When utilizing the information, students must carefully appraise the worth of the sources they have accessed. When students reconvene, they should attack the problem right from the start again. The students explore the previous learning issues, integrating their new knowledge into the context of the problem. This can be done as verbal presentations, lists, charts, diagrams, concept maps. At first, getting the info will be like pulling teeth, but after a while it will get better.
Students continue to define new learning issues as they progress through the problem.
The product should include the problem statement, questions, data gathered, analysis of data, and support for solutions or recommendations based on the data analysis. Previous misconceptions are identified and corrected. Input can be provided by the student, peers, and the facilitator. Reasoning, group behavior, professionalism, knowledge level and self-directed learning ability are assessed. This provides students with positive reinforcement regarding their strengths as well as constructive feedback for rectifying any identified deficiencies.