Problem-based learning (PBL) is a student-centered instructional approach where learners collaboratively solve real-world problems with minimal guidance from a teacher, referred to as a facilitator. This method enhances critical thinking, problem-solving, teamwork, and communication skills while actively engaging students in the learning process. To implement PBL, educators should establish clear learning outcomes, select relevant problems, and support students as they navigate the problem-solving process.

1. PROBLEM-BASED
LEARNING
(PBL)
By: ROMMEL LUIS C. ISRAEL III

2. Problem-based learning (PBL) is
a student-centered teaching
method where students are given
the opportunity to solve open-
ended real-world problems. The
teacher provides limited guidance
and is usually referred to as a
“facilitator”.

3. It is a method in
which learners are
immersed in solving
real-world
problems.

4. PROBLEM-
BASED
LEARNING
• It is a student-centered approach to
learning that involves groups of students
working to solve a real-world problem,
quite different from the direct teaching
method of a teacher presenting facts and
concepts about a specific subject to a
classroom of students.
• Through PBL, students not only strengthen
their teamwork, communication, and
research skills, but they also sharpen their
critical thinking and problem-solving
abilities essential for life-long learning.

5. PROBLEM-
BASED
LEARNING
• Problem-based learning is a great way
for students to learn. Instead of reading
a textbook, writing term papers, or
listening to hours of lectures, student
take an active role in the learning
process.
• It starts with the instructor, referred to
as a facilitator, simply presenting an
open-ended problem in a real-world
scenario. The students are then given
an opportunity to work collaboratively
to examine the problem and develop a
solution.

6. BASIS OF PBL

8. PBL FRAMEWORK
Image from:
Michael Peart, & Bianca
Schimizzi.
(2023). Problem-Based
Learning
Framework [Review
of Problem-Based
Learning Framework].
https://instructionaldesig
n.com.au/pbl/

9. Image from:
Michael Peart, & Bianca Schimizzi. (2023). Problem-Based Learning Framework [Review of Problem-Based Learning Framework].
https://instructionaldesign.com.au/pbl/

10. BENEFITS OF PBL TO STUDENTS
development of
critical thinking
skills
problem-solving
abilities
communication
skills
how to handle
project
management
demands
oral and written
communication
researching and
information
literacy
self-awareness
understanding
of group dynamics
leadership
and teamwork
self-directed
learning

11. BENEFITS OF PBL TO STUDENTS
They learn how to work with others, gain experience
and insights into leadership and group dynamics, and
develop critical thinking and problem-solving skills.
the most significant benefit, is that students become
more engaged and enthusiastic about the learning
process.

13. STUDENTS IN PBL
Become engaged with open-ended
situations that assimilate the world
of work
Participate in groups to pinpoint
what is known/ not known and the
methods of finding information to
help solve the given problem.
Investigate a problem; through
critical thinking and problem
solving, brainstorm a list of unique
solutions.
Analyze the situation to see if the
real problem is framed or if there
are other problems that need to be
solved.

14. HOW TO BEGIN
PBL
• Establish the learning outcomes (i.e., what is it that you want your
students to really learn and to be able to do after completing the
learning project).
• Find a real-world problem that is relevant to the students; often the
problems are ones that students may encounter in their own life or
future career.
• Discuss pertinent rules for working in groups to maximize learning
success.
• Practice group processes: listening, involving others, assessing their
work/peers.
• Explore different roles for students to accomplish the work that needs
to be done and/or to see the problem from various perspectives
depending on the problem (e.g., for a problem about pollution,
different roles may be a mayor, business owner, parent, child,
neighboring city government officials, etc.).
• Determine how the project will be evaluated and assessed. Most likely,
both self-assessment and peer-assessment will factor into the
assignment grade.

15. DESIGNING CLASSROOM INSTRUCTION
Take the curriculum and divide it
into various units. Decide on the
types of problems that your
students will solve. These will be
your objectives.
Determine the specific problems
that most likely have several
answers; consider student interest.
Arrange appropriate resources
available to students; utilize other
teaching personnel to support
students where needed (e.g., media
specialists to orientate students to
electronic references).
Decide on presentation formats to
communicate learning (e.g.,
individual paper, group PowerPoint,
an online blog, etc.) and appropriate
grading mechanisms (e.g., rubric).
Decide how to incorporate group
participation (e.g., what percent,
possible peer evaluation, etc.).

16. HOW TO
ORCHESTRATE
A PBL
ACTIVITY
• Explain Problem-Based Learning to students: its
rationale, daily instruction, class expectations,
grading.
• Serve as a model and resource to the PBL process;
work in-tandem through the first problem
• Help students secure various resources when
needed.
• Supply ample class time for collaborative group
work.
• Give feedback to each group after they share via the
established format; critique the solution in quality
and thoroughness. Reinforce to the students that
the prior thinking and reasoning process in addition
to the solution are important as well.

