Provide phase-specific teaching practices and environment features that foster student responsibility for learning in each phase of PBL¶

Strategy · All strategies
Evidence · 3 claims (3 for) · 2 studies (1 review, 1 theoretical), q1–q2 · 0 of 2 report an effect size · 3 claims rest on one study

Description¶

The article offers research-driven guidelines in which specific learning environment features and teaching practices are matched to each phase of PBL to foster student responsibility for learning. Rather than a single generic intervention, support is differentiated by project phase, addressing the goal-setting, monitoring, reflection, and motivation demands that arise "from the beginning of the project until the end."

Design Implications¶

Context¶

Requirements¶

• Teachers need knowledge of the SRL demands of each PBL phase to match practices to phases

Constraints¶

Target Learners¶

• students engaged in problem- or project-based learning

Target Learning Goals¶

• student responsibility for learning, motivation, and self-regulation across project phases

Affordances¶

• Pbl Srl Relationship Model English Kitsantas

Claims¶

• Research-driven guidelines exist for promoting student responsibility for learning in PBL [+W]
• Success in PBL requires students to set goals, monitor, reflect, and sustain motivation across the whole project, yet many students do not do these processes naturally [+W]
• AI-driven PBL environments enhance educator and student collaboration via real-time feedback, intelligent scaffolding, and data-informed instructional decisions [+M]

Related Strategies¶

• Intentional Srl Support Design In Pbl
• Racial Equity in PBL - Create Beautiful Spaces
• Use the special issue's design-process questions to shape new SRL scaffolds

Examples¶

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Key Sources¶

• Mary C. English, Anastasia Kitsantas. (2013). Supporting Self-Regulated Learning in Problem- and Project-Based Learning. Interdisciplinary Journal of Problem-based Learning. https://doi.org/10.7771/1541-5015.1339