PPL Method Document

Presenter:
Group I:
HADJIJAMIL, FARHAN C.
VIRTUDAZO, KIT P.
LABADO, ROSIDEL
ZULUETA,APRIL
Topic
PROBLEM METHOD, PROJECT METHOD AND
LABORATORY METHOD
PROBLEM
METHOD Problem-based learning or Problem Method of
teaching is a teaching or training method regarded as
teaching by the use of “real world” problems. It is as
a situation prepared for individuals to learn ‘critical
thinking’ and develop ‘problem solving skills’ and
‘acquire knowledge’. It involves both knowing and
doing. Problem Method can be applied to an
individual or to a group of individuals. It can be
applied to a classroom setting or any type of training
program.
PBL CYCLE
• students are presented with a problem/situation;
• they identify what they think they ‘do’ and ‘do not
know’;
• they gather further information and
communicate this to one another; they apply
this new knowledge to the problem /situation;
• they identify what they think they still ‘do not
know’, and the process begins again.
Step 1. Identify and clarify unfamiliar terms
PROCEDURE
presented in the “Problem”.
a) At the beginning of the session, the problem(s)

should be presented to students.
b) If an artificial case is used one of the students

reads it aloud to get the group talking from
the beginning.
c) The first activity of the group should be the

clarification of problems, terms and concepts
not understood at first moment. They can use the

knowledge possessed by the group
members or retrieved from a dictionary or even seek

help of group tutor.
d) The purpose of the first step is to agree on the

meaning of the various words and terms
and on the situation described in the problem.
Step 2. Define the problem or problems to be

discussed.
a) Definition of the problem is the main goal during

this phase.
b) The group should discuss and reach an agreement
on the tricky events, which need
explanation. Occasionally, a problem has been

intentionally described on the way to test
students’ ability to recognize certain symptoms.
c) Though they have some prior knowledge to

recognize a problem, the prior knowledge
doesn’t allow them to resolve the problem straight

away.
Step 3. Brainstorming
a) Aspects on the basis of prior knowledge are

collected.
b) This should result in ideas to structure the

problem.
c) Each individual may express his or her ideas free

and without immediate discussion: it is
important not to discuss and not to comment the

ideas of others during this step, but to
collect many ideas (prior knowledge).
d) Together, students will collect ideas of the

underlying circumstances of the problem
(explanatory approach) and/or of implications arising

from the problem (procedural
approach).
Step 4. Structuring and hypothesis
a) Review steps 2 and 3 and arrange explanations

into tentative solutions.
b) During the fourth step, which forms the core of the
analysis, the problem is explained on
different ways.
c) Ideas, which seem to be related, are worked out in

relation to each other.
d) Each group member is allowed to fully present

ideas about the matter.
e) Group members can draw on all the prior

knowledge they possess. This prior knowledge
may be based on information acquired in earlier

education, facts and insights obtained by
reading different articles or on another way.
f) The other members of the group and the tutor are

allowed to probe the students’
knowledge to the full, to introduce other explanations

and question certain opinions.
g) The process of brainstorming discussion is a

collaborative approach. It leads to more
creativity and output than each member of the group

could generate on his own.
Step 5. Learning objectives
Formulating learning objectives;
a) Group reaches consensus on the learning

objectives;
b) Tutor ensures learning objectives are focused,

achievable, comprehensive, and
appropriate.
c) The systematic approach and discussion may
result in several outlines written down on
the blackboard.
d) These outlines are like possible explanations for

particular problem.(However, since
student prior knowledge is limited, questions will

come up and dilemmas will arise. In
this phase of the discussion, conflict between

members of the tutorial group should arise.)
e) The students will find out that certain aspects are

not yet explained and resolved in the
process of their discussion. Problem Method

encourages students to learning on their
own. This state of cognitive dissonance between

what I know and what I have to know to
understand the outside world is an essential

condition for Problem method of learning.
f) Questions and dilemmas, which appeared during

session, can be used as learning goals
for individual self-directed learning. So, the main aim

of this step is to formulate learning
objectives on which group will concentrate their

activities during phase six.
g) In this stage it is possible to use conceptual map

as a tool for research summary, making
associations, integrating information and proceeding

information and transferring it to
long-term knowledge, but also a tool for challenging

new learning objectives.
Step 6. Searching for Information
a) Self-independent learning; during this phase

students are going home and study.
b) This phase is supposed to provide answers to the

questions evoked in the problem analysis phase
and offer students possibility to acquire a more
profound knowledge of
theories at the root of the problem.
c) The group members collect information

individually with respect of defined learning
objectives.
d) Information is collected not only from the literature

but also from other sources (library,
journals, internet etc.).
e) Problem Method of Learning is also important

because it gives possibility to students to
find their own resources.
f) Students can learn individually but also in pairs or

in groups.
g) It is important to already decide in advance, how

the results of the self-study period will
be presented: by an individual, a small group or as

discussion of all the groups.
h) Students explore relevant sources of knowledge

and then put the new information
together, possibly resolving all the issues that were

left open.
Step 7. Synthesis
a) Group shares results of private study.
b) The tutor checks learning and may assess the

group.
c) the final step is synthesizing and testing the newly

acquired information.
d) Members of the group are sharing information

gathered at home among each other. They
also discussed whether they now acquired more

