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Problem-based learning (PBL) is a teaching method in which students learn about a subject through the experience of solving an open-ended problem found in trigger material. The PBL process does not focus on problem solving with a defined solution, but it allows for the development of other desirable skills and attributes. This includes ...
Flipped classroom teaching at Clintondale High School in Michigan, United States. A flipped classroom is an instructional strategy and a type of blended learning.It aims to increase student engagement and learning by having pupils complete readings at home, and work on live problem-solving during class time. [1]
The iteration of such strategies over the course of solving a problem is the "problem-solving cycle". [ 30 ] Common steps in this cycle include recognizing the problem, defining it, developing a strategy to fix it, organizing knowledge and resources available, monitoring progress, and evaluating the effectiveness of the solution.
A teacher who asks the students to generate their own strategy for solving a problem may be provided with examples in how to solve similar problems ahead of the discovery learning task. "A student might come up to the front of the room to work through the first problem, sharing his or her thinking out loud.
Scheyvens, Griffin, Jocoy, Liu, & Bradford (2008) further noted that "by utilizing learning strategies that can include small-group work, role-play and simulations, data collection and analysis, active learning is purported to increase student interest and motivation and to build students ‘critical thinking, problem-solving and social skills".
William Heard Kilpatrick built on the theory of Dewey, who was his teacher, and introduced the project method as a component of Dewey's problem method of teaching. [6] Kilpatrick endorsed project-based learning in his 1918 essay The Project Method , calling for "whole-hearted purposeful activity proceeding in a social environment".
In this approach, the individual is consciously engaged in the construction of a product (Li, Cheng, & Liu, 2013). The utilization of constructionism in educational settings has been shown to promote higher-order thinking skills such as problem-solving and critical thinking (Li et al., 2013).
One of the most influential models is the book Freire for the Classroom: A Sourcebook for Liberatory Teaching, edited by Ira Shor. When teachers implement problem-posing education in the classroom, they approach students as fellow learners and partners in dialogue (or dialoguers), which creates an atmosphere of hope, love, humility, and trust. [7]