Republic of the Philippines

Department of Education
DepEd Complex, Meralco Avenue
Pasig City

SESSION TITLE: UNDERSTANDING PROBLEM-BASED LEARNING (PBL) IN TEACHING SCIENCE

No. of Participants: ____ Male: ____ Female: ____

PARTICIPANTS PROFILE:

DURATION: 4 hours

I.OBJECTIVES: The four-hour session should enable the participants to gain an in-depth understanding on Problem-Based Learning in relation
to classroom teaching. Specifically, they should be able to:
1. Describe Problem-Based Learning as an approach in teaching contents in Science
2. Differentiate PBL from other teaching methods or approaches as to roles of the teacher and learners
3. Identify the processes that are involved in executing a PBL lesson
4. Cite the advantages and disadvantages of utilizing PBL in a lesson

EXPECTED OUTPUT: The KWL Template

II. KEY UNDERSTANDING/CONTENT

1. Important concepts about Problem-Based Learning
2. Place of PBL on the new curriculum
3. Differences of PBL between traditional approach as to:
Roles of teachers
Roles of learners
4. Setting up a PBL lesson
Steps/processes on how to set up PBL lesson
5. Advantages and disadvantages of PBL
 III. REFERENCES

Study and Strategies at http://www.studygs.net/pbl.htm

Speaking of Teaching at http://web.stanford.edu/
BIE at https://www.bie.org/about/what_pbl
Problem Based Learning by Amanda Ballard at http://www.slideshare.net/asballard/problem-based-learning-12794529
Problem-Based Learning by Dr. Soha Rashed Aref Mostafa at www.pitt.edu/~super7/32011-33001/32941.ppt
An Introduction to Problem Based Learning by Zilvinas Dambrauskas at usmf.md/uploads/Downloads/News%20files
Learning in Action www.edutopia.org/teachingmodules/PBL/PBL.ppt
Saga Briggs of informed at http://www.opencolleges.edu.au/
John Henry Focus on the FutureProblem Based Learning for the 21st Century Classroom

IV. SESSION GUIDE/PLAN

OBJECTIVE: The participants KEY LEARNING POINTS METHODOLOGY/ACTIVITY MATERIALS/ TIME/

should be able to:
Get an overview of the
session and activate the prior
knowledge about Problem-
Based Learning
SLIDE NO. DURATION
The participants have an idea about Problem-Based Introduction: Power Point 20 minutes
Learning in which they are already practicing in Presentation
classroom even of limited knowledge when it comes DO: Deliver the greetings and opening
to content, process and output. But as teaching- statement to the participants
learning progresses
Show the title slide Slide 1
Objectives of the session:
1. Describe Problem-Based Learning as an approach Ask the participants on how they will
in teaching contents in Science know Problem-Based Learning by
2. Differentiate PBL from other teaching methods or answering the KWL Chart through
approaches as to roles of the teacher and learners metacards.
3. Identify the processes that are involved in Slide 2
executing a PBL lesson Show slide for the KWL Chart
 4. Cite the advantages and disadvantages of utilizing
PBL in a lesson Mechanics: Metacards
1. Each group has to write their Marker
answers on the respective
metacards as to what they
already know and want to
know more about PBL.
2. Posting of the metacards

Ask some of the participants to group

the answers on the metacards
according to similarities or
relationships of ideas

SAY: The last column (L) will be filled in

after our activity during the
application process and we will try to
answer it after the discussion of the
topic

