Republic of the Philippines

Department of Education
BUREAU OF LEARNING DELIVERY

LEARNING DELIVERY GUIDE (LDG)

FOR SPECIAL CURRICULAR PROGRAM (SCP)
IN GRADE 7 CREATIVE TECHNOLOGY

PEDAGOGICAL STRATEGY: Problem Based Learning

I. BACKGROUND/RESEARCH BASE

Problem-Based Learning (PBL) has emerged as a transformative

pedagogical approach in education, grounded in constructivist theory, which
emphasizes learner-centered, active learning. In PBL, learners engage in
solving real-world problems, fostering the application of knowledge,
collaboration, and critical thinking. Unlike traditional instruction, PBL
situates learning in practical contexts, allowing learners to integrate
theoretical knowledge with hands-on experiences (Oxford Research
Encyclopedia of Education, 2020).

In the context of technology education, PBL has proven highly effective

in equipping learners with problem-solving and analytical skills. For
example, learners might be tasked with diagnosing and repairing a
malfunctioning computer peripheral. This process involves identifying the
issue, researching solutions, and applying technical knowledge to restore
functionality. Such an activity not only enhances understanding of computer
hardware but also fosters teamwork and resourcefulness (Rahmawati et al.,
2021).

Research indicates that PBL enhances motivation, knowledge retention,

and the ability to transfer learned skills to new situations. It also cultivates
autonomy and collaborative learning among learners, preparing them for
dynamic work environments (Loyens et al., 2020). Moreover, incorporating
technology into PBL, such as learning management systems (LMS) or data
visualization tools, optimizes the learning experience and aligns with the
digital demands of modern education (Cáceres-Jensen et al., 2021).

The incorporation of PBL in technology-related subjects not only

engages learners in meaningful learning experiences but also prepares them
for real-world challenges. Educators are encouraged to leverage this
approach to nurture critical thinking and innovation, particularly in fields
requiring rapid adaptation to technological advancements.

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Learning Delivery Guide (LDG) for Special Curricular Program (SCP)
 Republic of the Philippines
Department of Education
BUREAU OF LEARNING DELIVERY

II. PURPOSE/BENEFIT

The following outlines how PBL effectively supports the teaching of the
targeted learning competency:

1. Engage learners in authentic problem-solving tasks involving computer

peripherals.
2. Develop critical thinking by guiding learners to analyze, troubleshoot,
and select suitable peripheral devices.
3. Promote teamwork through collaborative exploration of peripheral
device functions and connections.
4. Strengthen knowledge retention by enabling learners to apply technical
concepts in practical, real-world scenarios.

III. PROCEDURE

Below is the framework that shows the procedures in applying the

Problem-Based Learning Pedagogical Strategy for the learning competency
“Unfold and discuss the computer’s peripheral devices.”

Framework of Problem-Based Learning Pedagogical Strategy

1. Introduction and Problem Presentation:

1.1 Present a real-world scenario to learners, such as, "A local
computer lab is experiencing issues with its peripheral devices,
including a malfunctioning printer, an unresponsive mouse, and a
monitor that doesn’t display correctly. How can you identify and
resolve these issues?"
1.2 Provide an overview of computer peripherals, briefly discussing
input and output devices to contextualize the problem.
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Learning Delivery Guide (LDG) for Special Curricular Program (SCP)
 Republic of the Philippines
Department of Education
BUREAU OF LEARNING DELIVERY

2. Problem Analysis:

2.1 Facilitate a brainstorming session to analyze the problem.

Encourage learners to define the malfunctioning peripherals and
hypothesize potential causes (e.g., driver issues, loose connections,
or hardware failure).

3. Knowledge Inventory:

3.1 Guide learners to list what they already know about peripheral
devices (e.g., functions, types, and basic troubleshooting) and
identify knowledge gaps they need to address.

4. Research and Resource Gathering:

4.1 Assign learners to research using textbooks, online tutorials, or

technical manuals. Provide resources such as device manuals or
troubleshooting guides. Encourage them to consult IT experts if
possible.
5. Collaborative Problem-Solving:
5.1 Organize learners into groups to discuss and propose solutions.
For example, one group could focus on troubleshooting input
devices (keyboard, mouse), while another could investigate output
devices (printer, monitor).

