LESSON 4

Problem-Based Instructional Plan Development

A. Problem-based and Project-based Approaches

B. ICT Tools in Problem-based Learning

Prepared by
Jandy G. Castillo
Alliah Mae Castil
Laica Cagara
BSEd Mathematics 3A
LESSON 4: Problem-Based Instructional Plan Development

INTRODUCTION

In this module, we delve into the development of Problem-Based

Instructional Plans with a specific focus on two dynamic and learner-centered
pedagogical approaches—Problem-Based Learning (PBL) and Project-Based
Learning (PjBL). These instructional models shift the educational focus from
passive absorption of information to active engagement, critical thinking, and
collaborative problem-solving, preparing students for real-world challenges.

The core of this module lies in understanding how Problem-Based

Learning, in particular, can be effectively supported and enhanced through the
integration of Information and Communication Technology (ICT) tools. While
both approaches encourage student autonomy and inquiry, this module places
a special emphasis on the tools and strategies that are uniquely suited to
Problem-Based Learning environments—tools that support research, facilitate
communication, promote collaboration, and enable the exploration of
authentic, complex problems.

You will explore the foundational principles, structure, and instructional

strategies of PBL and PjBL, while gaining practical insights into designing
instructional plans that are not only standards-aligned but also intellectually
engaging and technologically enriched. By the end of this module, you will be
equipped with the knowledge and skills necessary to create effective, ICT-
integrated problem-based instructional plans that empower students to take
ownership of their learning journey..

Pre-Assessment. Choose the best answer.

1. What is the primary goal of Problem-Based Learning (PBL)?

a. Memorization
b. Passive listening
c. Real-world problem-solving
d. Isolated skill drilling
2. Which element is most essential in Project-Based Learning?
a. Rote learning
b. Copying notes
c. Creating tangible outputs
d. Teacher-centered lectures
3. ICT stands for:
a. Interactive Classroom Teaching
b. International Curriculum Technology
c. Information and Communication Technology
d. Integrated Content Training
4. What makes a problem “authentic” in PBL?
a. It’s fictional
b. It’s based on textbook examples
c. It mirrors real-life situations
d. It has only one correct answer
5. Which of the following is a common ICT tool for collaboration?
a. PowerPoint
b. Google Docs
c. Calculator
d. Scanner
6. The teacher’s role in PBL is primarily that of a:
a. Lecturer
b. Facilitator
c. Disciplinarian
d. Scorekeeper
7. In Project-Based Learning, assessment is usually:
a. Only multiple choice
b. Summative only
c. Rubric-based and performance-oriented
d. Based solely on written exams
8. Which of these tools would best support research in a PBL activity?
a. Paint
b. Google Scholar
c. WordPad
d. Calculator
9. What skill does PBL heavily promote?
a. Passive listening
b. Copying from the board
c. Critical thinking
d. Flashcard memorization
10. Which ICT tool can best help students present their projects?
a. Notepad
b. Excel
c. Canva or Prezi
d. Antivirus software
 Nature of Problem-Based Learning

Problem-based learning is an approach that involves a process of inquiry and solving

open-ended questions that serve as the main problem that the learners will work on. The type of
questions posited is focused on a specific content standard and its application to real life issues.
It also requires more than one answer or solution. Learners are engaged in a collaborative task as
they work towards the solution to the problem. This learning activity is done in small groups
with each member assigned a certain task to accomplish. In the process of engaging in PBL, they
learn several skills such as problem solving, communicating, research, among others which axe
essential in the workplace. The end goal of PBL is to ensure that the target, the learning
competencies, are achieved in the process. Ali (2019) described PBL as a process that is used to
identify problems with a scenario to increase knowledge and understanding. In her article, she
proposed the following five principles of PBL that may be considered by teachers in planning or
using the approach:

1. It is a power of independent and self-directed learning.

2. Learning happens in a group and teacher is a facilitator.
3. All groups have to participate equally.
4. Students' learn about motivation, teamwork, problem-solving and
engagement with the task.
5. Materials such as data, photographs, articles, can be used to solve the problem.

