Principles for PBL - 6 of 12 - Let students decide what they do & don't know

In this video Oliver Broadbent (Think Up/Imperial College London) and Prof Søren Willert (University of Aalborg) discuss the sixth principle in their series on problem-based learning (PBL): let students decide what they do and don’t know.
In traditional learning, teachers can get exasperated when the students say ‘I don’t understand’, and the teacher thinks, ‘well, I’ve explained it so many times’. But this shows that there may not be the necessary sensitivity to what happens when the words leave the instructor’s mouth and enter the heads of the learners, when it has been translated into some sort of understanding for them. In reality, the receive decides the message: you know what you said, but you don’t know what was understood. Therefore, you have to pay attention to where the student is - you can’t know beforehand.
At the start of learning this requires the learners and the instructors to form some sort of contract agreeing where is the common starting point, and where does everyone want to head.
We created this video series to give academic staff interested in problem-based learning (PBL) some practical tips for implementation. PBL is part of a broader family of inductive learning styles that includes project-based learning investigative learning. This family of learning styles is learner led. That basic requirement has profound consequences for the learning journey is designed by the teacher.
Clear here to watch the whole series
• Principles of Problem-...
These principles are intended to help guide teachers in their thinking when creating their own PBL. These resources have been created as part of the Enginite programme, an EU Erasmus+ funded initiative that gives recently graduated engineers extra training and experience to help them become more employable.
Link to Enginite website
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