Problem Based Learning

TRAINING WORKSHOP ON
BLENDED PEDAGOGIES
FOR EFFECTIVE
TEACHING
December 14 – 16, 2022
Paradiso Beach Resort, Aringay, La Union
Virgilio C. Boado, PhD

Presenter
1
At the end of the session, the
participants are expected to:
 define Problem-Based Learning;

 identify the features of PBL;
 enumerate the PBL Process;
 determine the advantages and
disadvantages of using PBL;
 identify the roles of the teacher in PBL; and
 design activities for specific
competency/cies using problem – based
learning.
2
Overview
• Objectives
• Introduction
• Definition of PBL
• Features of PBL
• PBL Processes
• Advantages of PBL
• Disadvantages of PBL
• Role of the teacher
• Preparation of DLP
Let’s do the jigsaw puzzle!
DEPARTMENT OF EDUCATION 4
Let’s do the jigsaw puzzle!
Group Activity:
Form the puzzle as fast as
you can. The fastest group to
form the puzzle will be
declared as the winner.
“T-Issue!”
• Assign a leader/facilitator, presenter and
a note taker in the group.
• Analyze the picture you have formed.
• Identify the problem presented in the
picture.
• Write the possible solutions to the
problem.
• Present your output to the group.
Group 1
Group 2
Group 3
Group 4
Group 5
Let’s try to analyze!
1. What clues helped you in
identifying the issues?
2. How did you create your
problem statement?
3. What strategy did you use in
order to come up with your
solutions?
Let’s watch this!
Remembering PBL
• Creatively present
your ideas about PBL
on a Manila paper.
• Post it on the wall for
our gallery.
Problem-Based Learning
“ PBL is a learning method which

involves student-centered learning in
small groups lead by a teacher,
rather than teaching using traditional
lecture teaching”.
(Barrows, 1996)
Problem-Based Learning (PBL)
“PBL is a student-centered pedagogy
in which students learn about a
subject through the experience of
solving an open-ended problem,
complex question or challenge.”
“The principle behind PBL is that the

starting point should be a problem, a
query or a puzzle that the learner
wishes to solve”.
(Bound, 1985)
Problem-Based Learning
(PBL)
“ Problem – based learning begins with
an educator presenting a series of
carefully constructed problems or
issues to small groups of students ”.
(Schmidt & Loyens, 2007)
“ A structured educational
approach which consists of large
and small group discussions ”.
19
“The problems or issues typically

pertain to phenomena or events to
which students possess limited prior
knowledge ”
(Schmidt & Loyens, 2007)
20
Features of Problem
Based Learning
(PBL)
21
FEATURES OF PBL
 Learning is initiated by a problem
 Problems are based on real
situations
 Learners find the solution
 All information required for problem
solving is not given initially
 Learners identify, find and use
appropriate resources
FEATURES OF PBL
 Learning is active, integrated,
cumulative and connected
 Students work in a
permanent group
 Focuses on the process rather than
the output
Can you think of a
learning competency
where PBL can be
used as a teaching
strategy?
T-Issue Recall!
• Recall the different steps that you
have performed in the “T-Issue”
activity. There are strips of
cartolina with the steps written on it.
• Arrange the steps in chronological
order based on your knowledge.
• Paste in a manila paper and post
your output on the board.
PBL Process
1. Explore the issues
• Introduction of problems and/or
situation by the teacher
• Problems may be real life
situations which are experienced
by the learners
PBL Process
2. Discuss the situation and gather
information.
3. Develop and write the problem
statement
• agreement of the group on the
statement
• problem is often revisited
PBL Process
4. List out possible solutions
• strongest to weakest
• choose which is likely to
succeed
• arguments
• advantages and disadvantages
PBL Process
5. Identify the solution/s.
6. Provide at least one (1) evidence to

