Problem+Solving

In brainstorming sessions, teachers at Belmont discussed **problem solving** skills students might demonstrate or utilize in the 21st century context and how this skill may be developed. The following points reflect the statements made by participants regarding their understanding of **problem solving**:

• problem solving is a skill that has to be taught • problem solving requires one to 'think ahead' • problem solving skill will allow a transfer of that skill from one situation to another • problem solving is learned through experience • to problem solve is to 'do it', it is a 'hands on' process • problem solving requires the ability to ask good, higher level questions • one must 'play' with problems • one must talk about problems • teachers must understand how students see problems • problem solving involves strategizing • one must recognize different strategies for different problems • one must be able to define a problem • students must see relevance in the problem, i.e. student oriented • project-based learning can allow for solving ill-defined problems • problem solving involves creativity • problem solving requires risk taking without fear of making errors • problem solving should reassure students that it is okay to be wrong • problem solvers should be willing to try a number of possible solutions, i.e. plan A might not work • problem solvers must remain open to all possible solutions; don't shut down ideas • problem solving can be applied to social situations • math and chemistry are obvious areas where problem solving is employed (Note: teachers also offered comments that included a variety of subject areas in which problem solving skill could be identified) • problem solving can involve visual aids such as diagrams, graphic organizers and charts • teachers must be open to allowing students input in the problem solving learning event, or allowing them to participate in the planning and design of the task • learning problem solving from a scientific method perspective can be compared to the developmental behaviours of small children who learn by experience or trying different approaches until successful • students need to be reminded that they possess problem solving skills and they are learning new applications of those skills • problem solving can be formalized steps - observation, guess, evaluate success, revise guess and try again • creating classroom problem solving contexts requires 'buy in'; both the teacher and the student must believe that their efforts are legitimate; passion for the task, subject and learning is dependent on 'buy in' • relevance to students and providing adequate time is conducive to developing problem solving skills, i.e. a rigid timetable may not support this approach • problems should be viewed as challenges and solutions should be viewed as opportunities; it is more encouraging to 'fail' a challenge rather than failing to solve a problem • examples of problem solving contexts - case studies, scenarios, real world situations, cliffhangers or 'soap operas' • SLR: Self Regulated Learning is a context in which teachers strive to provide levels of challenge that students choose to engage in and a variety of levels is available • choice is important to learning problem solving skills; students should be able to choose their level of challenge • teachers must understand and identify students' **real** problems before attempting to educate them • students must be taught to: identify the problem, research, form a hypothesis, examine the data, collaborate and take time away from the task to generate perspective • problem solving requires reflection • teaching dispute resolution tactics can be one strategy or approach to problem solving • editing and revision is a method of problem solving • role play or understanding another perspective is important to problem solving • Individual Education Plans are problem solving tools • Socratic seminars is a problem solving approach • problem solving requires understanding process • problem solving can involve experimental design, i.e. a 'pre' experience prior to the one that counts • modelling is an approach to problem solving, i.e. teachers can model problem solving skills or students can model for one another • problem solving involves seeing, doing, touching, connecting, differentiating to provide relevance to all learners' levels • teachers should think 'modern and contemporary' when devising problem solving lessons; teachers should strive to discover students' interests • applying strategies like research is part of problem solving, i.e. google it! • problem solving is not an isolated skill, it is linked to collaboration, critical thinking and analyzing the parts of a problem • problem solving involves trial and error • brainstorming is an approach to problem solving • looking for solutions in places previously not considered is an approach to problem solving • a strategy to problem solving is knowing when or how to detach oneself, to delegate to an objective party • teachers must allow sufficient time for students to learn to solve the problem • problem solving may require listening • humour may be involved in problem solving • problem solving may require setting parameters • clearly identify the issue and recognize that there may not be an answer • problem solving might involve calling mom • asking for help, communicating and discussion are involved in problem solving • students should be able to access help in alternate methods if communication is difficult