Philosophy within Problem-based learning.

Problem-based learning is a strategy used within most areas of education. According to Claire and Maggi, problem-based learning is considered a philosophy in itself, Major and Savin-Baden (2011). It is important that an educator is equipped to produce dynamic lesson plans in order to support cognitive skills by using a variety of contexts.

The use of group activities and thought provoking questions will encourage higher levels of thinking and collaboration. This will result in the use of multiple intelligences and open up opportunity for the class individuals to make use of many learning styles in order to produce the best result within the learning process.

Open questions create a canvas for an elaborate productive lesson resulting in a rich conclusion that incorporates the input of learners. As it has been suggested, problem-based learning is open to the creativity of the teacher because learning is a complex process and takes occurs within various ways depending on the subject or skill being taught Major and Savin-Baden (2011).

Problem-based learning creates opportunity to think logically and creatively in order to compile routes within investigation. Active participation will result in a conclusion that is productive, accurate and dynamic, Major and Savin-Baden (2011).

A lesson that offers opportunity for people to collaborate together and share findings with others via a short presentation has a lasting effect within the memory and thereby allows the learners to retain the knowledge learnt.


Reference:
Major, C and Savin-Baden M (2011), Foundations of Problem-based Learning, England:Open University Press. p.5