6. Application of Solutions:

6.1 In a controlled environment, have learners test their solutions,

such as reconnecting cables, reinstalling drivers, or cleaning device
connections. For hands-on practice, use classroom devices or
simulation software.
7. Reflection and Presentation:

7.1 Have each group present their findings and demonstrate their
solutions. Discuss the effectiveness of their approaches and any
remaining challenges.
7.2 Summarize key lessons, linking their activities to broader
technical skills, such as diagnostic and critical-thinking abilities.

8. Assessment:

8.1 Evaluate learners based on their problem-solving approach,

collaboration, and understanding of peripheral devices.
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Learning Delivery Guide (LDG) for Special Curricular Program (SCP)
 Republic of the Philippines
Department of Education
BUREAU OF LEARNING DELIVERY

IV. HOW TO MAKE THE STRATEGY WORK

1. Create a Real-World Context

1.1 Explain the importance: Begin by explaining why

understanding peripheral devices is relevant, such as their critical
role in daily computing tasks and professional environments. Use
relatable examples like setting up home offices or gaming setups.
1.2 Present a realistic problem: Design an engaging scenario, such
as fixing a malfunctioning peripheral device or setting up a fully
functional computer lab for a specific purpose (e.g., a school project
or office setup).

2. Establish a Collaborative Learning Environment

2.1 Group learners effectively: Divide the class into small groups,
ensuring diversity in skills and perspectives. Assign clear roles
within groups, such as researcher, technician, presenter, and
documenter.
2.2 Promote teamwork: Use activities that require collaboration,
such as diagnosing an issue collectively or brainstorming solutions.

3. Integrate Step-by-Step Guidance

3.1 Define the problem clearly: Ensure that learners fully

understand the task, including identifying peripheral devices, their
functions, and troubleshooting techniques.
3.2 Provide resources: Offer access to textbooks, online tutorials,
and physical devices for hands-on exploration. Provide
troubleshooting checklists and videos for practical assistance.

4. Facilitate Active Engagement

4.1 Guide, don’t instruct: Act as a facilitator, prompting learners with

questions like, "What might cause a monitor to stop displaying? What
steps can you take to identify the problem?"
4.2 Encourage exploration: Let learners experiment with devices,
such as reconnecting cables, running diagnostic software, or
updating drivers.

5. Incorporate Reflection and Assessment

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Learning Delivery Guide (LDG) for Special Curricular Program (SCP)
 Republic of the Philippines
Department of Education
BUREAU OF LEARNING DELIVERY

5.1 Debrief sessions: After each activity, lead discussions on what

worked, what didn’t, and what they learned. Encourage learners to
relate their findings to real-world scenarios.
5.2 Assess understanding: Use rubrics to evaluate their approach to
problem-solving, collaboration, and the accuracy of their solutions.

6. Leverage Technology and Tools

6.1 Use simulation tools to mimic real-world problems for learners

with limited access to hardware. For example, troubleshooting
software can simulate peripheral malfunctions.
6.2 Allow learners to document their findings using digital tools like
presentation software, spreadsheets, or collaborative platforms.

Specific Tips for Teachers:

1. Build foundational knowledge first: Ensure learners understand the

basic concepts of input, output, and I/O devices before diving into
complex problems.
2. Encourage curiosity: Foster an environment where learners feel
comfortable asking questions and testing hypotheses.
3. Celebrate creativity: Reward innovative solutions, such as suggesting
unconventional but effective methods to fix a device.

V. HOW IS THE STRATEGY UTILIZED IN THE CLASS

Grade Level 7
Special
Curricular Creative Technology
Program
(SCP)
Learning 1. Unfold and discuss the computer’s peripheral devices.
Competency
SSP_TLE-CT7COIN -Ie-2.0

Utilizing the Instructions:

Pedagogical
Strategy for 1. Introduce the Scenario: Present a problem that
Teaching requires learners to address the malfunction or setup
the Learning of a computer lab with several peripheral devices.
Competency Example:

"Imagine that your school’s computer lab is

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Learning Delivery Guide (LDG) for Special Curricular Program (SCP)
 Republic of the Philippines
Department of Education
BUREAU OF LEARNING DELIVERY

experiencing issues with its peripherals,

including a printer that won’t print, a mouse
that doesn’t work, and a monitor with no
display. You and your group are tasked with
identifying and fixing these problems."