Lo (2009, p. 208) proposed a six-stage process used in the adoption of the online PBL:

1. Identifying the problem—current issues that do not have just one answer or one
definite solution;
2. Brainstorming—generate ideas; tackle the problem through self-directed questioning;
arouse students' intrinsic motivation;
3. Collecting and analyzing the information—assigning group members to collect
information; posting what they found and what they learned; collaborative collection of
useful information;
4. Synthesizing information—solving the problem through synthesized relevant data;
knowledge building;
5. Co-building knowledge—presentation of the solution to the learning problem/ issue;
and
6. Refining the outcomes—giving of feedback and suggestions by the instructor to help
students improye; learning from other group’s
presentation.
Benefits of Problem-Based Learning

Several studies have revealed positive impacts of PBL on learners as they engage in the
process. Among these are the following:
(Ghufron & Ermawati, 2018, p. 666—in n EFL writing class)
1. Promotes self-confidence and motivation
2. Reduces students' nervousness during the learning process
3. Increases students responsibility in learning
4. Makes students easily learn the material through sharing of ideas
5. Promotes problem-solving skills
6. Promotes self-directed learning
7. Promotes active learning
8. Makes students explore many learning resources
9. Makes students develop positive attitude towards learning

For Baresh, Ali, .& Darmi, 2019—EFL students:

• Enhances fluency in communication

• Improves grammar
• Increases comprehension
• Enhances good pronunciations and intonations
• Enhances self-confidence
• Increases range of vocabulary

For English as a Foreign Language (EFL) students, PBL:

• Enhances fluency in communication

• Improves grammar
• Increases comprehension
• Enhancps good pronunciations and intonations
• Enhances self-confidence
• Increases range of vocabulary

The study of Lin (2017) revealed statistically that the PBL participants showed more
improvement in their reading comprehension than the non-PBL participants. The study further
looked into the PBL active English learning skills through PrBL. Their findings revealed that
after taking the PBL course, there was a significant difference in the mean scores for the
following life skills responsibility, problem solving, self-direction communication, and creativity
skills. It was concluded that PrBL indeed promotes further development of life skills.
Designing Problem-Based Learning Approach

Spaces for Learning (n.d.) suggested the following Steps in Problem-Based

Learning Approach.

Step One: Identify intended learning outcomes – answer, what will your student know and be
able to do?
Step Two: Design the Scenario – design a scenario with an embedded problem that is a real,
complex issue related to your course content. Scenarios should be motivating, interesting, and
generate good discussion. Create a scenario that will challenge different types of thinking, and
elicit discussion, research, and learning that needs to take place to meet the learning outcomes.
Step Three: Introduce PrBL – PrBL is likely to be new to your students. Explain it and develop
their confidence by allowing them to practice with an “easy problem,”
Step Four: Research and inquiry – PrBL research begins with small-group brainstorming
sessions in which students:
a. Examine, clarify and define the problem;
b. Explore what they already know about the problem;
c. identify what they don’t know yet and what they need to learn more about (topics to
research);
d. Determine what they need to learn and where they can find and acquire the
information and tools necessary to solve the problem.
e. Evaluate possible ways to solve the problem.
f. Solve the problem.
Groups should,
a. write the problem as a statement or research question;
b. use group roles and assign responsibility for researching topics necessary for them to
fully understand their problems;
c. develop an initial hypothesis to “test” as they research a solution and revise this as
necessary.
Step Five: Product Performance – using their knowledge and research data, the students should
create products and presentations.
Step Six: Evaluation – the students, or peer groups, should evaluate their products or
performances. Rubrics can be used to support this and to aid group reflection on what they have
done

ICT Tools in Problem-Based Learning (PBL)

In Problem-Based Learning (PBL), students explore real-world problems, work together

in teams, and develop solutions through research, analysis, and creativity. ICT (Information and
Communication Technology) tools help support and enhance this process by providing ways to
access information, communicate, collaborate, and present findings more effectively.
Here are some ICT tools commonly used in PBL:

