achievement of the expected learning and/or
that the corresponding performance is evidenced.
The secretary or documenter: Responsible for evidencing in a document the agreements made and
what will be transferred to the final product, for example: written report with the development of the
solution.
2. Confirm with the teacher the deadline for the written report and oral presentation regarding the
solution to the problem.

III. Activities
This section describes the activities that the work team must carry out under the method of
ABP. It should be noted that the minimum necessary activities to be carried out by the student are indicated.
individually and in groups. The actions of the teacher are not presented, who assumes the role of moderator.
of classroom activities and of the evaluator. The actions of the teacher are indicated in the MDI.

The following example of activities corresponds to the implementation proposal presented in the brochure.
of Didactic Strategies of PBL.

For example:

Individually:
a) Read the problem presented below.

2. In a team work:
a) Discuss the revised problem individually, until you reach a vision or consensus.
regarding the problem to be addressed and resolved.
b) Propose theories or hypotheses about the causes of the problem or ideas on how to solve it.
c) Share with other groups and/or course what has been agreed upon (each member of the group presents their
opinion regarding the issue.

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 d) Generar una tabla de dos (2) columnas listando en una de ellaslo que saben o conocen
regarding the situation or problem to be resolved and in the other column, list what you believe
they must know to solve it (what I know/what I must know). Share with other groups and/or with
the course.
e) In a work team, select information or background to review according to the
proposed bibliography, to effectively identify what they should study to solve the
problem.

3. Individually:
a) Reading of the selected bibliography (self-study).
b) Specify the origin of the problem and substantiate.

4. In a work team:
a) Contrast and/or support theories or hypotheses regarding the origin of the problem and proposals for
solution.
b) Plan the solution strategy (activities, time, resources, etc.).
5. In a work team:
a) Prepare a written report that includes recommendations, predictions, inferences, or anything
that is relevant to the solution of the problem.
b) Prepare a slide presentation to orally present the solution of
problem. (The entire work team presents and answers questions).

Schedule for problem development

If the development of the ABP Guide involves several sessions or a prolonged period, it is suggested to include a
schedule. The order and type of activity proposed as an example can be modified, depending on the
needs of each subject and of the discipline (considering it as a flexible structure). The important thing
The student should know from the beginning what the activities and the stipulated times are.

Filling instruction:
Include in the schedule all activities or tasks and their respective development times, both individually
as a group. Ensure that the activities in the schedule are the same as those detailed
previously, but as a summary. For example:

Activities Time

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In classroom

1. Individual reading of the problem. 30 minutes

2. Discussion of the problem in the work team. 30 minutes
3. Individual plenary discussion, moderated by the teacher. 30 to 35 minutes
Optional: Formative assessment (understanding of the problem) 45 minutes
4. In a work team, propose theories or hypotheses about the causes of the problem.
30 minutes
or ideas on how they will solve it.
5. List what I need to know to solve the problem within the team
30 minutes
of work
6. Plenary discussion and selection of information or backgrounds from
proposed bibliography regarding what they should study in the team of30 to 35 minutes
work.
Optional: Formative assessment with Peer assessment and Self-assessment 15 minutes
Outside the classroom

1. Individual reading of selected bibliography (self-study) 2 hours

2. Individually specify the origin of the problem and justify. 1 hour
In the classroom

Optional: Summative assessment (self-study) 45 minutes

1. In a teamwork, discuss and substantiate the origin of the problem and possible solutions.
30 minutes
solutions.
2. Specify the origin of the problem in a small group, substantiate and plan the
45 minutes
solution strategy (activities, time, resources, etc.).
Optional: Summative assessment with Peer Assessment and Self-Assessment 15 minutes
In the classroom (optional) and outside the classroom

1. Prepare a written report and organize/develop a presentation with support from

4 hours
PPT
Closure of the classroom experience and summative evaluation
1. Prepare a presentation using PPT to present the solution of
20 to 30 minutes
problem
Summative assessment of Report, Oral presentation, with Peer evaluation and
20 minutes per group
Self-assessment
2. Plenary discussion of the solution from each work team, moderated by the
30 to 35 minutes
teacher.
3. Closure and/or conclusions of the experience moderated by the teacher.
5 to 10 minutes

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 Support resources for the
Assessment instrument(s)
activities
Name of the Problem/Situation

Document with problem 1

Document with minimum bibliography required to review

to solve the problem.
NOTE: Include here in institutional format the
problem and document with the bibliography Rubric: Name of the rubric

Template: Problem solution report

Brief title of the problem Appreciation scale 1: co-evaluation

Template: Presentation of the solution of Appreciation scale 2: self-evaluation

problema “Título breve del problema” NOTE: generate and/or adapt the instruments and incorporate
the number and name of each one
NOTE: adapt report template and presentation in PPT
according to the structure of the report and annexes for
report the solution to the problem. Incorporate the
report name (edit PPT using button
right-click the mouse, option "Presentation Object"
Edit

Bibliographic references
Filling instruction:
Generate the list of bibliographic sources used for the preparation of the resource, under the title
Bibliographic references. All the bibliographic sources used must be presented. The list of
References must be prepared according to APA 6th Edition.

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 ANNEX“Hats”

Validation
We determined that the Problem-Based Learning strategy is a
collaborative tool that emphasizes problem solving based on method
scientific, where students know, apply, analyze and evaluate the problem,
Here, a learning in 3 Dimensions is achieved: knowing, knowing how to do, knowing how to be.
We will mention those who participated in the didactics class with the aim of
validate the ABP strategy, each of us took on a role within the
six thinking hats method. Each hat represents an aspect of the method in
issue.

Black Hat: I think they are being given too much prominence to the
young people at the time of finding the solution to the problem and not being taken care of
that everyone participates, as there is always someone who does all the work for the rest
and this is a very latent negative factor.

Green Hat: It is a good option for generating creativity in students.

Using the ABP will allow us to achieve learning through games in a more
easy, transforming into a natural learning process, perhaps without noticing that they are
acquiring knowledge. An innovative project, not all schools have this.
freedom of thought, breaking the molds. Where students can
work laterally on their thinking and be able to apply it to create their own
fictional microenterprise. The representatives will be happy with this type of strategies
and this type of new teaching.

Red Hat: I really like it, I don't find it particularly complicated.

execute it in the classroom, I even think it is a very successful strategy for the
learning of our students, where they can learn to be
microentrepreneurs with innovative projects and at the time of being evaluated they
you will be able to observe the basic tools that you acquired with your classmates,
They can contribute to the school community by generating social mobility.

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 Blue Hat: I believe that PBL is the best strategy to solve our
problem where both salary payment and the game Cash Flow
they will contribute to the development of this strategy. This way we confront the students with
instruments and real issues.

White Hat: It is important to set clear objectives and have everything well organized.
structured, so that when the studies are generated
project viability, as content addressed through ABP, allows us
having clarity about them allows us to analyze results, positive or
negatives. Leading us to make the best decision for our project.

Yellow hat:The positive thing is that there is an important motivation in the

students, for understanding how money flows and the way to
manage them. It's a way to provide all the tools to the students to
generate power abp, which will create an incentive in their peers who will want to participate
the activities on more than one occasion, gaining peer learning the
what makes the activity successful.

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