MASS TRAINING OF SENIOR HIGH

SCHOOL TEACHERS

DEPARTMENT OF EDUCATION
 OBJECTIVES

• Discuss the principles of

constructivism
• Identify the pedagogical approaches,
methods and strategies that adhere
to constructivism
• Suggest constructivist approaches,
methods, or strategies which are
congruent with the SHS content and
performance standards
2 National Training of Trainers
for Grade 11 Teachers
 PEDAGOGY
• ‘Any conscious activity by one
person designed to enhance
learning in another” (Watkins
and Mortimer, 1999).
• ​study of methods and activities
of teaching (Cambridge
Dictionary).
3 National Training of Trainers
for Grade 11 Teachers
 REPUBLIC ACT NO. 10533

Act Enhancing the Philippine Baic

Education System by
Strengthening its Curriculum and
Increasing the Number of Years
for Basic Education, Appropriating
Funds Therefor and Increasing
the Number and for Other
Purposes
4 National Training of Trainers
for Grade 11 Teachers
 REPUBLIC ACT NO. 10533
SEC. 5. Curriculum Development
The DepED shall adhere to the
following standards and principles in
developing the enhanced basic
education curriculum:

(e) The curriculum shall use

pedagogical approaches that are
constructivist, inquiry-based,
reflective, collaborative and
integrative 5 National Training of Trainers
for Grade 11 Teachers
CONSTRUCTIVISM

6 National Training of Trainers

for Grade 11 Teachers
 Problem-Based Learning
• A structured educational approach
which consists of large and small group
discussions (Schmidt & Loyens, 2007).
Problem-based learning begins with an
educator presenting a series of
carefully constructed problems or
issues to small groups of students
(Schmidt & Loyens, 2007). The
problems or issues typically pertain to
phenomena or events to which
students possess limited prior
knowledge (Schmidt & Loyens,7 2007).
National Training of Trainers
for Grade 11 Teachers
8 National Training of Trainers
for Grade 11 Teachers
“As long as there were people
asking each other questions,
we have had constructivist
classrooms. Constructivism, the
study of learning is about how
we all make sense of the world.
-Jacqueline
Brooks National Training of Trainers
9 for Grade 11 Teachers
 UNDERSTANDING
PROBLEM-BASED LEARNING
(PBL) IN TEACHING SCIENCE

DEPARTMENT OF EDUCATION
KWL Chart
Problem-Based Learning

What you KNOW What you WANT TO What you LEARNED

KNOW

(Blue (Green (Orange

Metacard) Metacard) Metacard)

DEPARTMENT OF EDUCATION
OBJECTIVES:

1. Describe Problem-Based Learning as an approach in

teaching contents in Science

2. Differentiate PBL from other teaching methods or

approaches as to roles of the teacher and learners

3. Identify the processes that are involved in executing a

PBL lesson

4. Cite the advantages and disadvantages of utilizing PBL

in a lesson
DEPARTMENT OF EDUCATION
 ACTIVITY:

Mind Mapping

Guiding Questions:
What is PBL?

DEPARTMENT OF EDUCATION
Mechanics:

1. Read the articles given to your group

2. As you read, look for examples, definitions
and other concepts of PBL and discuss
them within your group
3. Complete the graphic organizer using the
information in the article in order to have a
clear concept on what PBL is all about.
4. Share your output to the larger group

DEPARTMENT OF EDUCATION
ANALYSIS

DEPARTMENT OF EDUCATION
SESSION BREAK… Call a Friend!

1. If you woke up tomorrow as an animal,

what animal would you choose to be
and why?
2. You have a NaCl solution, how will you
separate its components?

DEPARTMENT OF EDUCATION
SESSION BREAK… Call a Friend!
3. If you could sit on a bench in a
beautiful woods, who would you like
sitting next to you on the bench and
why?
4. How would you explain how Law of
Interaction applies to a specific
situation?

DEPARTMENT OF EDUCATION
K to 12 Curriculum vs. Traditional Curriculum
The Science K to 12 The Traditional
Curriculum Curriculum
Student-centered Teacher-centered
Integrated Discipline-Based
Inquiry-based Book-based
Community/culture Limited to a specific
-based set up
Problem-based Information
gathering
DEPARTMENT OF EDUCATION
 What is Problem-Based Learning?

An instructional method which

focuses on the investigation and
resolution of messy, “real world”
problems as a context for students to
learn critical thinking and problem
solving skills. Saga Briggs, informED (2015)

DEPARTMENT OF EDUCATION
 What is Problem-Based Learning?

A systematic teaching method that engages

students in learning essential knowledge and
life-enhancing skills through an extended,
student-influenced inquiry process structured
around complex, authentic questions and
carefully designed products and tasks.
--Project Based Learning Online – Buck Institute

DEPARTMENT OF EDUCATION
 Objective of PBL
• Knowledge
– Theoretical
– Clinical
• Skills
– Scientific reasoning
– Critical appraisal,
– Information literacy
– Self directed, lifelong learning.
• Attitudes
– value of teamwork
– interpersonal skills
– the importance of psycho-social issues.
DEPARTMENT OF EDUCATION
 Traditional vs PBL
Teacher Based
Students are viewed as learners. Knowledge is transmitted
from teacher to student. Students passively receive
information.