1. Research Tools
Help students gather information and explore the problem.
 Google, Bing – Search engines for general research
 Google Scholar, JSTOR – For academic articles and journals
 Khan Academy, YouTube Edu – To learn background concepts

2. Collaboration & Communication Tools

Support teamwork and communication during the project.
 Google Docs, Slides – Real-time group writing and presentations
 Zoom, Google Meet – Online meetings and discussions
 Padlet, Jamboard – Sharing ideas visually and collaboratively

3. Planning & Problem-Solving Tools

Help organize tasks and map out solutions.
 Trello, Notion – To manage group tasks and deadlines
 MindMeister, Miro – For mind mapping and brainstorming

4. Simulation & Modeling Tools

Allow students to test and explore ideas virtually.
 PhET, GeoGebra – For simulating scientific or math concepts
 Tinkercad – For designing models and prototypes
5. Data Tools
Used for collecting, organizing, and analyzing information.
 Google Forms – For surveys or feedback
 Excel, Google Sheets – For organizing and analyzing data

6. Presentation Tools
Used to showcase final solutions or findings.
 Canva, Adobe Express – For posters and infographics
 Prezi, PowerPoint – For engaging presentations
 WeVideo, Clipchamp – For creating video presentations

7. Reflection & Assessment Tools

Support reflection and feedback during or after the project.
 Flipgrid, VoiceThread – For recording thoughts and reflections
 Google Forms (with rubrics) – For peer/self-assessment

Nature of Project-Based Learning

Project-based learning (PBL) or project-based instruction is an instructional approach
designed to give students the opportunity to develop knowledge and skills through engaging
projects set around challenges and problems they may face in the real world.
According to the Buck Institute of Education, “Project – Based Learning is a teaching
method in which students gain knowledge and skills by working for an extended period of time
to investigate and respond to a complex question, problem or challenge”. In project – based
learning students are given the opportunity to learn, discover, and create throughout the entire
learning process (Leader In Me, 2018).
The Buck Institute for Education identified essential elements for PBL and collectively
these elements are called Gold Standard PBL (Schuetz, 2018). It is framework that ensures
project – based learningis effective and aligned with the academic standards. These essential
elements include:
1. Significant Content – the project based focuses on teaching students the important
knowledge and skills, derived from standards and key concepts at the heart of academic
purposes. It ensures that he learning of the students is relevant and aligned with the
academic goals or standard. Educators ensures that their students are acquiring the
necessary knowledge and skills to success in their academic and future professional
endeavors.
2. 21st Century Competencies – students build their competencies valuable for today’s
world, such as problem solving, critical thinking, collaboration, communication, and
creativity/innovation, which are explicitly taught and assessed. These competencies
prepare the students for real – world challenges and opportunities.
3. In – Depth Inquiry – students are engaged in an extended, rigorous process of asking
questions, using resources, and developing answers. It promotes deep learning and
encourages students to think critically and independently. It also helps the student to
develop a deeper understanding of the subject matter and fosters curiosity and lifelong
learning habits.
4. Driving Question – Project – based focuses in an open – ended questions that let the
students understand and find it intriguing, which captures their task or frames for
exploration. It provides direction and purpose to the project, making it engaging and
meaningful. A well – crafted driving question can inspire students to explore beyond the
surface and connect their learning to broader contexts.
5. Need to Know – students see the need to gain knowledge, understand concepts, and apply
skills in order to answer the Driving Question and create project products, beginning with
and Entry Event that generates interest and curiosity. It ensures that students are
motivated to learn and apply what they have learned. The “Need to Know” aspect
emphasizes the relevance of the learning objectives and helps students see the purpose
behind their tasks.
6. Voice and Choice – students are allowed to make choices about the products to be
created, how they work, and how they use their time, guided by the teacher and
depending on the age level and PBL experience.
 7. Critique and Revision – the project includes processes for students to give and receive
feedback on the quality of their work, leading them to make revisions or conduct further
inquiry. It helps students improve their work through constructive criticism and iterative
learning. Critiques and revisions are essential growth and development, allowing students
to refine their ideas and produce high – quality work.
8. Public Audiences – Students present their work to other people, beyond their classmates
and teacher. It provides and authentic audience for student’s work, increasing the stake
and encouraging them to produce high – quality work. Presenting to public audiences can
also help students develop presentation and communication skills.
All these elements, if combined well, results in students learning key knowledge, understanding,
and skills for success.
According to Nilson (2010), cite in Spaces for Learning (n.d.) list learning
outcomes associated with Project – Based Learning. A well – design PBL project provides
students with the opportunity to develop skills related to:
 Working in teams – PBL often requires students to collaborate with peers to complete a
project. This collaboration helps them learn how to work effectively in teams, sharing
responsibilities and contributing to the group.
 Managing projects and holding leadership roles – students take on various roles within
the project including leaders, researchers, and organizers. They learn, plan, set goals and
manage timelines.
 Oral and written communication – In a PBL, projects typically requires students to
present their finding to their classmates, teachers, or even to the external audiences.
 Self – awareness and evaluation of group processes – Students reflects on their own
contributions and the dynamics of the group. They assess what worked well and what
could be improved. Self – awareness helps students understand their strengths and areas
for improvement, while evaluating group processes enhances their ability to work
collaboratively.
 Working independently – Despite the collaboration nature in PBL, students are often
required to work independently on certain tasks or components of the projects.
Independent work fosters self – reliance and the ability to manage one’s own learning
and time effectively.
 Critical thinking and analysis – PBL requires students to analyze information, evaluate
evidence, and make informed decisions. They must think critically about the problem or
question at hand.
  Explaining concepts – students need to articulate complex ideas and concepts clearly,
both in writing and orally. This skill helps in conveying information effectively and
ensuring that others understand the project’s outcomes and implication.

