El Aprendizaje en Pares y Proyecto (PPL) es un modelo interactivo de aprendizaje centrado en el estudiante, que puede ser fácilmente adoptado por cualquier instructor que quiera cambiar su rol clásico de entregar información a sus estudiantes, a un modelo donde su rol principal es administrar un conjunto completo de instrucciones. PPL se diseña para cumplir los objetivos de STEM y está constituido de dos partes fundamentales; de aprendizaje en pares en el aula y de aprendizaje basado en proyecto en el laboratorio. En PPL, los estudiantes toman un papel activo para construir su conocimiento científico, los que van desde la Lectura Previa a la Clase, Preguntas Conceptuales en la Instrucción en Pares, Trabajo en equipo para la solución de Problemas, Desarrollo y Presentación del Proyecto. Peer Project Learning (PPL) Is an interactive student-centered curriculum, which can be easily adopted by any instructors who want to change their roles from delivering information to managing a complete set of instructions. PPL is designed to meet the goals of STEM, and consists of Peer Learning in the classroom and Project Learning in the lab. In PPL, students take an active role to build up their scientific knowledge through the pre-class reading, conceptual questions in Peer Instruction, team problem solving, development and presentation of project.

1. Florencio
R.
Pinela
Harvard
University:
Visi0ng
Scholar
Professor
at
ESPOL
Educa0on:
Florida
Ins0tute
of
Technology
&
ESPOL
Youngjin
Seo
Harvard
University:
Postdoctoral
Fellow
Educa0on:
Seoul
Na0onal
University

2. Started
by
Judith
A.
Ramaley,
STEM
is
designed
to
revoluAonize
the
teaching
of
subject
areas
such
as
MathemaAcs
and
Science
by
incorporaAng
Technology
and
Engineering
into
regular
curriculum.

3. Goals
for
U.S.
STEM
Educa0on
• GOAL
1:
Expand
the
number
of
students
who
ul0mately
pursue
advanced
degrees
and
careers
in
STEM
fields
and
broaden
the
par0cipa0on
of
women
and
minori0es
in
those
fields.
• GOAL
2:
Expand
the
STEM-­‐capable
workforce
and
broaden
the
par0cipa0on
of
women
and
minori0es
in
that
workforce.
• GOAL
3:
Increase
STEM
literacy
for
all
students,
including
those
who
do
not
pursue
STEM-­‐related
careers
or
addi0onal
study
in
the
STEM
disciplines.
Na0onal
Research
Council
(2011),
Successful
K-­‐12
STEM
Educa0on.

4. v The
instructor’s
primary
role
shiEs
from
delivering
informa0on
to
managing
a
complete
set
of
instruc0ons
and
process.
v The
students’
role
shiEs
from
being
passive
recipients
of
informa0on
to
one
of
accep0ng
responsibility
for
the
ini0al
exposure
to
the
course
content
so
that
they
will
be
prepared
for
the
in-­‐class
teamwork.
Michaelsen,
L.,
Sweet,
M.
&
Parmalee,
D.
(2008),
The
essen0al
elements
of
Team-­‐Based
Learning.

5. “Students
should
be
prepared
.….
q
To
pass
the
Test
q
To
Know
q
To
Create
Eric
Mazur’s
AP50
introduc0on,
h^p://bit.ly/AP50firstclass
(Chrome
only)

7. Teachers have developed and used various approaches of
teaching that fit the criteria for student-centered learning. Many
of these developers have created original names for their
approaches. There is a broad spectrum of named approaches,
which include
• Active Learning (Bonwell & Eison, 1991)
• Collaborative Learning (Bruffee, 1984)
• Inquiry-based Learning
• Cooperative Learning (Johnson, Johnson, & Smith, 1991)
• Problem-based Learning
• Peer Led Team Learning (Tien, Roth, & Kampmeier, 2001)
• Team-based Learning (Michaelson, Knight, & Fink, 2004)
• Peer Instruction (Mazur, 1997)
• Inquiry Guided Learning
• Just-in-Time Teaching
• Small Group Learning
• Project-based Learning
• Question-directed Instruction

