Problem-

Based
Learning and
Project-Based
Learning

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 ▪ Discuss the salient features of Problem-
Based Learning and Project-Based
Learning and its application to the
attainment of learning competencies and
learning outcomes
▪ Analyze how technologies for teaching and
Lesson learning can be maximized in Problem-
Outcomes Based Learning and Project-Based
Learning
▪ Share some performance standards from
the Curriculum Guide that can employ
Problem-Based Learning and Project-
Based Learning

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Problem-Based Learning
and
Project-Based Learning

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 ▪ Problem-based learning is an approach that
involves a process of inquiry and solving
open-ended questions that serve as the main
problem that the learners will work on.
▪ The type of questions posited is focused on a
Nature of specific content standard and its application
to real-life issues.
Problem - ▪ It also requires more than one answer or
Based solution. Learners are engaged
collaborative tasks as they work towards the
in

Learning solution to the problem.

▪ This learning activity is done in small groups
with each member assigned a certain task to
accomplish. In the process of engaging in PBL,
they learn several skills such as problem-
solving; communicating, and research, among
others which are essential in the workplace.
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Ali (2019) described PBL

▪as a process that is used to identify problems

with a scenario to increase knowledge and
understanding.

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 1. Independent and Self-
Directed Learning
2. Learning in Groups with a
Five Teacher as Facilitator
principles 3. Equal Participation
of PBL 4. Development of Skills
5. Use of Materials for
Problem-Solving
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 1. Identifying the problem - current
issues that do not have just one
Lo (2009; p. answer or one definite solution;
208) proposed 2. Brainstorming - generate ideas;
a six-stage tackle the problem through self-
process that directed questioning; arouse
was used in students' intrinsic motivation;
the adoption 3. Collecting and analyzing the
information – assigning group
of the online members to collect information;
PBL: posting what they found and what
they learned; collaborative e
collection of useful information;
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 4. Synthesizing information – solving
the problem through relevant
Lo (2009; p. data synthesized; knowledge
20s) proposed building;
a six-stage 5. Co-building knowledge –
process that presentation of the solution to
was used in the learning problem/issue; and
the adoption 6. Refining the outcomes – giving of
of the online feedback and suggestions by the
PBL: instructor to help students
improve,

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 Several studies have revealed positive
impacts of PBL on learners as they
engage in the process. Among these
are the following:
Benefits of ▪ In the work of Schettino (2016), PBL
Problem- in teaching mathematics, group work
Based values all voices and that a
Learning mathematics classroom environment
becomes open and safe. Accordingly,
mathematics learners are able to
make solution methods that might
be connected to other problems.
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 ▪In the study of O’Brien, Wallach,
& Mash-Duncan (2011), they
Benefits of proposed that teaching
Problem- mathematics should not be
taught merely as solving word
Based problems (computational
Learning exercises couched in words) but
solve problems outside a math
classroom - the essence of PBL.

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 ▪The study of Kim, Belland, &
Walker (2018) discussed that PBL
is a learner-centered approach
Benefits of that aims to improve students'
Problem- content knowledge and problem-
solving skills using authentic
Based problems. Also, students are able
Learning to do self-reflection by
identifying the needed skills and
knowledge in solving problems
they encounter.
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 How is technology integrated in
the PBL activity?
▪As the learners embark on an
open-ended question
Role of collaboratively, there are a
Technology number of free online tools that
they can use from the
commencement of the task to its
completion especially since some
of the group tasks will be done
outside the regular class hours.
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 ▪These online tools will allow the
learners to be actively connected
and engaged in the group task
while monitoring their own
contributions.
Role of
Technology ▪The teacher acting as facilitator
may also have the opportunity to
peep into the activities of each
learner thereby enabling him/her
to give feedback at any stage of
the PBL activity.
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 ▪Bower, Hedberg and Kuswara
(2010) stresses that
technology is simply the
mediator for collaboration
Role of and presentation and that it is
Technology the type of task and thinking
processes in which students
engage that determines the
quality of learning.
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 ▪The www has affordances for PBL
that can be utilized by the learners
to accomplish their tasks.
▪Web 2.0 technologies are
characterized by collaboration,
sharing and networking.
Role of ▪These may facilitate and enhance
Technology PBL activities (Tambouris et al,
2012) in its different stages.
▪In the study of Tarrant (2018), using
web 2.0 is effective in helping
students in health sciences to
bridge the gap between theory and
practice.
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 ▪Holmes & Dubinsky (2009), Web
2.0 tools facilitate creativity,
collaboration, and sharing of
research results among users.
▪Schettino (2016), PBL in
Role of mathematics classrooms
Technology promotes the use of technology
in the process of problem solving
for the students to become more
independent and aware of the
various mathematical resources
they can utilize.
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 ▪ Productivity tools such as those for
writing, presentations, spreadsheets,
Productivity calendars, organizers, citations and
others are also available to assist
tools learners and teachers in
accomplishing required tasks and
outputs from a PBL activity.

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 ▪ PBL is about developing higher order
thinking skills; therefore, the
taxonomy of objectives should be
Productivity utilized to ensure that you are
targeting the required outcomes.
tools Consider using the revised Bloom’s
taxonomy by Anderson and
Krathwohl (2011) in creating your
learning outcomes

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 ▪ Project-based learning is an approach but
has evolved as a teaching method that
engages learners in a series of planned
Nature of tasks resulting in the generation of
solutions to real-world problems. It is a
Project-Based student-centered approach as it takes into
Learning/ account the realm of experiences and
interests of students.
Approach ▪ PrBL/PBA is a collaborative learning
activity where learners work on an
authentic task guided by an open-ended
question.

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Researches have proven PrBL to be beneficial
in the development of various skills such as:

1. Research methodology skills (Tiwari, Arya, & Bansal,

Z0l7).
2. Critical thinking skills (Nargundkar, Samaddar, &
Mukhopadhyay, 2019)
3. Development of life skills (Wurdinger & eureshi, 2015).

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 ▪ It was revealed that students were
enhanced in their knowledge of the
Research topic taken, searching review for the
topic, improved communication skills,
Methodology data collection skills, and analytical
and presentation skills when PrBL was
Skills used as component in research
methodology.
▪ The teachers’ perception also agreed
(Tiwari, Arya, that there was 100% enhancement of
& Bansal, knowledge on the various components
of research methodology, update of
Z0l7) the knowledge on a particular topic,
and increase in interaction with
students.
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 ▪The researchers investigated how
PrBL advances the critical
Critical thinking skills of students.
Thinking Skills ▪To solve real-life problems,
students are expected to use the
(Nargundkar, knowledge they had constructed,
to think deeply about the issue,
Samaddar, & consider evidence for or against
Mukhopadhy a proposed solution, and apply
ay, 2019) reasoning skills and logical
inquiry to come up with the best
solution or conclusion.
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 ▪Their findings revealed that after
Development taking the PBL course, there was
of Life Skills a significant difference in the
mean scores for the following life
(Wurdinger & skills: responsibility, problem
eureshi, solving, self-direction,
2015) communication, and creativity
skills.

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Step 1: Searching for Web 2.0 Tools
▪ With in your Sample activities
previous group, Web 2.0 tools Purpose for mathematics
fill-up the Table. learning
presents various
web 2.0 tools and 1.
mathematics 2.
activities where
such tools may be 3.
used: (Give a 4.
minimum 5 and
maximum 10.) 5.

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Step 2: Searching for Web 3.0 Tools

▪ Identify some
Web 3.0 Tools Web 3.0 tools Purpose
that can be used
1.
in the
mathematics 2.
classroom and
3.
share it with the
class: (Give a 4.
minimum 5 and
5.
maximum 10.)
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 ▪Share your answers to
Step 3: Sharing Steps 1 and 2 with the
whole class.

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END

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