Problem-Based
Teacher and students learn together. Students construct
knowledge through gathering and synthesizing information
and integrating it with the general skills of inquiry,
communication, critical thinking, and problem solving.
Students are actively involved.

DEPARTMENT OF EDUCATION
 Traditional vs PBL
Teacher Based
Emphasis is on acquisition of knowledge. Focus is on a
single discipline. Work is competitive and individually
completed.

Problem-Based

Emphasis is on using and communicating knowledge

effectively to address important, current issues and problems
in real-life contexts. Work is interdisciplinary, cooperative,
collaborative, and supportive.

DEPARTMENT OF EDUCATION
 Traditional vs PBL
Teacher Based
Assessment is used to monitor learning. Emphasis is on
right answers. Desired learning is assessed indirectly
through the use of objectively scored tests.

Problem-Based
Assessment is used to promote and diagnose learning.
Desired learning is assessed directly through projects,
performances, portfolios, papers, and so on.

DEPARTMENT OF EDUCATION
 The Teacher’s Roles

• Serves as facilitator
• Models thinking and problem-solving strategies
effectively
• Structures meaningful tasks
• Works with students to frame worthwhile questions
• Manages the structure of multiple day-to-day
activities to produce high quality outcomes
• Teaches students to set goals

DEPARTMENT OF EDUCATION
 The Learners’ Roles

• Set goals
• Explore and ask questions
• Work well with peers
• Stay accountable to self, peers, and
teacher for project outcomes

DEPARTMENT OF EDUCATION
 Process of Setting-up PBL in lesson

Assessment

Debfriefing the
problem
Set up the structure

Present the problem

Develop a problem DEPARTMENT OF EDUCATION

 Debriefing the problem

• Even after final product is complete, more

opportunities for learning exist. Consider the
following questions as a way of providing
closure:
– Were the strategies you used to solve the problem
effective? What would you do differently?
– What is the foundational or “big” issue at stake?
– What did you learn academically?
– What can you do now that you didn’t think you
could do before?

DEPARTMENT OF EDUCATION
 Advantages of PBL

• Teaching-learning is more enjoyable

for both teachers and learners
• Learning environment is more
stimulating
• Self directed learning skills are
enhanced and retained

DEPARTMENT OF EDUCATION
 Advantages of PBL

• Promotes deeper rather than

superficial learning
• Promotes interaction between the
teacher and learners and learners
among themselves
• Improves motivation to learn

DEPARTMENT OF EDUCATION
 Disadvantages of PBL

• Demands time
• Sometimes stressful for learners
and teachers
• Learners acquire less knowledge of
basic Sciences
• Maybe difficult to implement when
class sizes are large
DEPARTMENT OF EDUCATION
SESSION BREAK… Double This! Double That

Double, Double This This

Double, Double That That
Double This
Double That
Double Double, This That
DEPARTMENT OF EDUCATION
 MODELLING of a
Lesson using Problem-
Based Learning

DEPARTMENT OF EDUCATION
APPLICATION: KWL Chart

Problem-Based Learning

What you KNOW What you WANT TO What you LEARNED

KNOW

(Orange
Metacard)

DEPARTMENT OF EDUCATION
Come to think of this…

A father left 17 camels, as the inheritance to his

three sons. When the father passed away, his
sons opened up the Will. The Will stated that the
eldest should get half of the 17 camels while the
middle son should get one-third of the 17 and the
youngest son should get one-ninth of the 17
camels. As it is not possible to divide 17 into half
or 17 by 3 or 17 by 9, the three sons started to
quarrel with each other.
DEPARTMENT OF EDUCATION
A father left 17 camels, as the inheritance to his
three sons. When the father passed away, his sons
opened up the Will.

DEPARTMENT OF EDUCATION
The Will stated that the eldest should get half of the
17 camels while the middle son should get one-third
of the 17 and the youngest son should get one-ninth
of the 17 camels.

DEPARTMENT OF EDUCATION
As it is not possible to divide 17 into half or 17 by 3
or 17 by 9, the three sons started to quarrel with
each other.

DEPARTMENT OF EDUCATION
So, the three sons decided to go to a wise woman.
The wise woman listened patiently about the Will.

DEPARTMENT OF EDUCATION
The wise woman, after giving some thought, brought
one camel of her own and added the same to the 17
camels. That increased the total to 18 camels.

DEPARTMENT OF EDUCATION
Now, she started reading the deceased father’s will.
Half of 18 = 9. So she gave the eldest son 9 camels
1/3rd of 18 = 6. So she gave the middle son 6 camels
1/9th of 18 = 2. So she gave the youngest son 2
camels

DEPARTMENT OF EDUCATION
Now add this up: 9 plus 6 plus 2 is 17, and this left
one camel, which the wise woman took away.

DEPARTMENT OF EDUCATION
Lesson : The attitude of negotiation and
problem solving is to find a possible solution
and being open to ideas, here the 18th camel is
the idea! But we need to believe first that
there are solutions to every problem.

DEPARTMENT OF EDUCATION
LOUIE L. ALVAREZ
Head Teacher III
Batangas Province

DEPARTMENT OF EDUCATION