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.
In today’s post we will describe the five steps of this model of teaching.
Five Steps of the Problem-Based Model of Teaching
Steps | Description | Teacher and/or Student Behavior |
1 | 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 |
2 | Organize students for study | · Teacher helps students define and organize the study tasks related to the problem |
3 | Assist independent and group investigation | · Teacher encourages students to gather appropriate information, conduct experiments, and search for explanations and solutions |
4 | Develop and present findings and conclusions | · Teacher assists students in planning and preparing their findings and conclusions via products, demonstrations, and exhibits |
5 | 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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