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Wednesday, December 9, 2009

What are the Five Steps of the Problem-Based Model of Teaching?

When mentoring our pre-service and in-service teachers we need to describe and model both research-based and clinically tested best practices. Accordingly, our mentees should know about the Problem-Based Model of Teaching.

Although complex, the problem-based model of teaching can be simplified into these five steps (*Arends, 2001).

In today’s post we will describe the five steps of this model of teaching.

Five Steps of the Problem-Based Model of Teaching



Teacher and/or Student Behavior


Get students ready to learn and orient them to the problem

· Teacher motivates students to engage in a self-selected problem-solving activity

· Teacher reviews the objectives of the lesson or unit

· Teacher explains logistical requirements for the study


Organize students for study

· Teacher helps students define and organize the study tasks related to the problem


Assist independent and group investigation

· Teacher encourages students to gather appropriate information, conduct experiments, and search for explanations and solutions


Develop and present findings and conclusions

· Teacher assists students in planning and preparing their findings and conclusions via products, demonstrations, and exhibits


Analyze and evaluate the problem-solving process

· Teacher helps students reflect on their investigations and the processes they had used

*Arends, R. (2001). Learning to Teach. (Fifth Edition). Boston: McGraw-Hill.

On the next post we will insert a lesson on Israel into the five-step Problem-Based Model of Teaching template.

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