Problem-Based Learning

PBL requires a lot of planning up front and that can require some guidance. Once the students begin to work on the problem, the teacher’s time is spent interacting with the students and facilitating learning, creating a more enjoyable and productive work environment for the students and the teacher. Use the following step-by-step process for designing a PBL assignment and implementing PBL in your math classroom through AISLM.
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Unit 1. Introduction to Problem-Based Learning?


Course Progress

PBL is a student-centered pedagogy in which students collaborate to learn about mathematics through the experience of analyzing and solving a specific, real-world problem. PBL helps the students develop flexible knowledge, effective problem-solving skills, self-directed learning, effective collaboration skills, and intrinsic motivation. Working in groups, students identify what they already know, what they need to know, and how and where to access new information that may lead to the resolution of the problem. The role of the teacher is to facilitate learning by supporting, guiding, and monitoring the learning process, not by traditional lecturing.

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Course Content

Course Content
Reflection Question

Have you implemented problem-based learning in your class?

a. If the answer is “yes”: What was the assignment? To what extent was your protocol similar or dissimilar to the process outlined in this handout? How did your students respond to the task?

b. If the answer is “no”: How would you envision implementing problem-based learning in your class? How do you think your students will respond to the assignment?

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