2. Contextualize Peripheral Devices: Give a brief

lecture on what peripheral devices are. Explain that
peripheral devices are hardware components that
connect to a computer to either send or receive data.
Classify them as:

2.1 Input Devices: Devices that allow users

to input data (e.g., keyboard, mouse).
2.2 Output Devices: Devices that display or
produce the output (e.g., monitor, printer).
2.3 Input/Output Devices: Devices that do
both (e.g., hard drives, webcams).

3. Set Expectations: Explain that learners will work in

groups to identify the types of peripherals, explore
their functions, and propose troubleshooting
solutions.

2. Problem Analysis

Objective: Have learners analyze the real-world

problem, identify what they already know, and
hypothesize possible causes for the device
malfunctions.

Instructions:

1. Brainstorming Session: Ask learners to break into

small groups and brainstorm possible causes for the
problems in the scenario. For example:

1.1 "What could cause the printer to not

print?"
1.2 "Why might the mouse not respond?"
1.3 "What could be wrong with the monitor?"

2. Guide the Discussion: As groups discuss, guide them

to think about potential issues such as loose
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Learning Delivery Guide (LDG) for Special Curricular Program (SCP)
 Republic of the Philippines
Department of Education
BUREAU OF LEARNING DELIVERY

connections, driver problems, or hardware

malfunctions. Ensure that learners consider both
hardware and software issues.

3. Knowledge Inventory

Objective: Assess prior knowledge and identify gaps

in understanding. Learners will articulate what they
already know about peripherals and what they need to
learn.

Instructions:

1. Knowledge Check: Have learners complete a simple

checklist or graphic organizer to list peripheral devices
they already know and their functions. For example:

1.1"List common input devices and explain what

they do."

1.2 "What do you already know about

troubleshooting peripheral devices?"

2. Identify Knowledge Gaps: As learners share their

answers, identify areas where they need more
information (e.g., types of connections, driver
installation, troubleshooting steps). This will help you
guide the lesson effectively.

4. Research and Resource Gathering

Objective: Encourage s learners to independently

research peripheral devices and their troubleshooting
methods.

Instructions:

1. Assign Research Tasks: Assign each group a specific

peripheral (e.g., one group investigates printers,
another investigates mice). Provide resources such as:

1.1 Online articles

1.2 Textbooks
1.3 Device manuals
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Learning Delivery Guide (LDG) for Special Curricular Program (SCP)
 Republic of the Philippines
Department of Education
BUREAU OF LEARNING DELIVERY

1.4 Troubleshooting guides

1.5 Allow learners to consult IT experts (if
available).

2. Facilitate Research: Encourage s learners s to use

the internet and other resources to look up how
peripherals work and common problems. For example,
they might find that a printer issue could be due to a
lack of ink, connection issues, or driver problems.

5. Collaborative Problem-Solving

Objective: Learners work in groups to discuss

solutions and troubleshoot problems related to
peripheral devices.

Instructions:

1. Problem-Solving Session: Once learners have

gathered information, guide them to propose possible
solutions. For example:

1.1 For the printer issue, solutions could

include checking ink levels, ensuring correct
driver installation, or checking cable
connections.
1.2 For the mouse, learners may need to test
the batteries, check for dirty sensors, or
confirm proper USB connection.

2. Group Work: Have learners document their findings

and proposed solutions. Encourage creativity in their
problem-solving and allow them to think critically
about various scenarios.

6. Application of Solutions

 Objective: Learners apply their solutions to a

simulated or real-world environment.

Instructions:

1. Simulate or Use Real Devices: If possible, provide

learners with real peripherals to test their solutions.
Alternatively, you can use simulation software that
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Learning Delivery Guide (LDG) for Special Curricular Program (SCP)
 Republic of the Philippines
Department of Education
BUREAU OF LEARNING DELIVERY

mimics peripheral issues.