OUTCOMES OF PROJECT BASED LEARNING

They learn project management: it teaches students to plan, organize, and execute
projects within constraints of time and resources. This includes defining goals, breaking
down tasks, setting deadlines, and managing teamwork.
They grow more empathetic: Collaborative projects helps understand and respecting
diverse perspectives. Students learn to appreciate different viewpoints, navigate
disagreements constructively, and adapt their approaches to accommodate team members’
strengths and weaknesses.
They become hackers and rebels: The phrasing "hackers and rebels" might be interpreted
in a negative light. However, in a positive context, PBL can encourage innovative
thinking and a willingness to challenge conventional approaches. Students become
comfortable experimenting, iterating, and finding creative solutions outside of traditional
boundaries. They learn to question assumptions and seek new perspectives.
They become system thinkers: PBL often requires students to consider the
interconnectedness of various elements within a project. They learn to analyze complex
systems, anticipate potential consequences, and understand how changes in one part of a
system can affect other parts.
They become explorers: PBL encourages students to explore into subjects deeply and
independently, fostering a thirst for knowledge beyond the curriculum. They develop
research skills and learn to navigate information effectively.
They become problem-solvers: The core of PBL is tackling real-world problems. Students
hone their analytical and critical thinking skills as they identify problems, develop
solutions, and test their effectiveness. They learn to approach challenges methodically
and creatively.
They become widely and unabashedly different: PBL fosters individuality. By working on
unique projects that reflect their interests and passions, students develop their unique
strengths and talents. This leads to a more diverse learning environment where students
feel empowered to express themselves authentically.
They are more engaged in the learning process: it helps boosts student engagement. By
actively participating in projects aligned with their interests, students become invested in
the learning process, leading to greater motivation and knowledge retention. The hands-
 on, real-world application of knowledge makes learning far more relevant and stimulating
than passive methods.
They are ready for the creative economy: The creative economy succeed on innovation,
problem-solving, and collaboration – all skills directly fostered by PBL. Students learn to
generate creative ideas, work effectively in teams, and adapt to changing circumstances,
making them highly adaptable and valuable assets in this evolving job market.
They engage in iterative thinking: PBL encourages iterative processes. Students learn to
refine their ideas through experimentation, feedback, and continuous improvement. This
iterative approach is essential for innovation and problem-solving in any field.
They think divergently: PBL promotes divergent thinking – the ability to generate
multiple solutions or approaches to a problem. Students are encouraged to explore
different perspectives and think outside the box, leading to more creative and innovative
solutions.
They make deep connections between ideas: PBL fosters deeper understanding by
connecting different concepts and ideas within a project context. Students see the
practical applications of their learning, leading to more meaningful and lasting
knowledge retention.
They learn to take creative risks: PBL provides a safe space for students to take creative
risks. The iterative nature of PBL allows them to experiment, fail, and learn from their
mistakes without fear of significant consequences, encouraging innovation and
confidence.
Project-Based Learning Activities
• Statistical Report of a State: This project would involve students collecting, analyzing,
and interpreting statistical data about a specific state. They'd learn about data collection
methods, statistical analysis techniques, and data visualization. The project could focus
on a specific aspect of the state (e.g., population demographics, economic indicators,
environmental factors) or take a more comprehensive approach. Skills developed include
research, data analysis, critical thinking, and report writing.
• Role of a Historian: This project challenges students to step into the shoes of a historian.
They might research a specific historical event, figure, or period, analyzing primary and
secondary sources to construct a narrative. The project emphasizes source analysis,
historical interpretation, and persuasive writing. Students learn about historical
methodology, bias, and the importance of evidence-based conclusions.
• Design of a Shopping Mall: This project allows students to apply their knowledge of
architecture, engineering, business, and marketing. They would need to consider factors
such as location, target market, store selection, layout, sustainability, and budget. The
 project fosters creative problem-solving, teamwork, and the ability to integrate
knowledge from multiple disciplines.
• Multiple Proofs of the Pythagorean Theorem: This project focuses on mathematical
reasoning and proof. Students would research and present different proofs of the
Pythagorean Theorem, demonstrating their understanding of geometric principles and
logical argumentation. The project develops mathematical fluency, problem-solving
skills, and the ability to communicate complex ideas clearly.