DO: Show the Objectives and the Slide 3

Coverage of the presentation
Identify key concepts on A mind map is a diagram used to visually organize ACTIVITY: Power Point 30 minutes
Problem-Based Learning with information. Major ideas are connected directly to SAY: Lets take a more in depth look at Presentation
the use of the central concept, and other ideas branch out PBL and why its appropriate for an
from those. This can be helpful to develop the skills intervention classroom through a
of learners in analyzing situations or problems that is Mind Mapping Activity.
necessary in PBL.
Show slide for Mind Mapping Slide 4
Mechanics of the Activity
 Read the article in your small groups folder
As you read, look for examples and
definitions and other basic concepts of
Project Based Learning.
Discuss the materials in the folder with your
group
Complete the graphic organizer using the
information provided in the article.
Be prepared to share the recorded
information to the large group
In Mind maps we are able to use non-
linguistic representation to explore
and then show what they know about
a particular topic. This can be used by
our learners too in learning a lesson or
topic.
DO: Remember to tell the group that
Mind Mapping is a teaching tool they
can also use in the activity and can
develop analyzing skills helpful in PBL.
Show slide for the group activity Slide 5
DO: Pass out folders and materials Folder with
articles
Manila Paper
Marker
Tell the participants to post their
output and report it to the large group
ANALYSIS:
Ask the participants the following Slide 6
questions:
How did you find the activity?
What did you do after receiving
the article?

Describe Problem-Based
Learning as an approach in
teaching contents in Science
Did you do planning? How did
you do it?
What were the roles of the
members of your group in the
accomplishment of the
activity?
Were problems met by your
group? How did you address
the problems?
Did you revisit your work
afterwards? How did you do it?
What aspect/s did you revisited
in your work?
SESSION BREAK Slide 7
Slide 8
The Science K to 12 Curriculum in nature possesses ABSTRACTION: Powerpoint 8 minutes
different features that are entirely different with the SAY: What is the nature of the new presentation
features of the traditional curriculum curriculum; particularly the Science K
to 12, in relation to the employment of
The Science K to 12 The Traditional approaches particularly Problem-
Curriculum Curriculum Based Learning?
Student-centered Teacher-centered
Integrated Discipline-Based Show slide on the general features of Slide 9
Inquiry-based Book-based the new curriculum vs. the traditional
Community/culture- Limited to a specific set curriculum emphasizing PBL.
based up
Problem-based Information gathering Say: Since the nature of the lessons
perhaps in the Science K to 12
Curriculum doesnt dwell much on
gathering information, Problem-Based
 Learning was conceptualized

Problem-based learning (PBL), at its most Ask the participants on their idea on 5 minutes
fundamental level, is an instructional method what Problem-Based Learning is all
characterized by the use of "real world" problems as about.
a context for students to learn critical thinking and
problem solving skills, and acquire knowledge of the SAY: What is Problem-Based Learning?
essential concepts of the course. Using PBL, students How does it help our learners?
acquire life-long learning skills which include the
ability to find and use appropriate learning Show slide on the definition of what Slide 10
resources. PBL is. Slide 11

The objective of the PBL is to develop the Show slide on the objective of the PBL Slide 12
competencies of the learners-knowledge, skills,
attitudes

Differentiate PBL from other
teaching methods or
approaches as to roles of the
teacher and learners
Comparison of teaching methods:
Teacher-Based
Students are viewed as
learners. Knowledge is
transmitted from teacher to
student. Students passively
receive information.
Emphasis is on acquisition of
knowledge. Focus is on a
single discipline. Work is
competitive and individually
SAY: How is Problem-Based Learning Power Point 5 minutes
different from the traditional approach Presentation
Problem Based as to roles of both teacher and
Teacher and students learn learners
together. Students construct
knowledge through
gathering and synthesizing Show slide on the differences of PBL Slide 13
information and integrating and other approaches in terms of the Slide 14
it with the general skills of roles of teacher and learners Slide 15
inquiry, communication,
critical thinking, and
problem solving. Students
are actively involved.
Emphasis is on using and
communicating knowledge
effectively to address
important, current issues
 completed.
Assessment is used to
monitor learning. Emphasis
is on right answers. Desired
learning is assessed
indirectly through the use of
objectively scored tests
and problems in real-life
contexts. Work is
interdisciplinary,
cooperative, collaborative,
and supportive.
Assessment is used to
promote and diagnose
learning. Desired learning is
assessed directly through
projects, performances,
portfolios, papers, and so
on.

