Unit Topic: Developing Problem-based and Project-based Instructional Plans
Course Outcome: Develop project-and problem-based, collaborative activities using technology tools
A. Nature of Project-based and Problem-based Approaches
Problem-based learning originated in the 1960s and is a teaching pedagogy that is student-centered.
Students learn about a topic through the solving of problems and generally work in groups to solve the
problem where, often, there is no one correct answer. It develops problem-solving, research and social
skills, but that is just the beginning. Studies suggest these activities engage learners, enhance retention
and help establish a model for lifelong learning. They also teach students valuable lessons in
cooperation and communication that they can carry them into the workforce.
Project-based learning has its origins back in the work of John Dewey and William Kilpatrick and
dates back to 1918 when the term was first used. It is an instructional approach where students learn by
investigating a complex question, problem or challenge. It promotes active learning, engages students,
and allows for higher order thinking. The twenty first century learners explore real-world problems and
find answers through the completion of a project. They also have some control over the project they will
be working on, how the project will finish, as well as the end product. The knowledge and skills that
twenty-first century learners develop in formal settings will need to be applied in the workplace, at
home, in their communities and in future study.
Project or Problem-based approaches ultimately require a change in the role of teachers from being a
“source of knowledge” to coaches and facilitators for acquiring knowledge.
Similarities:
Build 21st century 4C’s competencies
Emphasize student interdependence and inquiry
Involve realistic problems and situations
Learner-centered and teacher facilitated
Intrinsically motivating and engaging
Improve students’ research and problem-solving skills as well as their ability to work
cooperatively with their peers.
Differences
Problem-based Learning Project-based Learning
Normally single subject Often multidisciplinary
Often short term projects Often long projects (weeks or months)
“Product”might only be a proposed solution, or Includes the creation of product or performance
presentation of findings
Often uses case studies, scenarios, and ill- Normally based on real world tasks and settings
structured, “messy”problems
Focuses on the problem and the process Focuses on the product
Best Practices for Problem-based Learning
1. Begin with a focus on very real, very local problems in the neighborhood or the school
community. You may take a walk through your school grounds or the surrounding neighborhood
to identify suitable problems – say, the Gulayan sa Paaralan or Gulayan sa Barangay that is not
living up to its potential or an ongoing basura problem. Even better, ask students to identify
problems.
2. Set a reasonable scope for the activity by considering students’ age and prior experience with
problem-based learning. Once a problem is selected, gather your students to discuss project
goals, deadlines and materials, and to brainstorm some action steps for the project. Make sure
your assignment has no one right answer. Let your students drive the discussion and do the real
“messy”work – your job is to offer gentle direction and answer questions.
3. Consider how students will present their solution to the problem. A final product could be
anything from a persuasive letter to town/city mayor, barangay officials, Division
Superintendent, posters or series of graphs to a multimedia presentation.
Steps Involved in Problem-based Learning
a. Determining what a problem is;
b. Creating a specific statement of the problem;
c. Identifying the information needed;
d. Identifying the resources to be used to find that information;
e. Developing a possible solution;
f. Analyzing and refining the solution;
g. Presenting the final solution, orally and/or in writing.
Ideas for Problem-based Learning Opportunities:
How can we limit food waste in the school canteen?
How could we address bullying in the classroom?
How could we improve punctuality? School attendance?
How could we improve class participation?
How could we help classmates who are students-at-risks?
How could we address littering?
How could we maintain cleanliness in the classroom? In the school surroundings?
How could we improve access to healthy food in our community?
How could we track and protect local plant or animal species?
How might we limit cold and flu transmission among students?
Is there a better way to manage school traffic during pick-up and drop-off times?
Ideas for Engaging Projects Going in the Classroom
Problem-Solvers Unite. Math Fairs and Exhibits take mathematics out of the classroom and into
the community. Students set up displays of their math problems but not the solutions. They
then entice their parents and guests to work on solutions. Make the event more engaging by
inviting mathematicians to respond to students’ problems. Good problems for teachers and
students to use in Math Fairs and Exhibits and general classroom use are about number
concepts, patterns and relationships, shapes and spaces, and statistics and probability.
Gather Stories. Instead of teaching history from textbooks, puts students in the role of historian
and help them make sense of the past. Guide students in formulating questions. To know the
history of their barrio, barangay, feasts in the community, or the first barangay kapitan or town
mayor, or to learn about old custom and traditions of IP’s (Indigenous People), students can
interview the oldest member of the community or the barangay/town/city historian or the tribal
leader. They can also interview surviving war veterans in their community to have first-hand
information about WWII. They can also interview victims of war and conflict or displaced
persons.
News They Can Use. Students don’t have to wait until they’re grown-ups to start publishing. For
transdisciplinary learning, assign your students to write about culture, fashion, family, pop
culture, social media and more. Organize your students to have their work published then
distribute copies of their friends and classmates or have it published through social media.
SOURCE:
Laforteza, Leobert Don C. (2018). 21st century teaching and learning: Philippine context. Malabon City:
Jodeh Publishing.
