The document discusses key aspects of designing effective problems for problem-based learning (PBL). It states that PBL problems should: [1] promote higher-order thinking by requiring students to recognize knowledge gaps when first analyzing the problem; [2] require students to search for new knowledge and understanding to find a solution; and [3] provide context for connecting new ideas to prior knowledge. The document also notes that effective PBL problems should motivate learning through real-world relevance and open-ended questions.

1. Designing PBL Problems: Part 1 University of Delaware Institute for Transforming Undergraduate Education Problem-Based Learning: From Ideas to Solutions through Communication January 2007

3. A PBL Problem “Capsule” Problem Context Interesting Relevant Authentic New Concepts Prior Knowledge Connections Critical Thinking Resource ID & Use Teamwork Communication

8. Bloom’s Taxonomy Revised Knowledge and cognitive domains combined; synthesis elevated above evaluation Anderson and Krathwohl, eds. (2001) Taxonomy for Learning, Teaching and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives.