Problem-Based & Project-

Based Learning
 Our Team

Tobilla, Grace Semontiza, Renz

Zapanta, Zedric Facundo, Adrian
LEARNING OUTCOMES
Describe how problem-based learning and project-based learning
are used as teaching-learning method

Formulate at least one sample problem and one sample project

for problem-based and project-based learning, respectively,
based on the K to 12 Curriculum Guide

Research and critique on an implemented problem-based

learning and project-based learning using elements of problem-
based and project-based learning
You sent
PROBLEM-BASED LEARNING (PBL)
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 (Schneiderman et al., 1998).
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 hypotheses.
6. Gather information.
7. Analyze information.
8. Present findings and recommendations
KEY FEATURES OF PROBLEM- BASED LEARNING
 Reminders for PBL to Work:
The problem must be designed in such a way the
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.
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 students a task,
 Reminders for PBL to Work:
Guidelines must be set on how the team will
work together and the expected dates of
completion.
Teacher gives guidance but does not give
answers to students.
Students must be given reasonable amount
of time to do the work.
Teachers make clear how the performance
will be assessed.
PROJECT-BASED
LEARNING
WHAT IS PROJECT-
BASED LEARNING?
Project-based learning (PBL) involves students
designing, developing, and constructing hands-on
solutions to a problem.

The educational value of PBL is that it aims to

build students' creative capacity to work through
difficult or ill-structured problems, commonly in
small teams.
 WHAT ARE THE STEPS IN
PROJECT-BASED LEARNING?

1. 2. 3.

Conceptualize Critique each Revise and finalize

their project other's design. their project
design. design.
 WHAT ARE THE STEPS IN
PROJECT-BASED LEARNING?

4. 5.

Present their Reflect on their

product. product.
 SOME REMINDERS FOR PROJECT-
BASED LEARNING TO WORK
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project. audience’s
attention.
 Comparison of
Problem-Based and
Project-Based
Learning
COMPARISON OF PROBLEM-BASED AND
PROJECT-BASED LEARNING
Problem-Based Learning (PBL) and Project-Based
Learning (PrBL/PjBL) are two inquiry-based
teaching methods aimed at enhancing student
learning and skills development.
Rooted in constructivism, both approaches engage
students in authentic, student-centered tasks to
foster critical thinking, collaboration, and
communication skills.
COMPARISON OF PROBLEM-BASED AND
PROJECT-BASED LEARNING
Both Project-Based Learning and Problem-
Based Learning closely relate to the
information processing approach which is
based on the theory that humans process the
information they receive, rather than merely
respond to stimuli.
COMPARISON OF PROBLEM-BASED AND
PROJECT-BASED LEARNING
The information processing approach involves
many cognitive processes between the learner's
reception of a stimulus and his/her response.
These include stimulus identification, attention,
storage and retrieval of information (memory),
attention perception, and decision making -
cognitive processes which are highly evident in
PrBL and PBL.
SIMILARITIES OF PBL AND PRBL/PJBL
based on constructivist approach to learning
learner-focused
experiential
geared toward "real world" tasks
inquiry-based
projects or problems have more than one
approach or answer
SIMILARITIES OF PBL AND PRBL/PJBL
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
relate to the information processing approach
DIFFERENCES OF PBL AND PRBL/PJBL

PrBL/PjBL/C-PBL originated in science and

engineering, while PBL originated in fields like
medicine, architecture, and business education.
PrBL/PjBL/C-PBL is based on having an end product
in mind, whereas PBL is focused on solving a
specific problem.
DIFFERENCES OF PBL AND PRBL/PJBL

PrBL/PjBL/C-PBL generally follows the

production model, involving planning,
researching, designing the product, and
presenting it.
In contrast, PBL may involve case study methods
and is often used in disciplines where case
studies provide a useful focus for teaching and
learning.
PrBL/PjBL: 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 Problem-Based Learning (PBL) and
Project-Based Learning (PrBL/PjBL) adhere to. The use of
PBL and PrBI/PjBL in instruction is aligned with the
instructional reform that the K to 12 Curriculum wants to
introduce in the classroom. K to 12 is for PBL and
PrBL/PjBL and PBL and PrBL/PjBL are for K to 12.
PrBL/PjBL: At the service of the K to 12 Curriculum

Problem-Based Learning (PBL) and Project-Based

Learning (PrBL) are handmaids of K to 12. They help in
the implementation of K to 12 Curriculum as planned
 PrBL/PjBL: At the service of the K to 12
Curriculum
Like the K to 12 curriculum, both problem-based and
project-based learning are very much learner-centered.

The K to 12 and PBL and PrBL curriculum is based on a

constructivist inquiry-based, collaborative, and
integrative instructionals models, as you can see they
are matched.
The 5 main features of PBL are: 4.
1. Application of a base knowledge.
Collaborative
work.

2. Development of critical thinking 5.

and decision-making skills.
Development
of
professional
3. Self-directed learning. attitude.
 Assessment in PBL and PrBL
and in K to 12
• The processes of self-reflection and self-directed
learning or independent learning are essential
features of PBL and PrBL/PjBL.

• The learning outcomes to be assessed in K to 12

come in 4 levels beginning with knowledge,
followed by process or skills, understanding and
product/performances.
 The 6 Facets of Understanding
The six (6) facets 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:
 The 6 Facets of Understanding

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 of understanding images,
analogies, stories and models;
3. apply by effectively using and adapting what
they know in new and complex contexts;
 Assessment in PBL and PrBL
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.