As a Senior High School teacher handling the HUMSS (Humanities and Social Sciences) strand, I’ve seen firsthand how Project-Based Learning (PBL) can transform the classroom into a space of purpose, passion, and progress. It’s more than just producing creative outputs—it's about helping learners find their voice, understand the real world, and realize their role in shaping it.
Why I Chose PBL for My HUMSS
Students
When I first explored the idea
of PBL, I wanted my students to experience learning beyond tests and
recitations. HUMSS subjects deal with society, people, issues, and critical
thinking, so it made sense to anchor our lessons in real-life applications.
I’ve used PBL in lessons ranging from political ideologies to gender equality,
and every time, I saw how students became more engaged and expressive.
One unforgettable project was
when my students created a radio role play and a standee campaign on counseling
and social work. The creativity, empathy, and insights they poured into these
outputs made me realize that PBL isn't just a strategy—it’s a platform for
student empowerment.
What Worked: The Advantages I
Observed
Engaged Learning
Students were more interested
and invested when the tasks were relevant. When we tackled local issues through
original performances, learners showed deep pride and connection to their
identity.
Critical Thinking in Action
Rather than memorizing
theories, they applied them. For example, in a project on community participation,
they’ve tested Durkheim’s theory of solidarity through school cleanliness.
Collaboration Skills
Group projects brought out the
best (and sometimes the worst) in team dynamics, but every group learned
something valuable about communication and leadership.
Purposeful Reflection
When students shared their reflections, I noticed growth in their social awareness and self-awareness. They were not just completing outputs—they were learning about their values and roles in society.
Scrapbook
What Challenged Me (and Them)
Time Management
Both students and I struggled
with balancing academic requirements and project deadlines. It required a lot
of pacing and consistent check-ins.
Unequal Participation
I had to intervene in some
groups where a few students were doing most of the work. Eventually, I added
self and peer assessments to encourage accountability.
Assessment Difficulties
Evaluating creative and
research-based outputs needed a fair and clear rubric. I started using Bloom’s
Taxonomy-based rubrics that focused on both content and creativity.
Pop-Up Book
World Religion Class - Grade 11 - SHS HUMSS - Batch 2024-2025 - ONHS
How I Implemented It: A Personal Method
Step 1: Introduction of Theme
I always begin by introducing
a pressing or relatable social issue (e.g., poverty, gender inequality,
historical memory). We discuss it in class before I assign the project.
Step 2: Grouping and
Brainstorming
Students choose their
groupmates and begin formulating their project idea based on our discussions.
Step 3: Research and Planning
Each group is required to
conduct interviews, gather data, and connect their work to real-life
communities or issues.
Step 4: Output Creation
Depending on the project,
outputs have included infographics, mini-documentaries, vlogs, creative writing
pieces, or advocacy presentations.
Step 5: Presentation Day
I dedicate a day for students
to showcase their work to classmates and other teachers. We treat it like a
celebration of ideas and voices.
Step 6: Reflection and
Evaluation
Students submit journals or
reflection essays, and I provide both scores and written feedback.
Reflections on Teaching
Through Projects
Over the years, I’ve seen how
Project-Based Learning (PBL) can build empathy, develop critical thinking, and
inspire students to take civic action. It also helps build trust in students’
abilities, showing them that they have the skills and talents to meet
real-world demands. I believe PBL transforms teaching and learning into a
meaningful relationship, where the teacher becomes a coach and mentor, and the
student takes the spotlight through their outputs and presentations.
Final Thoughts
Project-Based Learning has its highs and lows, but for us in the HUMSS strand, it’s a natural fit. It mirrors the real world—messy, unpredictable, collaborative, and deeply human. As a teacher, PBL has helped me connect more meaningfully with my learners. I’ve seen them grow—not just as students, but as someone in the future who will give value to the humanities and social sciences. And that, for me, is the real goal of education: not just knowledge, but transformation.