Example: Allow learners to reconnect cables,

reinstall drivers, or adjust device settings to
troubleshoot.

2. Hands-On Testing: Learners should follow the

troubleshooting steps they identified during the
research phase and try to resolve the issues they have
been assigned. For example, if working on a printer,
they could check connectivity and reinstall the printer
driver.

7. Reflection and Presentation

Objective: Learners reflect on their process and share

their findings with the class.

Instructions:

1. Group Presentations: Have each group present their

findings and solutions. Encourage them to:

1.1 Explain the problem they worked on.

1.2 Describe the solution they implemented.
1.3 Discuss any challenges they encountered
and how they overcame them.

2. Class Discussion: After each presentation, lead a

discussion about the effectiveness of their solutions
and any improvements that could be made.

Assessment 8. Assessment
Task/Tool
Objective: Evaluate learners’ understanding of
peripheral devices and their problem-solving abilities.

Instructions:

1. Formative Assessment: Use observation and

participation during the group work and presentations
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Learning Delivery Guide (LDG) for Special Curricular Program (SCP)
 Republic of the Philippines
Department of Education
BUREAU OF LEARNING DELIVERY

to assess learners' engagement and understanding.

2. Rubric-Based Assessment: Use a rubric (see below) to
evaluate:
1. Problem-solving approach
2. Collaboration within the group
3. Understanding of peripheral devices
4. Presentation skills

See Annex A for the Suggested Rubrics

VIII. REFERENCES

Loyens, S. M. M., Wijnia, L., & Van der Sluijs-Duker, I. (2020).

Problem-Based Learning. Oxford Research Encyclopedia of Education.
Retrieved from [Link]

Rahmawati, R., et al. (2021). Integrating Technology in Problem-Based

Learning: Opportunities and Challenges. Educational Sciences.
Retrieved from [Link]

Cáceres-Jensen, L., et al. (2021). Technological Integration in PBL

Scenarios: A Case Study in Environmental Education. Educational
Sciences.

Annex A. Rubrics in the Assessment

Criteria Excellent (4) Proficient (3) Basic (2) Limited (1)

Content Demonstrates Shows good Displays Shows

Knowledge deep understanding some minimal
understanding of peripheral understandin understandin
of peripheral devices and g but has g of
devices and troubleshootin gaps in peripheral
troubleshootin g. knowledge. devices.
g methods.

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Learning Delivery Guide (LDG) for Special Curricular Program (SCP)
 Republic of the Philippines
Department of Education
BUREAU OF LEARNING DELIVERY

Problem- Creatively Identifies Provides Struggles to

Solving identifies and solutions that solutions, but propose
Approach implements are practical they may be viable
effective and effective. incomplete or solutions.
solutions. less effective.

Collaboratio Works Contributes Contributes, Minimal

n effectively with well to group but lacks contribution
the group, work. active to group
contributing engagement work.
meaningfully. or leadership.

Presentation Clearly and Presents Presents with Struggles to

confidently clearly with limited clarity present
presents adequate use or without findings
findings with of visual aids. supporting effectively.
excellent use materials.
of visual aids.

Time Completes Completes Completes Struggles to

Managemen tasks ahead of tasks on time tasks just on complete
t schedule with with good time with tasks on
high quality. quality. acceptable time.
quality.

Prepared by: Date: September 26, 2024

Name: MANUEL F. TEODORO

Position: EPS1, Science
Office/School: SDO-MASBATE
Edited by:

Name: PETER M. SALIVIO Date: September 26, 2024

Position: Head Teacher III
Office/School: Fe del Mundo NHS-SDO-ORMIN

Checked by: Date: September 26, 2024

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Learning Delivery Guide (LDG) for Special Curricular Program (SCP)
 Republic of the Philippines
Department of Education
BUREAU OF LEARNING DELIVERY

Name: FAITH P. TARLIT

Position: Special Science Teacher III
Office/School: Philippine Science High School-Ilocos Region Campus

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Learning Delivery Guide (LDG) for Special Curricular Program (SCP)