support the solution.
• research
• statistical data
• information from books, websites
etc.
• discussion with concerned
individuals/groups
PBL Process
7.Identify specific steps that needs
to be done to achieve the solution
• Provide a timeline i.e. specific date,
number of days
• Similar to a workplan
8. Present it to the class.
PBL Process
9. Submit to the teacher
10. Monitor the implementation
• targets versus actual
• deviation from plans based on
results of monitoring
11. Review the group’s
performance
Proposed template:
1. Situation
2. Problem Statement
3. Possible Solution/s
4. Solution
5. Evidence to support the solution
6. Specific steps that needs to be done
to achieve the solution (workplan
with timelines)
Example
1. Situation
-Food Waste in the School Canteen
2. Problem Statement
- Improper food waste management
3. Possible Solution/s
-Waste bin for waste segregation
- Be responsible in throwing your
own garbage
- hire helpers to do the segregation
4. Solution
- Provide waste bins for
waste segregation
5. Evidence to support the
solution
- Photos from the internet
- Statistical data of
communicable
diseases from the health offices due to
improper waste management
6.Specific steps that need to be done
to achieve the solution (workplan with
timelines) DEPARTMENT OF EDUCATION 34
What the experts
say about
Problem-Based
Learning?
“ No negative effect on the acquisition of
knowledge but positive effects on self-
assessment abilities, better performance
in problem solving and in practical
tests”
(Scholkmann and Roters, 2009)
DEPARTMENT OF 36
EDUCATION
Long term benefits of PBL
“Skills follow students into their
professional lives and give them the tools
to be better prepared in terms of inter-
personal skills, professional skills,
and the ability to plan efficiently
and independently”
(Hung, et. al., 2008)
Advantages of PBL
• Motivation to learn is self-imposed
• Building of new knowledge on existing
one (depth)
• Integration and application of
knowledge (problem-solving)
• Wider coverage of the topic (big
picture)
• Development of other skills (e.g. inquiry,
critical appraisal, communication, group
dynamics)
• Life-long learner
Disadvantages of PBL
• Prior learning experiences do not
prepare students well for PBL.
• PBL requires more time and takes away
study time from other subjects.
• It creates some anxiety because learning is
messier.
• Sometimes group dynamics issues
compromise PBL effectiveness.
• Less content knowledge may be
learned.
DEPARTMENT OF EDUCATION
39
“PBL builds learners’
independence and
problem-solving skills on
their own”.
(Hung, et. al, 2008)
DEPARTMENT OF 41
EDUCATION
Know your Role!
 After knowing the definition of PBL

and its features, what do you think
are the roles of the teachers in PBL?
 Write your answers on the metacards
and paste it on the manila paper.
 After 5 minutes be ready to share
your answers.
Role of the Teacher in PBL
 facilitator
 observer
 mentor rather than a
“source of solutions”
 offer gentle direction
 answer questions
The teacher as a guide...
• Enable the learners toward
discovering answers on their own
rather than to simply provide the
correct answer.
• Stimulate the students’ cognitive
learning process and problem-solving
skills with self- directed learning
(SDL).
Assessment in PBL
1. Assessment of student’s
participation in PBL by
facilitators
Criteria:
• Preparation
• Accepting responsibility
• Team Skills
• Attitude
• Communication skills
47
Assessment in PBL
2. Student assessment of PBL
facilitators
Criteria
• Facilitation
• Guidance
• Encouragement
• Questioning and probing techniques
• Providing feedback
48
Assessment in PBL
3. Self-assessment of
participation in PBL
Criteria
• Decision-making skills
• Critical reasoning
• Participation
• Attitude
• Communication skills
Assessment in PBL
4. Peer assessment
Criteria:
• Level of knowledge
• Attitudes
• Involvement in group process
• Accepting criticism
• Giving feedback
Be Prepared!
Instructions:
• Using the same groupings, choose a
specific competency taken from the
Curriculum Guide (CG).
•
Indicate the content standards,
performance standards, learning
competencies/objectives (LC Codes)
and content.
Be Prepared!
• Design a DLP and DLL which will

