- The brain is always learning. We learn exactly what is demonstrated by people around us. PBL does not try to teach through pointless drills, activities, and tests. Instead we design and engage the learners in meaningful activities.
- Learning does not require coercion or irrelevant reward. We fail to learn only if we are bored, or confused, or if we have been persuaded that learning will be difficult. PBL provides an enabling place where learning takes place naturally.
- Learning must be meaningful. If we understand, then we learn. PBL is about willingness to change the processes and systems rather than trying to change the learners to conform to rigid processes. PBL wants to ensure that learners understand what they are expected to learn.
- Learning is incidental. We learn while doing things that we find useful and interesting. PBL’s endeavor is to create environments where learners can engage in sensible activities.
- Learning is collaborative. We learn by apprenticing ourselves to people who practice what they teach. PBL does not believe in delivering instruction mechanically. If facilitators are not helping the learning process, there must be better facilitators, not more tests and more programmatic instruction.
- The consequences of worthwhile learning are obvious. We demonstrate the worthwhile things we learn by engaging in those activities. Schools, teachers, and parents should not have to rely on marks, scores, or tests to discover if we have learned.
- Learning always involves feelings. We remember how we feel when we learn and when we fail to learn. PBL does not treat learners like toy hens that run on batteries or like machines.
- Learning must be free of risk. If we are threatened by learning, then the learning will always threaten. PBL recognizes that continual testing is intellectual harassment.