8. Peer
Project
Learning
Peer
Instruc0on
Team-­‐
Based
Learning
Project-­‐
Based
Learning
Peer
Assessment

9. Peer
Project
Learning
Peer
Learning
(Classroom
Ac0vity)
Project
Learning
(Laboratory
Ac0vity)

11. Pre-­‐Reading
(textbook,
ar0cle,
video,
anima0on
etc.)
The
class
starts
with
a
short
quiz.
(The
quiz
must
be
graded)

12. Lecture
(Brief
Presenta0on)
First
Round
Ques0ons
(Student
poll
1)
Second
Round
Ques0ons
(Student
poll
2)

13. Eric
Mazur

14. A
set
of
problems
is
given
to
the
students
to
be
solved
individually.
The
students
in
a
team
share,
explain,
and
discuss
their
answers
to
submit
a
final
team
report.
The
team
report
must
include
explana0ons
as
well
as
answers,
which
will
be
reviewed
by
instructor.

15. The
ECQ
is
an
individual
quiz
with
essay
form,
and
must
be
relevant
to
the
Conceptual
Problems.
The
goal
of
ECQ
is
to
ensure
that
students
par0cipate
in
the
lecture
with
responsibility.
The
ECQ
should
deal
with
the
basic
and
core
concepts
in
the
course,
and
not
exceed
30
minutes.

18.
GroupEng,
h^ps://www.groupeng.org/

19.
AP50
Harvard
University
• The
project
in
TBL
is
a
teamwork
ac0vity
in
which
students
have
a
chance
of
gaining
knowledge
and
skills
by
applying
concepts,
laws
and
principles
covered
by
lectures.
• Through
the
project,
students
can
learn
both
conceptual
and
procedural
knowledge.

20.
1. The
project
consists
of
open-­‐ended
problems,
which
are
intriguing
and
challenging
to
students.
2. The
project
covers
contents
in
the
lecture
for
students
to
apply
concepts
and
skills.
3. Through
the
project,
students
reinforce
the
competencies
especially
valuable
nowadays
such
as
problem
solving,
cri0cal
thinking,
collabora0on,
communica0on
and
crea0vity.
4. The
project
allows
students
to
make
decisions
about
how
they
manage
their
0me
efficiently
and
concretely
to
meet
each
dead
line.
5. The
project
includes
reflec0ve
processes
like
peer
and
team
assessment
to
give
feedback
on
the
quality
of
their
work
just
in
0me.
6. Students
have
an
opportunity
to
present
and
share
their
outcomes
to
other
people
outside
as
well
as
their
classmates
and
instructor.

21. KrisAn
Sainani,
professor
at
Stanford
University
said
in
science,
research
is
a
king,
and
it's
important,
but
over
the
past
decade
universiAes
have
started
to
pay
more
aSenAon
to
the
“soE
wriAng
skills"
that
scienAsts
also
need.

22. The
TradiAonal
Lab
Report
The
tradiAonal
lab
report
is
known
to
create
several
pedagogical
shortcomings
in
the
introductory
physics
course,
parAcularly
with
regard
to
promoAng
students’
engagement
and
encouraging
quality
wriAng.

23. The
“LeSer”
Project
Reports
In
PPL,
we
propose
the
use
of
a
“LeSer
Project
Report”
as
an
alternaAve
to
a
tradiAonal
lab
report
in
order
to
create
a
more
authenAc
wriAng
experience.
Lane,
W.
B.
(2014),
Le^ers
home
as
an
alterna0ve
to
lab
reports.
The
Physics
Teacher,
52,
397-­‐399.

24. 1. Each
team
selects
a
real
person,
recipient,
to
address
the
final
project
report,
but
the
recipient
should
not
be
an
expert
in
science.
2. The
recipient
must
be
able
to
learn
some
scien0fic
knowledge
from
the
final
project
report.
3. A
team
writes
the
final
project
report
in
the
tone
of
a
le^er,
considering
both
the
correctness
of
informa0on
and
the
clarity
of
expression.
4. The
final
project
report
includes
the
setup
of
project
in
sufficient
detail,
the
scien0fic
laws
and
formulas
used,
and
the
results
and
discussions
obtained.
5. The
descrip0on
of
project
should
be
clear
and
precise
enough
so
that
other
students
in
the
course
can
easily
repeat
the
whole
process
of
project.

25. PROJECT
FINAL
GRADE
PEER
ASSESSMENT
REPORT
REPORT
PRESENTATION

26. Final
Grade
Project
Grade/Peer
assessment
(30%)
End
chapter
Quiz
(30%)
Final
Accumula0ve
Test
(30%)
Pre-­‐Reading
Quiz
(10%)