Help the student understand the data in front of them in order to trouble shoot and resolve the problem in a safe and efficient manner.
I think it is important to insure the student is well informed so that they can make the right choice in solving a problem. Once they start to realize they do know the answer confidence should start to grow.
Daniela,
Working in this field is a challenge as you have outlined it in relation to problem solving. It involves both content as well as creativity and these two must be blended in order to come up with desired outcomes. You have given a very good outline of how this can be done in relation to solving the presenting situations.
Gary
Gary Meers, Ed.D.
In the context of design studios, it is critical to define the problem or range of problems using both written descriptions and diagrams. In the design context, where multiple factors come into consideration (societal, functional, aesthetic, semiotic, scalar, etc.) diagrams explain the problem in terms of "how it works". Diagramming the problem as a system or a set of interrelated nodes and connections (a network of information) shows how the problem system can be approached, from multiple vantage points and with specific research goals.
In my field, technology, it is imperative to learn how to troubleshoot and problem solve. During class, we implement the troubleshooting process throughout. This helps build up the confidence levels of the students by letting them get continual practice in developing those skills throughout a period of time. “Practice makes perfect.â€
Michael,
Good for you. My students do not like doing research either yet it is essential in the problem solving process because you need to have a foundational knowledge as to why a solution will or won't work in a particular situation.
Gary
Gary Meers, Ed.D.
I think developing their skills to problem solve is helping them analyze better. research seems to be the part most learners do not like to do...it takes time. So I hold them to their research to make sure it is thorough.
Practicing the skills shown in the textbook-then asking them to think of alternative ways to perform the same action and come up with the same ressult(s).
After a bit, the instructor can then go over their solutions and talk over with the whole class the possibility of their solutions and provide feedback.
Jeffrey,
Good way to use the strengths of your students as well as get to know where their need areas are in terms of development. This way you can help them shore up their weak areas while they are expanding their knowledge and skills as potential problem solvers.
Gary
Gary Meers, Ed.D.
Have them work in groups to solve problems
Development of problem solving skills all dependings on the student. After working with all my students, I get to know what level they are at in regards to problem solving. From there, I can assign them simple tasks where they can build from that to build more confidence. Creating a positive and encouraging environment also helps.
Mark,
Well said. Seems that so many students today feel that if they have paid tuition they have bought an A. They need to understand they have to work hard and earn a A, which in turn will help them achieve more in their careers. Continue to keep those standards high and demand the best from your students.
Gary
Gary Meers, Ed.D.
I think this gets to the challenge of a group (or class) that contains not just different problem solving styles but also different levels of experience and expertise. Dr. Meers talked about the importance of moving students to the middle in their problem solving style and this can be a helpful way to help the more experienced problem solvers by giving them the sorts of problems they are less comfortable with while we develop the less experienced students first within their comfort zones and then toward the middle.
I must agree. Todays generation has always had someone else take their responsibilities for them. Failure is a big part of man kinds learning curve. If a person never gets knocked down, they truly never get the chance to look up and face the fact of life. From my stand point the best thing we could do for them is hold them to high standards while keeping them accountable for their actions.
Dianne,
Great approach. You are giving them a lot of tools they can use to be more effective in their approach to solving problems and thinking situations through.
Gary
Gary Meers, Ed.D.
In the environment in which I teach, I have found that many students do not have the skills to problem solve - simply because they have not been shown how. KISS is my motto - keeping it simple sweetie. Give them the steps - give them a scenario and then walk them through one example. Then I put them in groups to work together so solve increasingly more difficult scenarios.
Donna,
I use case studies a lot in my classes as well. I really like how they get students involved and thinking about possible solutions. I can appreciate the energy this activity brings to your classes because case studies sure bring energy to mine.
Gary
Gary Meers, Ed.D.
I present a case study with problems and concerns that the students my be confronted with in the market place. They then analyze and create a treatment plan. We openly discuss each perspective. I find it creates an open energize class discussion. They enjoy the process and always look forward to the next case study.
Doris,
Like your style. This way you know that your students have thought through the situation/problem rather than just wanting to unload it on you.
Gary
Gary Meers, Ed.D.
I tell my students at the beginning of their first term. I have an open door policy and the can bring any of their problems to me. But before they come I also want them to have a solution in mind for the problem. It has really worked with my students.
