Frances,
This is great training for your students. As you say not only do they gain the needed skills but they learn about the human factor in helping people as well. This is how they develop their professionalism.
Gary
Gary Meers, Ed.D.
Working in clinicals with students and continually doing the NCLEX scenarios repeatedly. I teach the NCLEX and prepare my students to take their state exam. The state wants to know that a person is safe. I like for them to place themselves with a family member in the question, not a word stranger. Unbelievable how quickly they can solve that problem and arrive at a safe answer....Again having them to understand we do this on a daily basis makes it easier for them to put all of it into a workable perspective
Kenneth,
Assessments like this along with the model for problem solving are very valuable for students to know about and use. Knowing the problem solver style such as the innovator or adaptor goes a long way in understanding how a person is going to approach the problem solving process.
Gary
Gary Meers, Ed.D.
I teach a lesson on problem solving using the Kirton Adaption Innovation (AI) Theory and an instrument called the Kirton Adaption-Innovation Inventory or KAI. This instrument provides the student with their problem-solving style as an innovator or adaptor. Adaptors like structure and rules while innovators do not like structure and rules and work outside of these areas for possible solutions. I place the class into groups by their problem solving style from high adapter through the range of high innovator and give them a simple problem to solve. In almost all cases of the solutions you can see their problem solving styles in them and how they interact as groups to problem solve.
Providing this AI theory the students are able to put into practice in their work environments the understanding that people problem solve differently.
There is volumes of research using Kirton’s AI Theory and the KAI.
Diane,
The more practical applications the better. You are giving them real world situations in which to use their newly acquired knowledge and this is how personal and professional growth occurs. I use a lot of case studies in my courses to help my students to get to the level of competence and proficiency.
Gary
Gary Meers, Ed.D.
Giving examples of how a person would problem solve using critical thinking helps. They begin to understand the process. I tell my students that that they critically think every day just don't realize it! I apply everyday situations like driving to work if there is traffic on a certain freeway.
Peter,
Yes it does. This skill is the one that will help with career growth and development. Employers are looking for these types of workers because they know they will get the job done and done right.
Gary
Gary Meers, Ed.D.
Like any other skill, it needs to be developed through practice and repetition.
Edward,
This is how you build confidence in the minds of your students and expand their skills as problem solvers. Keep up this good effort as you help them transition into the workplace.
Gary
Gary Meers, Ed.D.
I have found that students problem solving skills improve with confidence, which they get from practice. I will usually start with small easy problems then gradually increase the difficulty,
making sure they understand that making mistakes are a positive that we can learn from.
Dixie,
Thanks for sharing this strategy with us. It is a great way to work students through the scaffolding process and show them the value of acquired and sequential knowledge and skill development. As they start to see their efforts pay off their motivation increases along with their enthusiasm.
Gary
Gary Meers, Ed.D.
Dixie,
I agree and this is what has brought me career success along with all of the other people I know. This can be a tough message to get across to students at times.
Gary
Gary Meers, Ed.D.
One assignment I frequently give is the logical proposition of policy: they must persuade their audience to take some action. A proposition of policy has four stock issues, generalized formulaic questions that must be applied in presenting the argument:
1. Is there a need for the proposed change? What specifically is the problem that prompts the need?
2. Will the proposed change make a substantial improvement in the situation?
3. What are the ripple effects? Will the change improve the situation without creating new problems?
4. Is it workable and practical? What will be involved in actually implementing the change?
Not only do the stock issues provide a scaffolding for developing the presentation, but they insure that students will think their proposal all the way through.
Everyone is a winner only when we work hard enough to find a solution that genuinely works to everyone's benefit.
Dennis,
The approach to problem solving is as essential as the solution because without a well developed approach there will be no solution. The more experiences we can give our students in developing their reflective and critical thinking skills the better prepared they will be to be successful in the chosen career field.
Gary
Gary Meers, Ed.D.
One way to support the development of problem solving skills is to teach them to approach a problem by first asking very general questions and then begin to narrow the focus of their questions until they arrive at a conclusion.
Beverly,
This approach gets everyone involved and developing their critical thinking skills. By having them try you are getting them engaged and expanding their skill sets for problem solving.
Gary
Gary Meers, Ed.D.
I always tell my student that they are not permitted to say "I can't" in my class. They must at least try, then they can tell me that they don't "like" it or have a problem with it.
Eurico,
Well said. This is such an important skill for them to develop. The results will be seen in their career growth.
Gary
Gary Meers, Ed.D.
The best support i could help them is to Face or Analyze the problem by identifying, stating/writing From objective to solutions. And the decision will be the best.