proficient, accurate, detailed explanation
and understanding about what is going on behind

the problem.
e) If some of the students haven’t understood the

issues well, task of other students is to try
to explain them methodology of their work.
f) In this step it would be necessary for the certain

types of the problems to check for
students’ decision-making process and the algorithm

behind their decisions.
Step 8: ”Feedback”
a) it is very helpful step.
b) It includes feedback of all students on the case,

the process and the tutor, to improve the
learning process.
c) Also it is very important as the students validate

the course and give their comments on
the quality of the problem as well as on the quality of

the group process and the tutor’s
performance.
Step 9: Analysis:
a) The last step is analysis of the over-all

performance of the students discussion.
b) The tutor or any student can analyses the session

and make a report.
PROJECT METHOD the most important which is

PROJECT
frequently applicable to teaching-learning process.
METHOD
The main idea of project teaching method is an
opportunity for the students to self-study, to show
their knowledge, and their scientific practical
abilities.
A project is a list of real life that has been imparted

into the school. It demands work from the pupils.
According to Kilpatrick
4 TYPES OF
PROJECT
Constructive project: Practical or physical
tasks such as construction of article, making
a model, digging the well and playing drama
are done in this type of projects.
Aesthetic project: Appreciation powers of the

students are developed in this type of project
through the musical programmes,
beautification of something, appreciation of
poems and so on.
Problematic project: In this type of project
develops the problem solving capacity of the
students through their experiences. It is
based on the cognitive domain.
Drill project: It is for the mastery of the skill

and knowledge of the students. It increases
the work efficacy and capacity of the
students.
OTHER TYPES OF PROJECT
Individual projects
In individual project every students problem

in their own according interest, capacity,
attitude and needs.
Group projects
the problem is solved by the group of pupil in

the class.
The project method is an educational

enterprise in which children solve a practical
problem over a period of several days or
weeks.
Project may be individual or co-operative,

large or small. It may be employed according
the mental age of the pupils.
It allows a child to demonstrate his or her

capabilities while working independently.
LABORATORY
Deals with firsthand experiences regarding
METHOD
materials or facts obtained from investigation
or experimentation
FEATURES
• to promote information acquisition
/CHARACTERISTIC
through observation, experimental
solutions to problems guided by
reflective thinking and acquisition of skill
in manipulation.
• provides students opportunities to
conduct or participate in original
research.
• develops skill in using laboratory
equipment and instruments.
• Enhances higher order thinking skills.
MAJOR GOALS OF
• Teaching manuals and observational
LABORATORY
skills relevant to the subject.
WORKS
• improving understanding of methods of
scientific inquiry.
• Developing problem solving and doing by
self skills.
TYPES OF
EXPERIMENTAL
LABORATORY
METHOD
Aims to train students in problem solving with
incidental acquisition of information and
motor skills, emphasis is on discovery,
original procedure, and solution of problem.
DEMONSTRATION
Is a process of presenting or establishing

facts or principle, it is a procedure of doing or
performing something in the presence of
others or either as a means of showing them
how to do it or illustrating a principle.

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Presenter:

a) At the beginning of the session, the problem(s)

b) If an artificial case is used one of the students

c) The first activity of the group should be the

not understood at first moment. They can use the

members or retrieved from a dictionary or even seek

d) The purpose of the first step is to agree on the

and on the situation described in the problem.

Step 2. Define the problem or problems to be

a) Definition of the problem is the main goal during

explanation. Occasionally, a problem has been

students’ ability to recognize certain symptoms.

c) Though they have some prior knowledge to

doesn’t allow them to resolve the problem straight

a) Aspects on the basis of prior knowledge are

b) This should result in ideas to structure the

c) Each individual may express his or her ideas free

important not to discuss and not to comment the

collect many ideas (prior knowledge).

d) Together, students will collect ideas of the

(explanatory approach) and/or of implications arising

Step 4. Structuring and hypothesis

a) Review steps 2 and 3 and arrange explanations

c) Ideas, which seem to be related, are worked out in

d) Each group member is allowed to fully present

e) Group members can draw on all the prior

may be based on information acquired in earlier

reading different articles or on another way.

f) The other members of the group and the tutor are

knowledge to the full, to introduce other explanations

g) The process of brainstorming discussion is a

creativity and output than each member of the group

Step 5. Learning objectives

Formulating learning objectives;

a) Group reaches consensus on the learning

b) Tutor ensures learning objectives are focused,

d) These outlines are like possible explanations for

student prior knowledge is limited, questions will

this phase of the discussion, conflict between

e) The students will find out that certain aspects are

process of their discussion. Problem Method

own. This state of cognitive dissonance between

understand the outside world is an essential

f) Questions and dilemmas, which appeared during

for individual self-directed learning. So, the main aim

objectives on which group will concentrate their

g) In this stage it is possible to use conceptual map

associations, integrating information and proceeding

long-term knowledge, but also a tool for challenging

a) Self-independent learning; during this phase

b) This phase is supposed to provide answers to the

theories at the root of the problem.

c) The group members collect information

d) Information is collected not only from the literature

journals, internet etc.).

e) Problem Method of Learning is also important

find their own resources.

f) Students can learn individually but also in pairs or