Problem-Centered Instruction

A problem-centered instructional focus engages the learner in solving authentic real-world problems. As defined by Merrill (2002), a problem includes a range of whole-task activities that the learner will encounter in the world following instruction, and is contrasted to topic-centered instruction where parts of the task are taught in isolation. Merrill highlights numerous instructional frameworks that include problem-centered learning, such as:

Cognitive Apprenticeship,
Goal Based Scenarios,
Constructivist Learning Environments,
Problem-based Learning,
Novel Problem Solving,
Whole Task Practice in 4C/ID Model.

Citing research on instruction, Merrill (2007, p. 8) suggests problem-centered instruction should:

Involve authentic real-world problems or tasks.
Show the learners the whole task they will be able to do or the whole problem they will be able to solve as a result of completing the instruction.
Teach the components of the problem or task and then help the learner use these components in solving the whole problem or doing the whole task.
Involve a progression of problems not just a single application.

Before we move on ...

For the instruction you are contemplating, think about what your learners will do after completing the instruction. What authentic real-world problem or task could frame your lesson? How can you show the learners the whole task they will be able to do? How will you break down and sequence the problem or task, and include a progression of problems versus a single application?