ASSESSMENT. Direction: Read each question carefully and choose the letter of the best
answer. Answer all 10 items based on your understanding of Problem-Based Learning, Project-
Based Learning, and ICT tools.
1. What is the main goal of Problem-Based Learning (PBL)?
A. Memorization of facts
B. Mastery of textbook content
C. Solving real-world, open-ended problems
D. Preparing for multiple-choice exams
2. In a PBL environment, the teacher acts primarily as a:
A. Lecturer
B. Disciplinarian
C. Facilitator
D. Scorekeeper
3. Which of the following is an essential principle of PBL according to Ali (2019)?
A. Teacher-centered instruction
B. Competition among groups
C. Independent and self-directed learning
D. Emphasis on factual recall
4. What is a key feature of Project-Based Learning (PjBL)?
A. Memorization of content
B. Passive listening
C. Creation of tangible outputs based on a driving question
D. Strict adherence to textbooks
5. Which ICT tool is best suited for real-time group collaboration during a PBL activity?
A. Excel
B. Google Docs
C. Paint
D. WordPad
6. Which of the following is a benefit of PBL identified by Ghufron & Ermawati (2018)?
A. Decreased student engagement
B. Increased reliance on lectures
C. Promotion of self-directed learning
D. Reduced vocabulary usage
7. What does the "Driving Question" in PjBL help students do?
A. Memorize exact answers
B. Stick to rigid solutions
C. Explore and frame inquiry meaningfully
D. Avoid teamwork
8. What kind of problems should be used in PBL?
A. Problems with one correct answer
B. Trivial or fictional problems
C. Real, complex problems with multiple solutions
D. Problems based solely on memorization
9. Which of these tools would best support research in a PBL activity?
A. Tinkercad
B. Google Scholar
C. Canva
D. Miro
10. According to the module, what outcome is NOT directly associated with PBL or
PjBL?
A. Development of life skills
B. Encouragement of divergent thinking
C. Reinforcement of rote learning
D. Growth in teamwork and communication
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