SESSION GUIDE ON SHS COMPETENCY-BASED LEARNING

TITLE: Problem–Based Learning

No. of Participants: _____________ Male ____________ Female ____________
Duration: 4 hours

1. OBJECTIVES:
At the end of the session, the participants should be able to:
1. define Problem-Based Learning (PBL).
2. identify the features of PBL.
3. enumerate the PBL Process.
4. determine the advantages of PBL
5. identify the roles of the teacher in PBL.
6. apply problem-based learning in the preparation of DLL/DLP

Expected Output: Sample Activities Applying Problem – Based learning Process

Simulation of Activities
Daily Lesson Plan or Daily Lesson Log using PBL as a Teaching Strategy

2. KEY UNDERSTANDING / CONTENT

 PBL is a learning method which involves student-centered learning in small groups lead by a teacher, rather than
teaching using traditional lecture teaching.

 PBL is a student-centered pedagogy in which students learn about a subject through the experience of solving an open-
ended problem, complex question or challenge.

 The principle behind PBL is that the starting point should be a problem, a query or a puzzle that the learner wishes to solve”.
  PBL develops 21st century skills such as collaboration, problem solving, critical thinking, communication and socialization while
reinforcing key lessons and concepts.

 PBL may be used depending on the subject matter and type of learners.

 In PBL, the learner finds the solution to the problem with the teacher as a guide.

3. REFERENCES:

Delisle, R. (n.d.). How to Use Problem-based learning in the classroom. Retrieved from the ASCD website:
http://www.ascd.org/publications/books/197166/chapters/The_Teacher's_Role_in_Problem-Based_Learning.aspx
Hosler, A. (n.d. ) Problem-based learning: Tips and project ideas. Retrieved from the Education World website :
http://www.educationworld.com/a_curr/problem-based-learning-tips-ideas.shtml
Spence, L. (n.d.). Problem-based learning. Retrieved from Study Guide and Strategies website:
http://www.studygs.net/pbl.htm
Rudd, K. (2009, September 29). Update on new G20 arrangements [Video file]. Retrieved from
http://www.youtube.com/watch?v=i8IdJ-0S5rs
Jaikumar, M. (n.d.). Problem-based Learning [Video file]. Retrieved from http://www.slideshare.net/search/slideshow
K to12 Gabay Pangkurikulum. Edukasyon sa pagpapakatao. Retrieved from
http://www.deped.gov.ph/sites/default/files/page/2016/EPP%20CG.pdf
York Junior High (n.d.). PBL Frequently Asked Questions. Retrieved from http://york.conroeisd.net/pbl/FAQ
Simon (1973) http://www.cotf.edu/vdc/entries/illps.html
Jonassen, 1997; Shin, Jonassen, & McGee, 2003; Sinnott, 1989. http://www.cotf.edu/vdc/entries/illps.html
http://serc.carleton.edu/sp/carl_ltc/quantitative_writing/wellversusill
Delisle, R. (n.d.). How to Use Problem-based learning in the classroom. Retrieved from the ASCD website:
http://www.ascd.org/publications/books/197166/chapters/The_Teacher's_Role_in_Problem-Based_Learning.aspx
Hosler, A. (n.d. ) Problem-based learning: Tips and project ideas. Retrieved from the Education World website :
http://www.educationworld.com/a_curr/problem-based-learning-tips-ideas.shtml
 Spence, L. (n.d.). Problem-based learning. Retrieved from Study Guide and Strategies website:
http://www.studygs.net/pbl.htm
Rudd, K. (2009, September 29). Update on new G20 arrangements [Video file]. Retrieved from
http://www.youtube.com/watch?v=i8IdJ-0S5rs
Jaikumar, M. (n.d.). Problem-based Learning [Video file]. Retrieved from http://www.slideshare.net/search/slideshow
K to12 Gabay Pangkurikulum. Edukasyon sa pagpapakatao. Retrieved from
http://www.deped.gov.ph/sites/default/files/page/2016/EPP%20CG.pdf
York Junior High (n.d.). PBL Frequently Asked Questions. Retrieved from http://york.conroeisd.net/pbl/FAQ
Simon (1973) http://www.cotf.edu/vdc/entries/illps.html
Jonassen, 1997; Shin, Jonassen, & McGee, 2003; Sinnott, 1989. http://www.cotf.edu/vdc/entries/illps.html
http://serc.carleton.edu/sp/carl_ltc/quantitative_writing/wellversusill

