Provide an overview of problem-based learning and describe the special features that define this model of instruction.

• Unlike other models in which the emphasis is on presenting ideas and demonstrating skills, in problem-based learning, teachers present problem situations to students and get them to investigate and find solutions on their own.
• The instructional goals of problem-based learning are threefold: to help students develop investigative 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 consists 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 learning is characterized by openness, active student involvement, and an atmosphere of intellectual freedom.

Describe the theoretical foundations of the problem-based learning and summarize the research that supports its use.

• Problem-based learning 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 learning is rich and complex. Several studies done in the last few years provide strong evidence about some of the model's instructional effects. However, other studies lead to the conclusion that effects are cloudy.
• 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.

Explain how to plan and use problem-based learning, including how to adapt its use to students of differing backgrounds and abilities.

• Major planning tasks associated with problem-based learning consist of communicating goals clearly, designing interesting and appropriate problem situations, and logistical preparations.
• During the investigative phase of problem-based lessons, teachers serve as facilitators and guides of student investigations.

Describe how to implement a learning environment conducive to using problem-based learning.

• Particular management tasks associated with problem-based learning 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.

Describe appropriate ways to assess student academic and social learning consistent with problem-based learning goals.

• 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.

Speculate about the restraints for using problem-based learning and make predictions about its use in the future.

• Teachers who use problem-based learning face many obstacles such as inflexible school schedules and rules that restrict student movement. Will the current interest in PBL continue, or will the use of the model be discontinued over time?