Teachers Roles
Serves as facilitator Show slide on the specific roles of the Slide 16
Models thinking and problem-solving teachers and learners in the PBL Slide 17
strategies effectively
Structures meaningful tasks
Works with students to frame worthwhile
questions
Manages the structure of multiple day-to-day
activities to produce high quality outcomes
Teaches students to set goals

Learners Roles
Set goals
Explore and ask questions
Work well with peers
Stay accountable to self, peers, and teacher
for project outcomes
Identify the processes that The process of setting up PBL in a lesson: SAY: In our lesson, how do we Power Point 19 minutes
are involved in executing a incorporate or use this approach? Presentation
PBL lesson
Cite the advantages and
disadvantages of utilizing PBL
in a lesson
Gain a clear understanding
1. Development a problem
2. Presentation the developed problem Show slide about each of the process Slide 18
3. Setting up the structure on setting PBL in a lesson Slide 19
Gathering and Sharing of Information
Generation of Solution
4. Conduct of Performance Assessment
5. Debriefing of the Problem
Advantages of PBL: SAY: Of course, there are certain Power Point 5 minutes
Learning and teaching is more enjoyable for limitations in using an approach for a Presentation
both teachers and learners particular Science lesson. There are
Learning environment is more stimulating advantages and disadvantages of PBL
Self-directed learning skills are enhanced and
retained Show slide on the advantages of the Slide 20
Promotes deeper rather than superficial PBL Slide 21
learning
Promotes interaction between the teacher
and learners and learners among other
learners
Improves motivation to learn
Disadvantages of PBL: Show slide on the disadvantages of the Slide 22
Demands time PBL
Sometimes stressful for students and
teachers
Learners acquire less knowledge of basic
Sciences
Maybe difficult to implement when class
sizes are large
SESSION BREAK Slide 23
The participants will have a clear understanding on DO: Facilitate modelling activities Slide 24 2 hours
on how PBL is used in a
lesson through a
simulations/modelling
activities
Assess what they learned in
the session
how Problem-Based Learning is being done in a showing PBL in a science lesson Activity
classroom Materials
Processing of the output of the
modelling activities
The participants are expected to assess themselves APPLICATION Power Point 8 minutes
whether they learned or have to learn more through Presentation
answering the template. Ask the participants to complete the
KWL Chart by answering the last
column about what they learned in the
session
The participants will Show slide on KWL Chart Slide 25
Accomplished
KWL Chart
Show slide for simple problem Slide 26
Lesson of the story for short exercise: The attitude Show slide and impart a short story Slides 27-34
of negotiation and problem solving is to find a about problem solving.
possible solution and being open to ideas, here the
18th camel is the idea! But we need to believe first
that there are solutions to every problem.
Showing an inspirational video as a Present the 5 minutes
CLOSURE closure hyperlinked
video
Show the slide stating thank you! Slide 35
V. FACILITATORS NOTE

For Slide 4
Mind Map
A mind map is a diagram used to visually organize information. Major ideas are connected directly to the central concept, and other
ideas branch out from those. This can be helpful to develop the skills of learners in analyzing situations or problems that is necessary in
PBL. https://en.wikipedia.org/wiki/Mind_map

For Slide 7
Incorporation of PBL in the Curriculum
At lower grade levels, the new curriculum is more project based and gradually moves toward very open-ended and student centered
and directed. Teachers need to adjust and let go of the traditional method. John Henry, Program Director, Educational Information
and Resource Center (EIRC)

For Slide 7
Setting up/Processes on PBL

1. Develop a problem that:

Is developmentally appropriate
Is grounded in student experience
Is curriculum based
Accommodates various learning and teaching strategies
Does not result in one correct solution
2. Present the problem
Figure out how students will meet the problem
Hook the students through the problem format
Give students a role in the problem
Allow students to define the real problem for themselves
Prepared by: Noted:

LOUIE L. ALVAREZ LIGAYA G. ILAGAN

Head Teacher III/Chief Trainer Supervising Education Porgram Specialist
San Isidro Labac ES Department of Education
Schools Division of Batangas Province Bureau of Learning Delivery
Region IV-A CALABARZON