Republic of the Philippines
University of Eastern Philippines
PEDRO REBADULLA MEMORIAL CAMPUS
Catubig, Northern Samar
uepprmcampus@[Link]
PROBLEM – BASED INSTRUCTIONAL
PLAN DEVELOPMENT
Lim, Meljon
&
Mupas, Lorevel
Reporter
Ms. Jelly joy, S. Pigar
Special Lecturer
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.
Key Characteristics of a Problem–Based Instructional Plan
A problem-based instructional plan in mathematics has the following features:
1. The lesson starts with a problem
- The problem is open-ended and realistic.
2. Students explore before formal teaching
3. Teacher acts as facilitator
4. Group discussion and collaboration are emphasized
5. Reflection and solution sharing are included
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 )
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
Structure of a Problem–Based Instructional Plan
A typical Problem–Based Instructional Plan may include the following components:
1. Learning Objectives
o Clearly state mathematical and process skills
2. Problem Scenario
o A real-life or contextualized mathematical problem
3. Prerequisite Knowledge
o Concepts students must already know
4. Learning Tasks / Activities
o Small group investigation
o Data gathering
o Strategy formulation
o Solution presentation
5. Facilitation Guide
o Teacher prompts and guiding questions
6. Assessment
o Rubrics for problem solving
o Observation checklist
o Output evaluation
7. Reflection
o Student reflection questions
o Teacher reflection notes
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:
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
Reference:
Aravello, C. (2021). TTL2 Chapter2: Developing project and problem-based instructional plan (Rev.2021).
Scribd. [Link]
Instructional-Plan-Rev-2021