Problem-based and

Project-based
Learning
Problem-Based Learning

Problem-Based Learning uses an inquiry model or a problem-solving

model. In that sense, students are given a problem, pose questions about the
problem, plan on what and how to gather the necessary information and
come up with their conclusions. The driving force is the problem given and
the success is the solution of the same, and discovery of several solutions.
What are the steps in Problem-Based
Learning

1. Read and analyze the problem scenario.

2. List what is known.
3. Develop a problem statement.
4. List what is needed.
5. List actions, solutions and hypothesis.
6. Gather information.
7. Analyze information.
8. Present findings and recommendations.
Some Reminders for PBL to Work

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.
2. 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 student a task.

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.
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.
7. Teacher makes clear how performance will be assessed. It is best that the Scoring Rubric gets
presented before work begins.
 GRASPS
 Goal: Your task is to create an excel spreadsheet survey by surveying the class as to
which was their favourite lunch food.
 Role: You are a survey taker and you need to obtain your day by surveying your
classmates on your specific food type.
 Audience: You are letting your classmates and the school cafeteria manager know
which food turned out to be the class favourite.
 Situation: The challenge involves gathering data and then displaying that data in an
excel spreadsheet.
 Product and Performance: You will create an excel spreadsheet using the data you
obtained and share it in a letter to the cafeteria manager.
 Standards for Success: your product must meet the following standards: letter is
written correctly and contains correct data displayed in cells and also displayed
into a chart.
Project-Based Learning
Project-Based Learning involves a project which involves a complex task
and some form of student presentation, and/or creating an actual product. It
focuses on a production model. The driving force is the end-product, but the key
to success is the skills acquired during the process of product production. In other
words, the learning effect is much more important than the product itself.
Students do project-base learning by:
1. Defining the purpose of creating the end-product
2. Identifying their audience
3. Doing research on the topic
4. Designing the product
5. Implementing design
6. Solving problems that arise
7. Coming up with the product
Problem-based learning starts with a real world problem or case study and
ends with proposed solutions. Project-based learning begins with a project
that is meant to address a problem. It can be said that where the problem-
based learning ends, project-based learning begins. Therefore the steps in
problem-based learning are the first steps of the project-based learning.
Added to these steps are :
1. Conceptualize their project design.
2. Critique each other’s design.
3. Revise and finalize their project design.
4. Present their product meant to address the problem or implement the project
to solve the problem for those concerned in a program organized for this
purpose. They answer questions from the audience.
5. Reflect on how they completed the project, next steps they might take and
what they gained in the process
Some Reminders for PrBL/PjBL/C-PBL to
Work

In addition to the reminders of PBL given above, the following are necessary
for Project-Based Learning to succeed:
1. Students should be given sufficient time to work on and present their projects.
2. The presentation of the product or project is not the end of PrBL. The product/project
presentation must lead the students to:
a) Reflect on the process they undertook, why they succeeded/did not succeed in completing
their project
b) Next steps they might take
c) What they gained in the process
d) How they can further improve the process
3. Encourage the students to employ creative and interesting ways of presenting their
project to sustain the audience’s attention.
Comparison of Problem-Based
Learning and Project-Based Learning

The two inquire-based approaches are rooted in constructivism. Both engage the students in
authentic student-centered tasks to enhance learning. They can be used in combination and, therefore,
are complementary but they are not identical approaches.

Both PrBL and PBL have the following features:

 Based on constructivist approach to learning
 Learner-focused
 Experiential
 Geared towards “real world” tasks
 Inquiry-based
 Projects or problems have more than one approach or answer
 Simulate professional situations
 Teacher as coach or facilitator
 Students generally work in cooperative groups
 Students are encouraged to find multiple sources of information
 Emphasis on authentic, performance based assessment
 However, PrBL and PBL differ in some ways. The origin of PrBL is in science and
engineering whereas that of PBL is medicine and medical allied fields, architecture,
business, education, and in other situations where case study methods provide a useful
focus in teaching/learning.

PrBL is based on having an end product in mind while PBL is based on solving a
particular problem.
PrBL generally follows the production model (planning, researching, designing the
product, presenting and submitting the product, reflecting on the product and the
entire production process) while PBL solves a problem via the inquiry model using a
scenario or case study.
At the service of the K to 12
Curriculum

The standards and principles on which the K to 12 curriculum was

anchored are the same standards and principles that PBL and PrBL adhere to.
The use of PBL and PrBL in instruction is aligned with the instructional reform
that the K to 12 wants to introduce in the classroom. K to 12 is fo PBL and PrBL
and PBL and PrBL are for K to 12.

Like the K to 12 Curriculum, both PBL and PrBL are very much learner-
centered. The K to 12 Curriculum is based on a constructivist, inquiry-based,
collaborative and integrative instructional models.
 The 5 main features of PBL or PrBL cited by published studies and
literature on PBL match with the constructivist, inquire-based, collaborative
and integrative instructional models of the K to 12 Curriculum.
The 5 main features of PBL cited are:
1. Application of base knowledge
2. Development of critical thinking and decision-making skills
3. Self-directed learning
4. Collaborative work
5. Development of professional attitude
Assessment of PBL and PrBL and in K to 12

The philosophy of assessment and rating of learning outcomes for K to 12

is stated in DepED order 73, s. 2012, to wit: “Assessment shall be used primarily
as a quality assurance tool to promote self-reflection and personal
accountability for one’s learning. . .” The process of self-reflection and self-
directed learning or independent learning are essential features of PBL and
PrBL.

The learning outcomes to be assessed in K to 12 come in 4 levels

beginning with knowledge, followed by process or skills, understandings and
product/performances.
 The lowest level, knowledge is defined in DepED Order 73, s. 2013, as the
“substantive content of the curriculum, the facts and information that the student
acquires.”
Process, the second level for assessment, refers to “skills or cognitive
operations that the student performs on facts and information for the purpose of
constructing meaning or understandings.” From this definition, one learns that
process, as the second level for assessment, includes both manipulative skills and
cognitive skills such as comparing, summarizing , generalizing, drawing
conclusions.
Understandings, as the third level of learning outcome, refer to the enduring
big ideas, principles and generalizations inherent to the discipline which are
assessed using the six facets of understanding (Mc Tighe and Grant Wiggins,
Understanding by Design, 2005).
 The six faces of understanding are explaining, interpreting, applying, demonstrating
perspective, displaying empathy and possessing self-knowledge. This means that
students develop understanding of the lesson when they can:
1. Explain concepts, principles and processes by putting them in their own words,
teaching them to others, justifying answers;
2. Interpret by making sense of data, text and experience through images, analogies,
stories and models;
3. Apply by effectively using and adapting what they know in new and complex
contexts;
4. Demonstrate perspective by seeing the big picture and recognizing different points
of view;
5. Display empathy by perceiving sensitively and putting one’s self in someone else’s
shoes; and
6. Have self-knowledge by showing meta-cognitive awareness, using productive
habits of mind such as self-regulated thinking and self-directed learning and
reflecting on the meaning of the learning and experience.