PT WITH BACKGROUND

Problem-Based Learning
and
Project-Based Learning
PRINCIPLES OF TEACHING 2
CHAPTER 4
CHAPTER 4
PROBLEM-BASED LEARNING
and
PROJECT-BASED LEARNING
Prepared by:
JOY JHOVALYN SABIO EMBAY
BSED - TLE - 3W5

and
CHAPTER 4
Learning Objectives
 Describe how problem-based learning and project-
based learning are used as teaching-learning
method
 Formulate at least one sample problem and one
sample project for problem-based and project-based
learning, respectively, based on the K to 12
Curriculum Guide
 Research and critique on an implemented problem-
based learning and project-based learning using
elements of problem-based and project-based
learning

and
CHAPTER 4
Topics
Problem-Based Learning
Examples of Problems for Use in Basic Education
Project-Based Learning (PrBL/PjBL)
Problems in Project-Based Learning or Collaborative
Project-Based Learning (PrBL/PjBL/C-PBL)
Some Reminders for PrBL/PjBL/C-PBL to work
Comparison of Problem-Based and Project-Based
Learning
PrBL/PjBL: At the Service of the K to 12 Curriculum
Assessment in PBL and PrBL and in K to 12

and
CHAPTER 4
PROBLEM-BASED
LEARNING

and
CHAPTER 4
 Uses an inquiry model or a problem-
solving model.
 Is a student-centered pedagogy in which
students learn about a subject through the
experience of solving an open-ended
problem. Students learn both thinking
strategies and domain knowledge.

and
CHAPTER 4
STEPS IN PROBLEM-BASED
LEARNING

and
CHAPTER 4
FEATURES

and
CHAPTER 4
Some Reminders
for PBL to Work

and
CHAPTER 4
1.
 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.

and
CHAPTER 42.
 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.

and
CHAPTER 4
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.

and
CHAPTER 4
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.

and
CHAPTER 47.
 Teacher makes clear how performance
will be assessed. It is best that the Scoring
Rubric gets presented before work begins.

and
CHAPTER 4
GRASPS
It is an acronym that guides teachers in the
formulation of an authentic performance task like
problem solving.
GOAL
ROLE
AUDIENCE
SITUATION
PRODUCT or PERFORMANCE
STANDARDS FOR SUCCESS

and
CHAPTER 4
Examples of Problems for Use in
Basic Education
HEALTH CLASS
BIOLOGY CLASS
TECHNOLOGY and LIVELIHOOD
EDUCATION CLASS (HOME
ECONOMICS)
SCIENCE CLASS

and
CHAPTER 4

PT WITH BACKGROUND

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