Prepared and Presented by:

MR. TONIE JADE M. MENDEZ

The Master
said…

“I hear and I
forget; I see and I
remember; I do
and I understand.

-Confucius
What is a PROJECT?
• Projects are complex tasks, based on
challenging questions or problems, that involve
students in design, problem-solving, decision
making, or investigative activities; give students
the opportunity to work relatively autonomously
over extended periods of time; and culminate in
realistic products or presentations (Jones,
Rasmussen, & Moffitt, 1997; Thomas,
Mergendoller, & Michaelson, 1999). Other
Criteria of a PBL project
1. Centrality: Projects are central, not peripheral to
the curriculum.
2. Driving Questions: PBL projects are focused on
questions or problems that "drive" students to
encounter (and struggle with) the central concepts
and principles of a discipline.
3. Constructive investigation: Projects involve
students in a constructive investigation.
4. Autonomy: Projects are student-driven to some
significant degree.
5. Realism: Projects are realistic, not school-like.
What is Project-Based
Learning?
What is PBL?
• is an instructional approach built upon
learning activities and real tasks that have
brought challenges for students to solve. These
activities generally reflect the types of learning
and work people do in the everyday world
outside the classroom. PBL is generally done by
groups of students working together toward a
common goal.
What is PBL?
• PBL teaches students not just content, but also important
skills in ways students have to be able to function like adults
in our society.

• Performance is assessed on an individual basis, and takes into

account the quality of the product produced, the depth of
content understanding demonstrated, and the contributions
made to the on-going process of project realization.

• PBL allows students to reflect upon their own ideas and

opinions, and make decisions that affect project outcomes and
the learning process in general. The final product results in
highquality, authentic products and presentations.
Characteristics of PBL
PBL learning varies from classroom to
classroom, but they are commonly attributed
with the following characteristics.
• Organized around a problem or challenge without a
predetermined solutions.
• Creates a need to know of essential content and
skills.
• Students design a process for reaching a solution.
• Requires critical thinking, problem solving,
collaboration and all forms of communication.
Characteristics of PBL
• Provides opportunity to students to examine the task
from different perspectives using a variety of resources,
separate relevant from irrelevant information, and
manage information they gather.
• Students learn to work independently and take
responsibility when making choices.
• Students regularly reflect on what they are doing.
• A final product (not necessary material) is produced and
is evaluated for quality.
• The classroom has an atmosphere that tolerates error
and change.
• The teacher takes the role of a facilitator rather than a
leader.
Types of PBL
Problem stimulated PBL (PS PBL):
PS PBL uses relevant knowledge and information
to solve problems.

• These are used to emphasize the three basic

goals:
1. Development of domain specific skill.
2. Development of problem solving skill.
3. Interpretation of domain-specific knowledge
Student centred PBL (SC PBL):
SC PBL has the same factor as PS PBL, and it also
adds one more factor; updating life-long skills.
This factor is beneficial for people who have been
teaching and practicing in a certain filed, for a
really long time.

Constantly updating their skill set is really

important. This applies for individuals such as
doctors, engineers and executive professionals.
Case – based PBL:
• Determine what type of solution is present, what
should be used to solve the given scenario and
focus and stress on that topic to study.

• Search for alternative methods and see how the

scenario can be solved more efficiently. This
method is also known as learning by design.
How does PBL works?
• The first step in PBL is setting up of groups. These
groups consists of group of students, a supervisor or a
consultant and they usually discuss about what scenario
they are facing, i.e the problem presented.
• The problems presented can vary from a well organized
structure in an economic aspect to discussing about
medical issues and emergencies.
• Hence it develops your ability for self-studying and
keeps you ready for emergency or any crisis.
• PBL doesn’t advocate to memorizing topics since the
topics that are studied are understood and interpreted in
such a way that it should be used to solve the scenario
presented.
Phase 1:
• First, the group will discuss about what they
already know. This can be written down and
reflected upon. Then discuss about the problem
being presented, point out what all scenarios are
surrounding the given scheme.
• Hence, agreement on what kind of problem it is,
is made. Furthermore, this analysis decides what
different aspects of the plot should be studied
and investigated.
• The problems are all taken as assumptions at
first, and are cleared accordingly when new
knowledge and information is found.
Phase 2:
• The next method for solving the problem, is deciding what all
factors should be required to solve the problem. That comes under
the heading “What do we need to know about the problem?”.

