Unlike other models in which the emphasis is on presenting ideas and demonstrating skills, problem-based instruction has teachers present problem situations to students and get them to investigate and find solutions on their own.
The instructional goals of problem-based instruction are threefold: to help students develop investigative skills and problem-solving skills, to provide students experiences with adult roles, and to allow students to gain confidence in their own ability to think and become self-regulated learners.
The general flow or syntax of a problem-based lesson consist of five major phases: orient students to the problem; organize students for study; assist with independent and group investigations; develop and present artifacts and exhibits; and analyze and evaluate work.
The learning environment of problem-based instruction is characterized by openness, active student involvement, and an atmosphere of intellectual freedom.
Theoretical and Empirical Support
Problem-based instruction has its intellectual roots in the Socratic method dating back to the early Greeks but has been expanded by ideas stemming from twentieth-century cognitive psychology.
The knowledge base on problem-based instruction is rich and complex. Several meta-analyses done in the last few years provide a clear picture of the model's instructional effects.
Over the past three decades, considerable attention has been devoted to teaching approaches known by various names--discovery learning, inquiry training, higher-level thinking--all of which focus on helping students become independent, autonomous learners capable of figuring things out for themselves.
Planning and Conducting Problem-Based Lessons
Major planning tasks associated with problem-based instruction consist of communicating goals clearly, designing interesting and appropriate problem situations, and logistical preparation.
During the investigative phase of problem-based lessons, teachers serve as facilitators and guides of student investigations.
Managing the Learning Environment
Particular management tasks associated with problem-based instruction include dealing with a multitask learning environment; adjusting to different finishing rates; finding ways to monitor student work; and managing an array of materials, supplies and out-of-class logistics.
Assessment and Evaluation
Assessment and evaluation tasks appropriate for problem-based learning necessitate finding alternative assessment procedures to measure such student work as performances and exhibits. These procedures go by the names of performance assessment, authentic assessment, and portfolios.
