POT2

Group 3

ED.41

PROBLEM-Based and PROJECT-Based learning

Jessel Ann B. Beduya

Problem-Based Learning (PBL)

before the class, procedures in group

presentation.
Teacher gives guidance but does not give
answers to the problem/s. Students must be
given reasonable amount of time to do the
work.
Teacher makes clear how performance will
be assessed. It is best that the scoring
rubric gets presented before work begins.

Uses an inquiry model or a problem-solving

model. According to Schneiderman, 1998, 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. The driving force is the problem given
and the success is the solution of the same, and
discovery several solutions.
What are the steps in Problem-based learning?

PHOEBE CLAROS
Comparison of
PROBLEM-Based and
PROJECT-Based learning
Problem Based Learning
Some reminders for PBL to work

The problem must be designed in such a

way that different appropriate
solutions/answers may apply. They are not
intended to generate neat answers. In their
struggle to find the answer, the students will
gain essential problem solving and critical
thinking skills.
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.
The problem must be relevant to the
students and must be developmentally
appropriate.
Guidelines must be set on how the
team/group will work together expected
dates of completion and group presentation

Medicine and medical allied fields,

architecture, business education

Based on solving a particular problem

Solves a problem via the inquiry model

using a scenario or case study

Project Based Learning

Science and engineering

An end product in mind

Follows the production models

(planning and reflecting on the product and

the entire production process.)

Project and Problem Based

Based on constructivist approach to

learning

Learner-focused

Experiential

Geared toward real-world task

Inquiry based

Projects or problems have more than on

approach or answer

Stimulate professional situations

Teacher as coach and facilitator

Project Problem Based

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

Barron and Darling-hammond, 2008

They engage students in

creating,questioning, and revising
knowledge while developing their skills
in critical thinking, collaboration,
communication, reasoning, synthesis,
and resilience.

Inquiry-based teaching method

Camille, 1998 cited in Schneiderman

both engage the students in authentic

student-centered tasks to enhance
learning. They can be used in
combination and, therefore, are
complementary but they are not identical
approaches.

rooted in constructivism

1. students should be given sufficient

time to work on and present their
projects.

2. the product/project presentation must

lead the students to:
A. reflect on the processes that they
undertook, why they succeeded/did not
succeeded in the completing the project.
B. next steps they might take;
C. what they gain 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
audiences attention.

Maria Christina M. Blancaflor

PROBLEM BASED AND PROJECT BASED
LEARNING PBL and PrBL/PjBL:
At the Service of the K to 12 Curriculum The
standards and principles on which the K to 12
Curriculum was anchored are the same standards
and principles that Problem-Based Learning (PBL)
and Project-Based Learning (PrBL/PjBL) adhere to.
PBL and PrBL/PjBL instructional reform is aligned
with the reform K to 12 wants to introduce in the
classroom. PBL and PrBL/PjBL are handmaids of K
to 12 Curriculum. Like K to 12 Curriculum, both
PBL and PrBL/PjBL are learner centered.

Reminders for PrBL and PjBL to work

K to 12 Curriculum is based on constructivist,
inquiry-based, collaborative, and integrative

instructional models. Main Features of PBL cited

are:
1. Application of a base of knowledge.

6 Facets of Understanding
1. Explaining
2. Interpreting

2. Development of critical thinking and decisionmaking skills.

3. Applying

3. Self-directed learning.

4. Demonstrating Perspective

4. Collaborative work.

5. Displaying Empathy

5. Development of professional attitude.

6. Possessing Self-knowledge

CONSTRUCTIVIST INSTRUCTIONAL
APPROACH -application of a base of knowledge.

This means that students develop understanding of

the lesson when the can :

INQUIRY-BASED -development of critical thinking

and decision-making skills.

1. explain concepts, principles, and processes by

putting them in their own words, teaching them to
others, justifying answers;

COLLABORATIVE INSTRUCTIONAL
APPROACH -same as the K to 12 Curriculum.
RESEARCH-BASED -like the K to 12 Curriculum, it
require much research and reflection on the
product and process of problem solving or product
production.

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 points of view;

Assessment in PBL and PrBL and in K to 12 The

assessment practice laid down for K to 12 in
DepED Order 73, s. 2012 is very much aligned to
the authentic forms assessment that PBL and
PrBL/PjBL practice. The philosophy of the
assessment and rating of learning outcomes for K
to 12 is stated in DepEd Or. 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
learning outcomes to be assessed in K to 12 come
in four levels beginning with knowledge, followed by
process or skills, understandings and product
performances. KNOWLEDGE "substantive content
of the curriculum, the facts and information that the
student acquires." -DepEd Order 73 s. 2013
PROCESS "skills or cognitive operations that the
student performs on facts and information for the
purpose of constructing meanings or
understandings UNDERSTANDING is the enduring
big ideas, principles and generalizations inherent to
the discipline which are assessed using the six
facets of understanding.

5. display empathy by perceiving sensitively and

putting ones self in someone elses shoes;
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.
PROCESS AND SKILLS Project is a concrete
product or performance as end result. Both PBL
and PrBL demand the processes of explaining,
interpreting, applying the lesson learned seeing the
big picture and reflecting Both approach involve
teamwork and so require a ton of empathy with
teammates and other people for whom we work.