MODULE 4

• Module 4: Problem-Based Learning and Project-Based Learning
• Learning Topic 1 and 2: Problem-Based Learning as an Approach
• Problem-Based Learning (PBL) is an educational approach that engages students in addressing real-world problems through an inquiry-driven process. Instead of being taught isolated facts, students learn by working together to identify issues, ask questions, develop potential solutions, and evaluate outcomes. PBL emphasizes critical thinking, collaboration, and self-directed learning within a context that mirrors professional settings
• Problem-Based Learning

  • Ill-Defined Problems
  • Student-Led Learning
  • Collaborative Environment
  • Reflection and Metacognition
  • Authenticity
• 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
• Topic: Budgeting


  • Grade Level: Grade 10
  • Subject Area: Mathematics
  • Problem: Tasked the students to take on the role of event organizers tasked with planning a school event within a limited budget
• Implemented Problem-Based Learning: '“Drawing with Geometry”'
• Sample: Creating geometric artwork helps students visualize abstract mathematical concepts in a concrete and tangible way, enhancing their understanding and retention of these principles
• Implemented Problem-Based Learning


  • Visual Appeal
  • Engaging in artistic creation provides hands-on learning experiences that stimulate critical thinking, problem-solving, and spatial reasoning skills
  • Hands-on learning
• Strengths of the activity: Allows students to express their creativity while applying mathematical concepts, making learning more engaging and enjoyable
• Weakness of the activity: Some students may struggle with their drawing skills when translating their ideas into visually appealing artwork, hindering their ability to fully explore and express mathematical concepts
• Project-Based Learning


  • Involves a project which involves a complex task and some form of student presentation, and/or creating an actual
• Project-Based Learning


  1. Involves a project which involves a complex task and some form of student presentation, and/or creating an actual product

  2. Learning by doing and projects to be produced are based on real-life settings
• Project-Based Learning

  • Fosters Creative and Rational Thinking
  • Heightens Memory Retention
  • Team Management and Problem Solving Skills
• Project-Based Learning

  • Problematic Group Dynamics
  • Apathy
• Project-Based Learning

  • TOPIC: Angle of Elevation and Depression
  • Grade: 9
  • Subject Area: Geometry
  • Project: Making and Demonstrating the Use of a Standing Clinometer
• Project-Based Learning

  1. Defining the purpose

  2. Identifying their audience

  3. Doing research on the topic

  4. Designing the product

  5. Implementing the design

  6. Solving the problems that arise

  7. Product presentation

  8. Evaluation, reflection and feedback
• Implemented Project-Based Learning: '“Making a Miniature”'
• Implemented Project-Based Learning


  • Serves its purpose of applying geometric concepts and theorems
  • Promotes collaboration and creative thinking
  • Improves understanding and skills in applying mathematical concepts in real-life situations
• Implemented Project-Based Learning


  • Time management
  • Group Conflict: Difference in creativity level and vision
• Key Considerations for Effective Project-Based Learning Implementation

  • Designing the Problem
  • Real-World Relevance
  • Relevance and Appropriateness
  • Guidelines and Collaboration
  • Teacher's Role
  • Time Management
  • Assessment and Feedback
• GRASPS Framework for Task Formulation

  • Goal
  • Role
  • Audience
  • Situation
  • Product
  • Standards
• GRASPS Framework for Task Formulation

  • Create an Excel Spreadsheet Survey Task
• GRASPS Framework for Task Formulation

  • Goal: Create an Excel spreadsheet survey to identify the class's favorite lunch food
  • Role: Surveyor, collecting data from classmates
  • Audience: Classmates and the school cafeteria manager
  • Situation: Gathering and analyzing preferences on lunch food
  • Product: An Excel spreadsheet summarizing the survey results, accompanied by a letter to the cafeteria manager
  • Standards: Accuracy in data collection and presentation, correct letter format, and effective data visualization in the spreadsheet
• Comparison of Problem-Based and Project-Based Learning
• PRBL/PJBL: At the service of the K to 12 curriculum
• Visual aids

  • Venn diagrams
• Problem-Based Learning (PBL), Project-Based Learning (PrBL/PJBL), and Collaborative Project-Based Learning (C-PBL) are separate frameworks within inquiry-based teaching methodologies
• Comparison of PBL and PrBL/PJBL

  Compare and contrast PBL and PrBL/PJBL, highlighting the similarities and differences outlined in the provided text
• Commonalities between PBL and PrBL/PJBL

  • Encourage students to create, question, and revise, develop critical thinking, collaboration, and communication skills, based on constructivism, involve authentic tasks geared toward real-world scenarios, encourage experiential learning, work in cooperative groups, draw on multiple sources of information, emphasize authentic, performance-based assessment
• Differences between PBL and PrBL/PJBL

  • Origin, end goal, methodology: PrBL/PJBL/C-PBL originated in science and engineering, PBL has roots in medicine, architecture, business education, and other fields that use case studies, PrBL/PJBL/C-PBL aims to produce an end product, PBL aims to solve a specific problem, PrBL/PJBL/C-PBL follows a production model, PBL uses an inquiry model such as scenarios or case studies
• Understanding the distinctions between PBL and PrBL/PJBL is critical for educators in selecting the best methodology based on their instructional objectives and context
• Visual aids such as Venn diagrams can help improve comprehension and facilitate meaningful discussions about the benefits of each approach in educational settings
• Alignment of principles between PBL, PrBL/PJBL, and the K-12 Curriculum

  • Instructional approaches mirror the principles of the K-12 curriculum, including learner-centered approach, constructivist teaching, inquiry-based learning, collaboration, and integration, core features are closely aligned with the instructional models advocated by the K-12 Curriculum
• Shared characteristics between PBL and PrBL/PJBL

  • Based on learner-centered approaches, emphasize students' active participation in knowledge construction, promote critical thinking, decision-making, self-directed learning skills, collaborative work reflects the collaborative instructional approach emphasized in the K-12 Curriculum
• Research-based Approach


  • The K-12 Curriculum promotes a research-based approach to teaching and learning, PBL and PrBL/PJBL require students to conduct research and reflection, engage in problem-solving activities and project development, emphasizing the synergy between them
• 1. 12 Curriculum


  • Promotes a research-based approach to teaching and learning
  • Incorporates Problem-Based Learning (PBL) and Project-Based Learning (PrBL/PJBL) to improve instructional practices and student learning outcomes
• Research-based approach


  Emphasizes alignment of instructional methodologies with the overarching goals of the K-12 Curriculum
• Incorporation of PBL and PrBL/PJBL

  Strategic effort to improve instructional practices and student learning outcomes
• PBL and PrBL/PJBL


  Effective way to foster critical thinking, collaboration, and inquiry-based learning in students