---
title: "Problem-Based Learning"
artifact: "highlights"
resource_person: "GuruSetu faculty facilitator (not identified)"
resource_person_role: "Higher-education faculty member describing first-year engineering PBL practice; the published video metadata and transcript leave the facilitator unnamed."
vertical: "pedagogy"
module: "Active Learning Strategies"
lesson: "Problem-Based Learning"
lesson_key: "problem-based-learning"
source: "GuruSetu original"
source_channel: "GuruSetu"
---
# Problem-Based Learning: Highlights

**Resource person:** GuruSetu faculty facilitator (not identified) - Higher-education faculty member describing first-year engineering PBL practice; the published video metadata and transcript leave the facilitator unnamed.

1. Begin with a problem that gives students a clear reason to learn.
2. Give novices the prerequisite material they need before asking them to work through uncertainty.
3. Set a real problem at a level the class can manage.
4. Use teams and check each student's understanding and contribution separately.
5. A project shared across courses can connect subjects and spread the design work among faculty.
6. Assess the individual, the team process and the final artefact as separate forms of evidence.
7. For PBL to last, institutions must recognise the time it takes and help faculty focus on essential content.