IV. SESSION GUIDE

OBJECTIVE/S KEY LEARNING POINTS METHODOLOGY / MATERIALS / TIME /

ACTIVITY SLIDE NO. DURATION
Introduction: 5 mins.
Greet the participants and Laptop
make them comfortable. Slides 2 & 3 10 mins.

Say: One size fits all is not

applicable to all types of
learners. The type of teaching
strategy is dependent on the
needs of the learners in order
to make learning happens in .
the classroom. Using the
appropriate teaching strategy,
we ensure that there is
learning that is taking place
 inside the classroom. The
next learning strategy that we
are going to discuss is one of
the teaching strategies which
we may use depending on the
subject matter and the type of
learners.

Overview Say: Before discussing the

1. Objectives next type of learning strategy,
2. Introduction let me give to you the
3. Definition of PBL overview and objectives of
4. Features of PBL this session. (Discuss the
5. PBL Processes overview and the objectives
6. Advantages of PBL of the session).
7. Role of the teacher
8. Preparation of DLP

At the end of the session, the participants

should be able to:
1. Define Problem-Based Learning.
2. Identify the features of PBL.
3. Enumerate the PBL Process.
4. Determine the advantages of PBL
5. Identify the roles of the teacher in
PBL
6. Design activities for specific
competency/cies using problem-based
learning strategy
7. Apply problem-based learning as a
teaching strategy in the preparation of
DLL/DLP
Define Problem-Based The jigsaw puzzle once arranged will show Priming: Jigsaw Puzzle jigsaw puzzle
Learning different pictures of scenarios that pose Say: The class will be (photo parts on 15 mins
issues. divided into 5 groups current issues)
Each group will receive an
envelope with pieces of Slides 4 & 5
puzzles inside and other
materials needed for this
activity. Form the puzzle as
fast as you can. The fastest
group to form the puzzle will
be declared winner.

Below are the pictures that

must be formed by each
group.

Group 1: Food Waste in the

Canteen
Group 2:Extra Judicial Killing

Group 3: Drug Trafficking

Group 4: Terrorism
 Group 5: Heavy Traffic in the
City

(Tell the participants not to

disarrange the puzzle for the
next activity.)

After the activity, ask the

following questions below.
1. How did you feel
about the activity?
2. What helped you form
the puzzle?
Say: Our previous activity
has something to do with the
next part of this session. The
problems/issues found from
the jigsaw puzzles will be
used in the next activity.

Varied activities that will develop particular Activity: “T-Issue” manila paper 40 mins.
competency/ies using problem – based pentel pen
learning strategy enable learners to identify Say: Our next activity is the masking tape
problems, find solutions and use T-Issue. The T-Issue is an
appropriate/available resources. activity that will develop your
critical thinking and problem
solving skills. Use the
organized picture in the
puzzled assigned for each
group

Instructions: Slides 6 to11

1. Assign a
leader/facilitator, and
a note taker in the
group.
2. Analyze the picture
you have formed.
3. Identify the problem
presented in the
picture.
4. Write the possible
solutions to the
problem.
5. Present your output in
class.

Analysis: Slide 12 10 mins.

1. What clues helped you
in identifying the
issues?
2. How did you create
your problem
statement?
3. What strategy did you
use in order to come
 up with your
solutions?
PBL is a learning method which involves Abstraction: 15 mins.
student-centered learning in small groups
lead by a teacher, rather than teaching using (Present the slide decks in an
traditional lecture teaching. interactive manner.)

