Problem-Based Learning

The desire to learn is a natural human tendency; traditional lecture-style teaching, however, can undermine this desire by focussing on information download and regurgitation (Delisle, 1997). The advantages of a problem-based learning model are threefold:

• students acquire content knowledge;
• students immediately use that knowledge in the context of solving an authentic problem; and
• students gain the skills required to autonomously deepen their conceptual understanding, think critically, and work with others. 

In this scenario, students take a lead role in the learning process as they clarify the problem, identify stakeholders, acquire information, and generate possible solutions. Teachers, on the other hand, take on a supportive function, offering such things as time, information sources, materials, guiding questions and general group mediation.

The process begins with a teacher-designed dilemma that takes into account students' developmental levels, skills, and interests. The problem should also require a variety of skills to solve. Students then must take into account what information is required to develop the solution. This will likely include knowledge they already possess and that which they must seek out. Ultimately the problem must be clearly defined based, taking into account multiple points of view. Through analysis of the collected data, students must generate a number of possible solutions and a means by which to assess their effectiveness (Delisle, 1997).

Finally, the problem-based learning process is evaluated by not only the teacher, but the learners as well. Teachers can evaluate students at various points throughout the process through use of carefully designed rubrics that are attentive to the skills and knowledge under development. In addition, students are given the opportunity to judge their peers and their solution based on pre-determined criteria. This not only hones their critical thinking, but their metacognitive abilities as well.

Delisle, R. (1997). How to use problem-based learning in the classroom. Retrieved from: http://www.ascd.org/publications/books/197166.aspx.

Torp, L. and Sage, S. (1998) Problems as possiblities: Problem-based learning for K-12 education. Alexandria, VA: Association for Supervision and Curriculum Development.