How do you scaffold and support learners' self-directed learning in PBL?

1 Define the problem and the learning outcomes

The first step in PBL is to present learners with a problem that is relevant, realistic, and challenging, but not too vague or overwhelming. You should also clarify the learning outcomes that learners are expected to achieve by solving the problem, such as the knowledge, skills, and attitudes they will develop or demonstrate. This helps learners to understand the purpose and scope of the problem, and to set their own learning goals and sub-goals accordingly.

2 Guide the inquiry process

The second step in PBL is to facilitate learners' inquiry process, which involves identifying what they already know and what they need to know, finding and evaluating information sources, applying and synthesizing new knowledge, and reflecting on their learning. You should provide learners with appropriate guidance and feedback throughout this process, depending on their prior knowledge, readiness, and needs. You can use various scaffolding techniques, such as questioning, modeling, coaching, prompting, and fading, to support learners' cognitive, metacognitive, and social skills.

3 Encourage collaboration and communication

The third step in PBL is to encourage learners to work together and communicate effectively with their peers, instructors, and other stakeholders. Collaboration and communication are essential for SDL, as they allow learners to share ideas, perspectives, resources, and feedback, and to co-construct meaning and solutions. You should create a positive and supportive learning environment, where learners feel comfortable and confident to express themselves, listen to others, negotiate, and compromise. You should also monitor and intervene when necessary to prevent or resolve conflicts, misunderstandings, or groupthink.

4 Assess the learning outcomes and the learning process

The fourth step in PBL is to assess the learning outcomes and the learning process, both formatively and summatively. You should use multiple and varied assessment methods, such as rubrics, portfolios, presentations, peer reviews, and self-reviews, to measure learners' performance, progress, and achievement. You should also provide learners with constructive and timely feedback, and encourage them to reflect on their strengths, weaknesses, and areas for improvement. You should also invite learners to evaluate their own and their peers' SDL skills, such as goal setting, self-regulation, self-monitoring, self-evaluation, and self-reflection.

6 Promote transfer and application of learning

The sixth and final step in PBL is to promote transfer and application of learning, beyond the specific problem and context. You should help learners to generalize and transfer their knowledge, skills, and attitudes to new and different situations, problems, and domains. You should also encourage learners to apply their learning to their personal, academic, or professional goals, interests, and needs. You should also inspire learners to continue their SDL journey, by fostering a growth mindset, a curiosity for learning, and a sense of agency and autonomy.

7 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?