“PBL is a student-centered pedagogy in

which students learn about a subject through Discuss the meaning of PBL Video clip
the experience of solving an open-ended using the short video about it. Slide 13
problem, complex question or challenge.”
Say: What have you Metacards
“The principle behind PBL is that the starting remembered about PBL? Slide 14
point should be a problem, a query or a Write your ideas on the
puzzle that the learner wishes to solve”. metacards and post it on the
board.
(Bound, 1985) (Identify the common terms
Problem – based learning begins with an given by each group to
educator presenting a series of carefully describe PBL that may be
constructed problems or issues to small similar to the definition in the
groups of students slides)
A structured educational approach which
consists of large and small group discussions.
Do: Present the definition in Slides 15, 16 &
the slide and check 17
(Schmidt & Loyens, 2007) similarities

Identify the features of Problem-Based Learning (PBL) Discuss the features of PBL Slides 18 to 20 10 mins.
PBL. • Learning is initiated by a problem using the slides.
• Problems are based on real situations
• Learners find the solution
• All information required for problem
solving is not given initially
 • Learners identify, find and use
appropriate resources
• Learning is active, integrated,
cumulative and connected
• Students work in a permanent group
• Focuses on the process rather than the
output

Enumerate the PBL Introduce the PBL Process.
Process.
1. Explore the issues
 Introduction of problems and/or situation
by the teacher
 Problems may be real life situations
which are experienced by the learners
2. List “What do we need to know?”
 Discuss situation
 Gather information
3. Develop, and write out, the problem statement
in your own words
• agreement of the group on the statement
• problem is often revisited
4. List out possible solutions
• strongest to weakest
• choose which is likely to succeed
• arguments
• advantages and disadvantages
5. List actions to be taken.
• Identify specific steps that needs to be
done to achieve the solution
• Provide a timeline i.e. specific date,
Discuss the PBL Process 10 mins
Say: Recall the different Cartolina
steps that you have performed masking tape
in the “T-Issue” activity. Slide 21
There are strips of cartolina
with the steps written on it.
Arrange the steps in
chronological order based on
your knowledge and post your
output on the board.
Slides 22 to 28
After the activity, present the
slides for PBL Processes.
(Go back and check the work
of each group after presenting
the PBL Processes)
 number of days
• Similar to a workplan
6. List “What do we need to know?
• Evidence to support solution
 Research
 Statistical data
 Information from books, websites
 Discussion with concerned
individuals/groups
7. Identify the solution.
 Provide documents that will support the
solution
 Evidence-based
8. Submit to the teacher
9. Present it to the class
10.Monitor the implementation – dependent on
the activity
11. Review your performance - debriefing

Determine the “ No negative effect on the acquisition of Discuss the advantages and 25 mins.
advantages of PBL. knowledge but positive effects on self- disadvantages of PBL
assessment abilities, better performance in
problem solving and in practical tests” (For suggestion: Provide (Optional: Video
examples. Show video clips clips, Photos)
(Scholkmann and Roters, 2009) or photos of a group Slides 29 to 34
apparently using PBL)

“Skills follow students into their professional

lives and give them the tools to be better
prepared in terms of inter-personal skills,
professional skills, and the ability to plan
efficiently and independently”

(Hung, et. al., 2008)

“PBL assessment incorporates the larger

concepts involved and concentrates on
thinking and reasoning skills”.

(Waters & McCracken, 1997)

“PBL builds learners’ independence and

problem-solving skills on their own”.

(Hung, et. al, 2008)

Advantages of PBL
• Motivation to learn is self-imposed
• Building of new knowledge on
existing one (depth)
• Integration and application of
knowledge (problem-solving)
• Wider coverage of the topic (big
picture)
• Development of other skills (e.g.
inquiry, critical appraisal,
communication, group)
• Life-long learner

Disadvantages of PBL
• Prior learning experiences do not
prepare students well for PBL.
 • PBL requires more time and takes
away study time from other subjects.
• It creates some anxiety because
learning is messier.
• Sometimes group dynamics issues
compromise PBL effectiveness.
• Less content knowledge may be
learned.