• Point out what all factors are there, which needs to be solved to
finish the problem.

• In this process, the group is divided into different sub groups and
each sub-group is concentrating on the different factors needed.
This is called as a brainstorming session.

• The new and previously understood ideas are shared within the
group, by writing down the points found, on a whiteboard or a
paper, where everyone can see. This process can be further
developed by outlining the result in a systematic manner.
Phase 3
• This phase requires the individuals to discuss about the
various hypothesis that are presented, and how they can be
solved. This comes under the heading, “what should we do?”.

• With the given information, keep track of what all books

should be read, who to consult about the acquired
information, what books to follow about the plot.

• This method encourages the group to identify and follow the

different study techniques.

• Students are expected to collect information from various

sources such as videos, books, interviews, journals and the
group is supposed to meet at regular intervals to discuss about
the usefulness of the solutions acquired and how it should be
used to solve the problem.
 Advantages and
Disadvantages of PBL
Advanatges of PBL
• PBL replaces the traditional lectures with assistive
learning, facultative mentoring, discussions and on
site experience.
• Direct teaching is reduced. This promotes students to take
up their own initiative in learning.
• Problem based learning requires prior knowledge for the
completion of problems. Hence, constant updation and
revision of basic knowledge is done.
• Problem based thinking often stimulates critical thinking.
The students try to think about the various aspects of the
project rather than following what is taught through
lectures.
Advanatges of PBL
• Problem based learners tend to be more skilled and competent in
collecting information than traditional learners.
• PBL is related to life based skills and practices, hence these skills
can also be transferred to individuals through proper training and
practices.
• The problems introduced in the PBL curriculum are all open –
ended questions. This gives rooms for more discussions and
understanding about the concepts and more data retrieval can be
done.
• PBL requires good communication skills. PBL increases the social
skills of the individuals as it involves comparison of peer skills and
also insightful discussions. There is no form of hierarchy, and all the
individuals are treated as same. This also makes the students to
develop their confrontational and persuasive skills.
Disadvantages of PBL
• A good problem based learning design requires a
large amount of time and work. It requires constant
monitoring and noting down the student throughout
the process.
• Not all teachers can be good advisors, for PBL they
need dedicated, hardworking and trained
facilitators.
• It requires more staff and more contact hours for
preparation, discussion and comparison of answers.
Students and the advisors are supposed to do timely
and seasonable meetings once in a while.
Disdvanatges of PBL
• PBL doesn’t provide that much facts when compared
with the traditional method, so many of the teachers are
hesitant to take up this form of teaching.
• Hence, proper research and excessive amounts of
organization is required. This makes it more time
consumable and is not suitable for fast paced courses. The
course also needs to be validated before presenting it
before the students.
• Assessing a certain student within a team is always tough
for the coordinator. They have to consider different
aspects such as the output obtained as whole for the team,
the level of enthusiasm shown by each individual, the
activeness shown by a certain student.
Disdvanatges of PBL
• PBL is also difficult for institution because they have
to change the course depending upon the lecturer.
Since, the whole PBL curriculum is an image of their
ideals and how they should train the students.
• More and more coordinators are required to assess
and guide students along the way and also they need
people to create as many difficult situations as
possible.
“Do not train a child
to learn by force or
harshness; but direct
them to it by what
amuses their minds,
so that you may be
better able to
discover with
accuracy the peculiar
bent of the genius of
each.”
-Plato (Πλατον)
Referrences:
• https://content.wisestep.com/problem-based-
learning-pbl-advantages-disadvantages/
• https://www.edglossary.org/project-based-
learning/
• http://www.bie.org/
• Aslanides, C.D., et. al. Advantages, Disadvantages
and the Viability of Project-Based Learning
Integration in Engineering Studies Curriculum:
The Greek Case. Finland: 44th SEFI Conference,
2016.
• Thomas, Jhon W., Ph. D. A Review of Research on
Project-Based Learning. 2000