Prob­lem-Based Learn­ing in Class­rooms

Panay News - - BUSINESS -  By Noel T. Vi­cente, Guin­banga-an El­e­men­tary School, Dis­trict of Laua-an, Divi­sion of An­tique

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

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