The students then reach out from their current zone of knowledge into the unfamiliar territory of the ZPD, with the help of their teachers and peers. Lev Vygotsky n. University of Delware n. Weegar, A. Learning Theories in focus: Problem Based Learning. Lev Vygotsky From the Blog.
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Cognition and Instruction, 26 , 48— Psychological tools in problem-based learning. What learning issues will be identified? How will the problem be structured? How long will the problem be?
How many class periods will it take to complete? Will students be given information in subsequent pages or stages as they work through the problem? What resources will the students need?
What end product will the students produce at the completion of the problem? Write a teacher's guide detailing the instructional plans on using the problem in the course. If the course is a medium- to large-size class, a combination of mini-lectures, whole-class discussions, and small group work with regular reporting may be necessary.
The teacher's guide can indicate plans or options for cycling through the pages of the problem interspersing the various modes of learning. The final step is to identify key resources for students. Students need to learn to identify and utilize learning resources on their own, but it can be helpful if the instructor indicates a few good sources to get them started.
Many students will want to limit their research to the Internet, so it will be important to guide them toward the library as well. Where can I learn more? Readings Duch, B. The power of problem-based learning. Sterling, VA: Stylus. Grasha, A.
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