Problem Solving Problem Solving teachingteaching

Problem Solving Problem Solving teachingteaching

Awais ShujaAwais Shuja

Change

When we learn best

• By solving problem• By discovering answer• By contributing to answer• By defending answer

Problem based learning

• is an instructional method that challenges students to "learn to learn," working cooperatively in groups to seek solutions to real world problems.

Patterns of classroom interactions that consistently produce desirable student outcomes in the form of higher test scores, increased problem solving skills, improved attitude toward subject, etc….”

– Borich. (1988). Effective Teaching

Effective Teaching

Why do I think it’s important to teach

problem solving

• Being able to solve problems improves students lives.

• Working with dummies is not fun.

• Students who cannot problem solve will behave like dummies.

OBJECTIVES• Orient students toward meaning-making over

fact-collecting

• Promote independent thinking

• Develop group work & social skills

• Cultivate knowledge-forming skills

• Motivate and involve students

Problem Solving Traditional• Key element - learning Key element -

teaching

• Responsibility-student Responsibility-teacher

• Student input Teacher decisions

• Focus - real problems Focus - Knowledge

Fundamental Changes (if problem solving approach is used)

• Balance of power from teacher to student

• Focus of attention learning process vs. content

• Teaching skills more interactive

Overall Emphasis: Lifelong learning and learning

how to learn

Problem solving as an art

• Is an act of inquiry and discovery• Promotes independent thinking• Is a set of procedures to be

practiced• Can be infused into curriculum

“ A great discovery solves a great problem, but there is a grain of discovery in the solution of any problem.”

G. Polya, How to Solve It, (1945)

Overall plan (IDEAL)

• I - identify problem• D – define problem• E – explore solution• A – act on strategies• L – look back and evaluate

Identifying the problem• • The complaint is what you’re told.• The symptom is what they’re complaining

about.• The defect is what’s actually broken.• The problem is what you need to get

working.

Define the problem

• What are the rules of engagement?• What do you know about the

process• when it works?• This is the picture-drawing and

searching question phase.

explore solution• Find solutions & choose one• Always aim to identify multiple

solutions.• Weigh the choices against each

other.• Consider side-effects and long-

term effects.

Strategies

• Compute or simplify• Use a formula, model or diagram ,table,

chart or list• Talk it over with someone else• Take a risk• Make mistakes, and learn from them• Guess, check and revise

Problem Solving as context

• Practice for reinforcement of skills and concepts

• Addresses important concepts

• Connects to students’ previous learning

• Is meaningful and relevant

• Accommodates diverse learning styles

A problem is . . .

1) Something difficult to deal with or understand

2) An exercise in a textbook or examination

Oxford English Dictionary

Problem-solving environment

• Ideas have potential to contribute to learning and should be respected

• Students have autonomy with respect to methods of solving problems

• Mistakes afford opportunities for examination and learning

Problem-solving as a Vacation

• Good planning is necessary.• The journey is more important

than the destination.• You will make side trips and have

delays or detours.• It is an experience that enriches

the routine.