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RUNNING HEAD: LEARNING THEORY Problem-Solving Learning Theory Tammi S Beishline American Intercontinental University EDU652 Raymond Lapham

PROBLEM-SOLVING LEARNING THEORY According to the learning theory I chose, it can be used to encourage an engaging and fruitful learning process. Collaborative learning enables students to work together to develop a more in-depth understanding of a topic, while cooperative learning promotes teamwork and problem-solving abilities. Students partake in socially shared cognition by exchanging and debating ideas with one another to deepen their comprehension of a subject. While engaged learning encourages students to actively participate in the learning process, discovery-based learning allows students to investigate an idea on their own and come up with their own solutions. Furthermore, problem-based learning promotes critical thinking and the resolution of challenging issues. Students can gain a deeper understanding of a subject and become more ready for subsequent learning experiences by applying all of these tactics. Learning Module Explained The adult audience for this learning lesson or module consists of individuals over 25 years old who are already familiar with the content of the lesson. The need is for them to further develop their knowledge and skills in a particular area, such as problem-solving, entrepreneurship, digital literacy, or financial understanding. This lesson or module would use Problem-Based Learning as the theoretical framework. This theory involves presenting learners with a problem that they must solve collaboratively, either through discussion or individual or group projects. PBL allows learners to delve deeper into the concepts and connect them to real-world situations. The instructional environment for this lesson or module would be a facilitative one, meaning that the instructor would serve more as a guide and mentor, rather than as a teacher. This allows learners to take more ownership over their learning process and to explore the problem from various

angles while receiving support and guidance from the instructor. It also allows learners to develop their problem-solving skills while deepening their understanding of the content. To achieve the goals of the lesson, the instructor would employ a variety of instructional strategies and methods, such as contextual teaching, scaffolding, simulations, and project-based learning. These strategies and methods would allow the learners to apply the content to real-world situations and engage in reflective activities that help them think critically about the material. To ensure that learners are achieving the intended mastery of the material, there would be evaluations throughout the learning process. This could include self-assessment, peer assessment, and facilitator assessment. Self-assessment would involve learners engaging in reflective activities that allow them to assess their own learning progress. Peer assessment would involve learners assessing the work of their peers and providing feedback. The facilitator assessment would include the instructor providing feedback on the learners' progress and providing guidance for further improvement. By providing learners with a variety of assessment methods that provide both feedback and guidance, they can get a better grasp of the content and identify areas where they need to improve (Visser, et al, 2010).

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Lesson Module Audience: This lesson is designed for adult learners in order to develop a greater understanding of a particular topic. Behavior: Apply the learner’s knowledge and skills necessary to solve the given problem. Condition: Within a 2–4-hour timeframe Degree: 75 % accuracy, minimum Rationale: Problem-based learning is an effective technique for adult learners because it allows them to apply their existing knowledge and skills to a given problem. It encourages critical thinking and helps the learner develop a deeper understanding of the topic. Furthermore, problem-based learning allows learners to work collaboratively, which can help to foster a sense of community and camaraderie. Instructional Environment: This lesson will be conducted in a classroom setting, either in person or virtually. The instructor will provide guidance and feedback as needed. Instructional Strategies and Methods: The instructor will introduce the problem and provide the necessary context and resources for the learners to work through the problem. The instructor will also provide guidelines on how to approach the problem and will facilitate discussion among the learners. The instructor will also provide feedback and guidance as needed. Finally, the instructor will provide an opportunity for the learners to present their solutions and discuss the outcomes.

At the completion of the lesson or module, each adult learner in the audience should be able to identify key concepts related to the topic, create solutions to various scenarios, and explain the implications of those solutions. Audience: Adult Learners; Behavior: Identify key concepts, create solutions, and explain implications; Condition: Through learning activities; Degree: Secured reasonable mastery of the material. To achieve the goals of the lesson, the instructor would employ a variety of instructional strategies and methods, such as contextual teaching, scaffolding, simulations, and project-based learning. These strategies and methods would allow the learners to apply the content to real-world situations and engage in reflective activities that help them think critically about the material. To ensure that learners are achieving the intended mastery of the material, there would be evaluations throughout the learning process. This could include self-assessment, peer assessment, and facilitator assessment. Self-assessment would involve learners engaging in reflective activities that allow them to assess their own learning progress. Peer assessment would involve learners assessing the work of their peers and providing feedback. The facilitator assessment would include the instructor providing feedback on the learners' progress and providing guidance for further improvement. By providing learners with a variety of assessment methods that provide both feedback and guidance, they can get a better grasp of the content and identify areas where they need to improve (Fisher & Bandy, 2019).

References Fisher, M. R., Jr., & Bandy, J. (2019). Assessing Student Learning. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from https://cft.vanderbilt.edu/assessing-student-learning/ Visser, T.C., Coenders, F.G.M., Terlouw, C. et al. Essential Characteristics for a Professional Development Program for Promoting the Implementation of a Multidisciplinary Science Module. J Sci Teacher Educ 21 , 623–642 (2010). https://doi.org/10.1007/s10972-010-9212-1

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