Identify the role of the Role of the teachers in PBL
teachers in PBL. • facilitator
• observer
• mentor rather than a “source of
solutions”
• offer gentle direction
• answer questions
. The teacher as a guide…
• Enable the learners toward
discovering answers on their own
rather than to simply provide the
correct answer.
• Stimulate the students’ cognitive
learning process and problem-solving
skills with self- directed learning
(SDL).
• Facilitate learning by supporting,
guiding and monitoring the learning
process.
• The teacher builds students’
confidence to take on the problem and
encourage the students, while also
Ask/Say: manila paper 20 mins.
After knowing the definition masking tape
of PBL and its features, what Slides 35 to 39
do you think are your role as
teachers in PBL? Write as
many as you can on the
manila paper with your group.
After 5 minutes, post it on the 15 mins.
board and be ready to explain
it in front.
Do: Process the results of the
activity. Emphasize the
critical role of the teacher in
PBL
 stretching their understanding.

Give the different Assessment in PBL Discuss the different Slides 40 to 43 10 mins
classification of 1. Assessment of student participation in classification of assessment in
assessment in PBL PBL by facilitators PBL using the slides.
Criteria:
 Preparation
 Accepting responsibility
 Team Skills
 Attitude
 Communication skills
2. Student assessment of PBL facilitators
Criteria
 Facilitation
 Guidance
 Encouragement
 Questioning and probing
techniques
 Providing feedback
3. Self-assessment of participation in
PBL
Criteria
 Decision-making skills
 Critical reasoning
 Participation
 Attitude
 Communication
4. Peer assessment
Criteria:
 Level of knowledge
 Attitudes
  Involvement in group process
 Accepting criticism
 Giving feedback
Application:

Instructions: Curriculum Guide

1. Using the same Slides 44 & 45
groupings, choose a
specific competency
taken from the SHS
Curriculum Guide
(CG). Indicate the
content standards,
performance
standards, learning
competencies/objectiv
es (LC Codes) and
content.
Apply problem-based 2. Design a DLP and 20 mins
learning in the DLL which will
preparation of develop the
DLL/DLP competency you have
chosen using
problem–based
learning strategy. Be
sure that the subject
matter that you have
chosen is appropriate
Demonstrate the Demonstration of activities helps the for the use of PBL. 25 mins
activities being participants realize their applicability. This 3. Present the DLP/DLL .
designed in the class also gives them a sense of accomplishment in the group.
and fulfillment.
 Before the demonstration of
the activity, assign other
groups to critique the output.
Then let a representative of
each group present their
observations, comments and
suggestions. Each group will
be given 5 minutes.

The observations or
comments on the outputs are
based on the following
parameters:

1. Is the subject matter

appropriate in using
PBL as a teaching
strategy? Why or why
not?
2. Did the group
complete the entire
process of PBL? Why
or why not?
3. Do you think the
identified solution for
the problem is realistic
and specific?
4. Was the identified
problem appropriate
for the SHS learners?
In summary: Based on the activities that we manila paper 10 mins
• In PBL, learning starts with a have just metacards
 problem.
• Problems are based on ordinary,
complex, and real situations.
• Initially, all information required for
problem solving is not given.
• Learners identify, find and use
appropriate resources. and
• Learners find the solution.
The take home message:
“True learning is based on discovery guided
by mentoring rather than the transmission of
knowledge”
--John Dewey
Prepared by:
 NEDIA E. LAGUSTAN
 RICHARD A. CEPE
 EVANGELINE CASTILLO
performed/discussed, what Slides 46 & 47
insights have you gained from
it?
Suggestions: Facilitator will
consolidate the answers using
metacards or manila paper.
The facilitator will also
process and synthesize the
responses and provide a segue
to the features of PBL and
subsequently the take home
message.
Closure: Slide 48
Make a reflection on the
quotation,