# Problem-Based Learning in Classrooms

ONE of the goals of the K to 12 Basic Education Program is to produce learners who are problem solvers and critical thinkers. In order to produce these kinds of learners, teachers must employ strategies that will facilitate the development of these skills.

One strategy believed to be effective in the realization this goal is to apply Problem- Based Learning Approach in classrooms. Let this composition focus on how PBL Approach should be done in classrooms.

PROBLEM-BASED LEARNING

APPROACH

P ro b l em- B a s e d L e a r n i n g Approach is a method designed to engage all learners even those who typically struggle. It gives students the opportunity to collaborate with their classmates. It is a model that relies on students to think deeply and be cooperative learners (DepEd NTOT 2017).

The use of PBL is very important because it develops mathematical and logical processes, and student confidence and identities. It also provides a context to help students build meaning for the concept, and focuses students’ attention on ideas and sense making.

For a clearer understanding of how PBL is applied in the classroom, the following procedures are provided as a guide:

Problem-Based Learning Approach Lesson Plan Structure (Based on DepEd’s Format) I. OBJECTIVES

Content Standards Performance Standards Learning Competencies/ Objectives Write the LC code for each

II. CONTENT III. LEARNING RESOURCES

A. References Teacher’s Guide pages Learner’s Materials pages Textbook pages Additional Materials from Learning Resource (LR) Portal

Other Learning Resources

III. PROCEDURES

B. Establishing a purpose for the lesson

(Here, the teacher shall provide introductory and motivational statements prior to the giving of the problem.)

E. Discussing the answers to the problems

( Teachers should consider that there are several possible ways in solving the problem. Rubrics should focus more on the right process than the mere final answer.)

G. Finding practical applications of concepts and skills in daily living

H. Making generalizations and abstractions about the lesson I. Evaluating learning J. Additional activities application or remediation

III. REMARKS IV. REFLECTION

A. No. of learners who earned 80% in the evaluation

B . N o . o f l e a r n e rs w h o require additional activities for remediation

C. Did the remedial lessons work? No. of learners who have caught up with the lesson

D. No. of learners who continue to require remediation

E. Which of my teaching strategies worked well? Why did these work?

F. What difficulties did I encounter which my principal or supervisor can help me solve?

G. What innovation or localized materials did I use/discover which I wish to share with other teachers?

Teachers should be very particular with the kind of problems they are trying to use. For their guide, the following pictures taken from the DepEd NTOT 2017 are given for further understanding.

TYPES OF PROBLEMS

1. Closed Problems – are problems which require only one answer.

2. Open-Ended Problems – are the ones that require students to think more deeply. These problems have several correct and acceptable answers, and are considered to be very good questions.

Let us learn how these problems are being done.

Closed Problem: The children in Cruz Family are aged 5, 8, 11, 13 and 17. What is their average age?

Problem -Based /b2