PRIMALS 7–10

Pedagogical Retooling in Mathematics, Languages,

and Science for Grades 7–10 Teachers

Session 10
Learning through pbl

(Adapted from Problem-Based Learning Approach (PBL),

a Trainer’s Training Resource Package by Jasmine Angelie V.
Albelda, Ph.D.)

Learning Action Cell Session Guide

Science 7–10

Prepared by:

RIZAL M. ANDRADE
Head Teacher III
Schools Division Office – Zambales
Department of Education – Region III
Objectives

At the end of the session, the participant instructional skills enrich as they:
1. they walk through a PBL lesson in electricity and magnetism
2. reflect critically on specific strategies to nurture creativity among science
teachers and students

Key Understandings

1. Teachers may think that PBL is not for them. While it takes time and
effort to plan and carry out PBL lessons, they are very rewarding for
both the student and the teacher. PBL will feel challenging at first, but
teachers can be assured that their skills will improve in time. With
repeated use of various projects, both students and teachers will
eventually become more comfortable with the process and will come to
enjoy the satisfaction that comes from completing holistic projects.

Materials Time Allotment

 DC motors 2 hours/120 minutes

 LED’s
 Small breadboard Alignment to the PPST
 Connecting wires 1.1: Content Knowledge and its
 PowerPoint presentation application within and across
 projector curriculum areas;
 laptop 1.4: Strategies for promoting literacy
 Manila paper and numeracy;
 marker 1.5: Strategies for development of
critical and creative thinking, as well
as other higher order thinking skills;
2.3: Management of classroom
structure and activities;
2.6: Management of learner behavior;

3.1: Learners’ gender, needs,

strengths, interests, and experiences;
4.1: Planning and management of
teaching and learning process;
4.5: Teaching and learning resources
including ICT;
5.1: Design, selection, organization
and utilization of assessment
strategies;
5.2: Monitoring and evaluation of
learner progress and achievement;
and
5.3: Feedback to improve learning.

2
References

1. Albelda, J.A. Show and Tell. Unpublished PBL lesson in Electricity and
Magnetism.
2. K to 12 Curriculum Guide Science (Grade 3 to Grade 10) (2016).
Department of Education.
http://www.deped.gov.ph/sites/default/files/page/2017/Science%20CG_with
%20tagged%20sci%20equipment_revised.pdf.
3. Larmer, J., Ross, D. (2017). PBL Starter Kit. Buck Institute of Education.
4. Halliday, D., Resnick R., Walker, J. (2014) Fundamentals of Physics
Extended 10th Edition. John Wiley and Sons, Inc.

Procedure

Introduce the session by saying: “Good morning everyone. I am Rizal M. Andrade

of San Rafael High School from the Schools Division of Zambales – DepEd
Region III. Welcome to an exciting LAC session number 10. Our topic for today is
“Learning Through PBL”. Our resource person for this session is Dr. Jasmine
Angelie V. Albelda, a senior science research specialist from Philippine Nuclear
Research Institute. Before we start, let us take note of the following session
objectives.”

Show the session objectives to the participants.

Say: “Section II 10.2 e of the Implementing Rules and Regulations of the K to 12

Curriculum program explicitly states that ‘The curriculum shall use pedagogical
approaches that are constructivist, inquiry-based, reflective, collaborative, and
integrative.’ In this session we will examine the Problem Based Learning (PBL) as
an approach that is designed around participation, engagement and discussion.”

Note to the Facilitator: Recall what has been accomplished in the previous
sessions and introduce the goal of this session – introduce problem based learning
as another approach to the teaching of Science.

Activity (55 minutes)

Ask the participants to do the following tasks:

 Before doing the activity, group participants and establish the following ground
rules – (1) no pulling of ranks, (2) all ideas are welcome (3) don’t judge ideas
 Present the driving question: “How can we demonstrate electromagnetic
induction in the classroom?” Let participants list their suggested teaching-
learning activities.
 From their list, tell participants that what they will go through next could be a
combination of the strategies they listed which follows the PBL cycle and they
will be evaluated with the following criteria – teamwork (20%), working device
(40%), science concepts (40%)
 Introduce the scenario, the problem and their roles.

3
 Let the participants solve the problem. Walk around the room to check on their
progress.
 After the allotted time is up, let each group present and test their device.
 After all the groups has presented, guide the class in reflecting on the result of
their work. Solicit answers on what could be done to improve their device.
Close the activity by rewarding the successful group.

Analysis (20 minutes)

Ask participants to reflect on the following:

1. What stages did they went through as they solve the problem?
2. What challenges did they meet?
3. How did they overcome the challenges?
4. Is the time to solve the problem enough?

Abstraction (30 minutes)

 Summarize participants answers and emphasize the steps they went through
with the activity. Relate this to the scientific and engineering practices.
 Extend participants’ reflection of the activity using De Bono’s six thinking hats.

Reflection Questions:

Ask the participants the following questions:

1. Is there a pressing issue/problem in the community that you would like to

solve?
2. Do you think your students will be able to come up with a solution to the
issue/problem?

Application (15 minutes)

a. Ask participants what content standards in the K12 curriculum can be

answered by the PBL activity that they just accomplished.
b. Hand PBL-Design-Templates 1 participants.
c. Ask them to design their own PBL lesson using the templates

4
Closing

Say: “Before we end our LAC session today, let me share with you The Quotation
from Seneca (4BC-65) Roman Philosopher and Playwright: The road to learning
by precept is long, but by the example short and effective .”

5
PBL Template Number 1

Title of Activity

Subject/Course

Other subject areas

to be included (if
any)

Grade Level

Duration

Teacher (s)

Key Knowledge and

Understanding
(Learning Standards)

21st Century Skills (to

be taught and
assessed)

Summary of Activity
(include student role,
issue/problem or
challenge, action
taken and
purpose/beneficiary)

6
Essential /Driving
Question

Products Individual: Specific content and

competencies to be assessed:

Team: Specific content and

competencies to be assessed:

Making “products”
public (include how
the product will be
made public and who
students will engage
with during/at the
end of the activity
Resources Needed

Reflection Methods
(how individual,
team, and/or whole
class will reflect
during/at the end of
the activity)

NOTES: