Problem-Based Learning
Problem-Based Learning
Problem-based learning (PBL) puts students in charge of an authentic problem and asks them to investigate, build something, and present what they learned. The teacher coaches but does not give answers.
Definition, the PBL diagram, why process matters more than product, and what students learn through PBL
Driving question, inter-disciplinary integration, authentic investigation, production of artifacts, and collaboration
Socratic dialogue, 20th-century cognitive psychology, and contributions from Dewey, Piaget, Vygotsky, and Bruner
Piaget-inspired PBL in action: simple newspaper puzzles for very young children, and the grade-1 3x3 math puzzle students construct themselves
Why PBL needs more planning than teacher-centered methods, managing multitask situations, and uneven group finishing rates
Why paper-pencil tests are not enough, assessing the cognitive, psychomotor, and affective domains, and using performance assessment
Common obstacles (timetable, syllabus pressure, resources) and the three-stage teacher approach: model, coach, fade
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Last updated on • Talha