17. TEACHER'S ROLE IN PBL
Determine a problem aligned with the course and your students. The problem needs to be demanding enough
that the students most likely cannot solve it on their own. It also needs to teach them new skills. When sharing
the problem with students, state it in a narrative complete with pertinent background information without
excessive information. Allow the students to find out more details as they work on the problem.
Place students in groups, well-mixed in diversity and skill levels, to strengthen the groups. Help students work
successfully. One way is to have the students take on various roles in the group process after they self-assess their
strengths and weaknesses.
Support the students with understanding the content on a deeper level and in ways to best orchestrate the
various stages of the problem-solving process.

18. STUDENTS' ROLE IN PBL
• Analyze the problem and the issues it
presents. Break the problem down into
various parts. Continue to read, discuss, and
think about the problem.
• Construct a list of what is known about the
problem. What do your fellow students know
about the problem? Do they have any
experiences related to the problem? Discuss
the contributions expected from the team
members. What are their strengths and
weaknesses? Follow the rules of
brainstorming (i.e., accept all answers without
passing judgment) to generate possible
solutions for the problem.

19. STUDENTS'
ROLE IN PBL
Construct the problem statement in your own
words and take into account the team’s
knowledge and experience as previously
discussed as well as what else needs to be
known to solve the problem. Proceed through
the following steps:
• Get agreement from the team members
regarding the problem statement.
• Put the problem statement in written form.
• Solicit feedback from the teacher.
• Be open to changing the written statement
based on any new learning that is found or
feedback provided.

20. STUDENTS'
ROLE IN PBL
• Generate a list of possible
solutions. Include relevant
thoughts, ideas, and educated
guesses as well as causes and
possible ways to solve it. Then
rank the solutions and select the
solution that your group is most
likely to perceive as the best in
terms of meeting success.

21. STUDENT'S
ROLE IN PBL
Establish a timeline with concrete
actions:
• Include what needs to be known and
done to solve the identified problems.
• Prioritize the various action steps.
• Consider how the steps impact the
possible solutions.
• See if the group is in agreement with
the timeline; if not, decide how to
reach agreement.

22. STUDENTS'
ROLE IN PBL
Generate a list of what else your team
needs to know about the problem to
solve it. Consider what information the
teacher can provide:
• What resources are available to help
(e.g., textbooks, primary/secondary
sources, Internet).
• Determine research assignments per
team members.
• Establish due dates.

23. STUDENTS'
ROLE IN PBL
Organize and write the team’s report (draft/final) of
the problem solution. Make sure to add supporting
documents. Follow the teachers’ instructions as to the
format and expectations of the report:
• Determine how your group will present the
problem solution and also identify the audience.
Usually, in PBL, each group presents their solutions
via a team presentation either to the class of other
students or to those who are related to the
problem.
• Both the process and the results of the learning
activity need to be covered. Include the following:
problem statement, questions, data gathered, data
analysis, reasons for the solution(s) and/or any
recommendations reflective of the data analysis.

24. STUDENTS'
ROLE IN PBL
It is important to note that a goal of PBL is to present the
conclusions as well as the foundation for them that the team
worked on. Thus, it is essential to be aware of the following:
• A well-stated problem and conclusion.
• The process undertaken by the group in solving the problem,
the various options discussed, and the resources used.
• Your solution’s supporting documents, guests, interviews and
their purpose to be convincing to your audience.
• In addition, be prepared for any audience comments and
questions. Determine who will respond and if your team
doesn’t know the answer, admit this and be open to looking
into the question at a later date.

25. STUDENTS'
ROLE IN PBL
• Reflective thinking and transfer of knowledge
are important components of PBL. This helps
the students be more cognizant of their own
learning and teaches them how to ask
appropriate questions to address problems
that need to be solved. It is important to look
at both the individual student and the group
effort/delivery throughout the entire process.
From here, you can better determine what
was learned and how to improve. The
students should be asked how they can apply
what was learned to a different situation, to
their own lives, and to other course projects.

27. 4 SCENARIO IN PROBLEM/CASE-BASED
TEACHING AND LEARNING

29. REFERENCES
• Kurt, S. (2020, January 8). Problem-Based Learning (PBL). Educational Technology.
https://educationaltechnology.net/problem-based-learning-pbl/
• Cornell (PhD), D., & Drew (PhD), C. (2022, November 11). 18 Problem-Based Learning
Examples (2022). Helpfulprofessor.com. https://helpfulprofessor.com/problem-based-
learning-examples/
• Instructional Design Australia (2020). Applying problem based learning (PBL). [online]
Instructional Design Australia. Available at: https://instructionaldesign.com.au/pbl/.
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