CHAPTER 4

Problem-Based Learning uses an inquiry model or a

problem-solving model. In that sense, students are given
a problem, pose questions about the problem, plan on
what and how to gather the necessary information, and
come up with their conclusions.
1. Read and analyze the problem scenario.
2. List what is known.
3. Develop a problem statement.
4. List what is needed.
5. List actions, solutions and hyphotheses.
6. Gather information.
7. Analyze information
8. Present findings and recommendations.
1. The problem must be designed in such a way that
different appropriate solutions/answers. in their
struggle to find the answer, the students will gain
essential problem solving and critical thinking skills.
2. The problem must be a real world scenario. One way
would be by constructing a problem statement, which
contains the following:
a) It casts the student in a particular role.
b) It contains a problem.
c) It gives the students a task.
3. The problem must be relevant to the students and must be
developmentally appropriate.
4. Guidelines must be set on how the team/group will work
together, expected dates of completion and group presentation
before the class, procedures in group presentation.
5. Teacher gives guidance but does not give answers to the
problem/s.
6. Students must be given reasonable amount of time to do the
work.
7. Teacher makes clear how performance will be assessed. It is
best that the Scoring Rubric gets presented before work
begins.
• GRASPS of Understanding by Design advocates,
Wiggins and Mc Tighe, can help you formulate a
problem.
G-oal
R-ole
A-udience
S-ituation
P-roduct or Performance
S-tandards
• Project-Based Learning, as the name implies involves a
project which involves a complex task and some form
a student presentation, and/or creating an actual
product.
• It focuses on a production model.
1. defining the purpose of creating the end-product
2. identifying their audience
3. doing research on the topic
4. designing the product
5. implementing the design
6. solving the problems that arise
7. coming up with the product
Students:
1. conceptualize their project design
2. critique each other's design
3. revise and finalize their project design
4. present their product meant to address the problem or
implement the project to solve the problem for those
concerned in a program organized for this purpose. They
answer questions from the audience.
5. reflect on how they completed the project, next steps
they might take, and what they gained in the process.
• In addition to the reminders for Problem-Based Learning given above,
the following are necessary for Project-Based Learning to succeed:
1. Students should be given sufficient time to work on and present
their projects.
2. The presentation of the product or project is not the end of PrBL.
The product/project presentation must lead the students to: a)
reflect on the processes that they undertook, why they
succeeded/did not succeed in completing the project; b) next steps
they might take; c) what they gained in the process; and d) how they
can further improve on the process.
3. Encourage the students to employ creative and interesting ways of
presenting their project to sustain the audience's attention.
• Problem-Based Learning (PBL) and Project-Based
Learning (PrBL/PjBL) or Collaborative Project-Based
learning (C-PBL) are two different frameworks of
inquiry-based teaching.
• Since both are inquiry-based teaching methods, they
engage students in creating, questioning, and revising
knowledge, while developing their skills in critical
thinking, collaboration, communication, reasoning,
synthesis, and resilience (Barron & Darling-Hammond,
2008).
• based on constructivist approach to learning
• learner-focused
• experiential
• geared toward “real world” tasks
• inquiry-based
• projects or problems have more than one approach or
answer
• simulate professional situations
• teacher as coach or facilitator
• students generally work in cooperative groups
• students are encouraged to find multiple sources of
information
• emphasis on authentic, performance-based assessment
• relate to the information processing approach
• However, PrBL/PjBL/C-PBL and PBL differ in some
ways. The origin of PrBL/PjBL/C-PBL is in science and
engineering whereas that of PBL is medicine and
medical allied fields, architecture, business education,
teacher education and in other situations where case
study methods provide a useful focus in
teaching/learning.
• PrBL/PjBL/C-PBL is based on having an end
product in mind while PBL is based on solving a
particular problem.
• PrBL/PjBL/C-PBL generally follows the
production model while PBL solves a problem via
the inquiry model using a scenario or case study.
• The use of PBL and PrBL/PjBL in instruction
is aligned with the instructional reform that
the K to 12 Curriculum wants to introduce in
the classroom.
• K to 12 is for PBL and PrBL/PjBL and PBL
and PrBL/PjBL are for K to 12.
• Like the K to 12 Curriculum, both PBL and
PrBL/PjBL are very much learner-centered.
• The K to 12 Curriculum is based on a
constructivist, inquiry-based, collaborative and
integrative instructional models of the K to 12
Curriculum.
1) application of a base of knowledge
2) development of critical thinking and decision-
making skills
3) self-directed learning
4) collaborative work
5) development of professional attitude.
• The K to 12 Curriculum is research-based.
PBL and PrBL/PjBL require much research
and reflection on the product and process of
problem solving or product production. PBL
and PrBL/PjBL feed on research.
• The assessment practice laid down for K to 12 in DepED
Order 73, s.2012 is very much aligned to the authentic
forms of assessment and rating of learning outcomes for
K to 12 is stated in DepED Order 73, s.2012, to wit:
“Assessment shall be used primarily as a quality
assurance tool to..promote self-reflection and personal
accountability for one's learning...” The processes of self-
reflection and self-directed learning or independent
learning are essential features of PBL and PrBL/PjBL.
• The learning outcomes to be assessed in K to 12 come in
4 levels beginning with knowledge, followed by process or
skills, understandings and products/performances.
• The lowest level, knowledge, is defined in DepED Order
73, s.2013, as the “substantive content of the curriculum,
the facts and information that the student acquires.
• Process, the second level for assessment, refers to “skills
or cognitive operations that the student performs on facts
and information for the purpose of constructing meanings
or understandings.”
• From this definition, one learns that process, as the
second level for assessment, includes both manipulative
skills and cognitive skills such as comparing,
summarizing, generalizing, drawing conclusions.
• Understandings, as the third level of learning outcome,
refer to the enduring big ideas, principles and
generalizations inherent to the discipline which are
assessed using the six (6) facets of understanding.
• The six (6) facets of understanding and explaining,
interpreting, applying, demonstrating perspective,
displaying empathy and possessing self-knowledge.
• This means that students develop understanding of the
lesson when they can:
1. explain concepts, principles ad processes by putting
them in their own words, teaching them to others, justifying
answers;
2. interpret by making sense of data, text and experience
through images, analogies, stories and models
3. apply by effectively using and adapting what they know in
new and complex contexts;
4. demonstrate perspective by seeing the big picture and
recognizing different point of view;
5. display empathy by perceiving sensitively and putting
one's self in someone else's shoes; and
6. have self-knowledge by showing meta-cognitive
awareness, using productive habits of mind such as self-
regulated thinking and self-directed learning and reflecting
on the meaning of the learning and experience.
• PBL and PrBL/PjBL make considerable use of
authentic assessment especially the latter which
requires a project in the form of a concrete product
or performance as end result.
• Both PBL and PrBL/PjBL demand the process of
explaining, interpreting, applying lessons learned,
seeing the big picture and reflecting.
“We assess what we value and
we value what we assess”