How can you create a problem-based learning activity for students?

1 Identify the learning outcomes

Before you design the problem, you need to have a clear idea of what you want your students to learn and achieve. Think about the knowledge, skills, and attitudes that are relevant to your subject and grade level, and align them with the curriculum standards and objectives. Write down the learning outcomes in specific, measurable, and achievable terms, and use them as a guide for the rest of the process.

2 Design the problem

The problem is the core of the PBL activity, and it should be realistic, relevant, challenging, and open-ended. It should also relate to the learning outcomes and the students' prior knowledge and interests. You can use real-world scenarios, case studies, simulations, or fictional situations as sources of inspiration. The problem should not have a single or obvious solution, but rather require multiple perspectives, research, and reasoning. Write down the problem in a clear and concise way, and include some guiding questions or prompts to help the students get started.

3 Plan the resources and scaffolds

Depending on the complexity and duration of the problem, you may need to provide some resources and scaffolds to support your students' learning. Resources are materials or tools that help the students access and analyze information, such as books, websites, videos, experts, or software. Scaffolds are strategies or structures that help the students organize and manage their learning, such as rubrics, checklists, templates, or feedback. Plan the resources and scaffolds that are appropriate for your students' needs and level of autonomy, and make them available and accessible throughout the activity.

4 Implement the activity

The implementation of the PBL activity involves several phases: introduction, investigation, solution, presentation, and reflection. In the introduction phase, you present the problem to the students and explain the learning outcomes, expectations, and assessment criteria. You also help the students form groups and assign roles and responsibilities. In the investigation phase, the students research the problem, gather and evaluate information, and generate ideas and hypotheses. You facilitate their inquiry and monitor their progress, but avoid giving direct answers or solutions. In the solution phase, the students synthesize their findings and develop a solution or a product that addresses the problem. You guide their decision-making and problem-solving, and encourage them to be creative and innovative. In the presentation phase, the students share their solution or product with an audience, such as their peers, teachers, or experts. You provide them with opportunities to communicate their process and outcomes, and to receive and give feedback. In the reflection phase, the students evaluate their own and their group's performance, as well as their learning and growth. You help them identify their strengths and weaknesses, and set goals for improvement.

5 Assess the activity

The assessment of the PBL activity should be aligned with the learning outcomes and the problem-solving process. You can use both formative and summative assessment methods, such as observations, portfolios, journals, quizzes, or reports. You can also use both individual and group assessment criteria, such as content knowledge, skills, attitudes, or collaboration. You should provide your students with clear and timely feedback, and involve them in self-assessment and peer-assessment. You should also reflect on your own practice and the effectiveness of the PBL activity, and make adjustments as needed.

6 Here’s what else to consider

This is a space to share examples, stories, or insights that don’t fit into any of the previous sections. What else would you like to add?