develop the competency you have
chosen using problem–based
learning strategy. Be sure that the
subject matter that you have chosen
is appropriate for the use of PBL.
• Present the DLP/DLL in the group.
The observations or comments on the outputs
are based on the following parameters:
1. Is the subject matter appropriate in using
PBL as a teaching strategy? Why or why
not?
2. Did the group complete the entire process of
PBL? Why or why not?
3. Do you think the identified solution for the
problem is realistic and specific?
4. Was the identified problem appropriate for
the SHS learners?
Based on the activities that we
have just performed/discussed,
what insights have you gained
from it?
In summary:
• In PBL, learning starts with a problem.
• Problems are based on ordinary,
complex, and real situations.
• Initially, all information required for
problem solving is not given.
• Learners identify, find and use
appropriate resources. and
• Learners find the solution.
The take home message:
“True learning is based on

discovery guided by
mentoring rather than the
transmission of
knowledge”
-John Dewey
References
• Delisle, R. (n.d.). How to Use Problem-based learning in the classroom. Retrieved from the ASCD website:
http://www.ascd.org/publications/books/197166/chapters/The_Teacher's_Role_in_Problem-
Based_Learning.aspx
• Hosler, A. (n.d. ) Problem-based learning: Tips and project ideas. Retrieved from the Education World
website : http://www.educationworld.com/a_curr/problem-based-learning-tips-ideas.shtml
• Spence, L. (n.d.). Problem-based learning. Retrieved from Study Guide and Strategies
website: http://www.studygs.net/pbl.htm
• Rudd, K. (2009, September 29). Update on new G20 arrangements [Video file]. Retrieved from
http://www.youtube.com/watch?v=i8IdJ-0S5rs
• Jaikumar, M. (n.d.). Problem-based Learning [Video file]. Retrieved from
http://www.slideshare.net/search/slideshow
• K to12 Gabay Pangkurikulum. Edukasyon sa pagpapakatao. Retrieved from
http://www.deped.gov.ph/sites/default/files/page/2016/EPP%20CG.pdf
• York Junior High (n.d.). PBL Frequently Asked Questions. Retrieved from
http://york.conroeisd.net/pbl/FAQ
• Simon (1973) http://www.cotf.edu/vdc/entries/illps.html
• Jonassen, 1997; Shin, Jonassen, & McGee, 2003; Sinnott, 1989.
http://www.cotf.edu/vdc/entries/illps.html
• http://serc.carleton.edu/sp/carl_ltc/quantitative_writing/wellversusill
• Project – based Learning: Explained.
https://www.youtube.com/watch?v=LMCZvGesRz8
Oxford dictionary
https://www.google.com.ph/search?q=communication+definition&oq=communication&aqs=chrome.4.69i57j0l5.4599j0j7&sourceid=chrome
&ie=UTF-8
https://en.oxforddictionaries.com/definition/us/problem-solving
http://dictionary.cambridge.org/us/dictionary/english/critical-thinking
http://www.diva-portal.org/smash/get/diva2:726932/FULLTEXT01.pdf
https://www.google.com.ph/search?q=problem+based+learning+and+project+based+learning&source=lnms&tbm=isch&sa=X&ved=0ahUKE
wiVlue51sjUAhXDoJQKHbJ8D-4Q_AUICigB&biw=1920&bih=974#imgrc=FEbg1wH6cDuEUM:
http://vista.gmu.edu/news-and-research/blog/2014/03/19/the-differences-between-project-based-learning-and-problem-based-
learning/index.html
Thank you! 
Jigsaw Puzzle
• Print the picture in the succeeding slides
• Paste it in a cardboard/folder before cutting.
Below is the sample board/frame for the puzzle
(white portion should be the size of the picture.)
Cut and paste Illustration board

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TRAINING WORKSHOP ON

Virgilio C. Boado, PhD

 define Problem-Based Learning;

“ PBL is a learning method which

“The principle behind PBL is that the

(Schmidt & Loyens, 2007)

“The problems or issues typically

(Schmidt & Loyens, 2007)

6. Provide at least one (1) evidence to

(Hung, et. al., 2008)

 After knowing the definition of PBL

• Design a DLP and DLL which will

“True learning is based on

Cut and paste Illustration board

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