Kleinkauf,
This is a very good point to remember as we develop examples to use in helping our students to expand their expertise as problem solvers. We need to help them to develop strategies that will work within their experience and expertise.
Gary
Gary Meers, Ed.D.
I think we have to keep in mind that some students may not have had the experience of problem solving and on instructors part the instructors tend to assume that all students taking a course has prior knowledge on problem solving. Those that may succeed do so from previous experience,culture experience, group experience, or through conversation with someone.Students who comes from different backgrounds and cultures have seen how their relatives, friends, or others deal with problem solving and its not the same way educational institutions handle it.When instructors are starting a new class, we can not afford to assume that all the students have prior knowledge in the subject at hand or the conversation that is going on.
DeAndre,
By helping them to develop these skills you are increasing their value on the job market. Their careers will be spent problem solving so the more knowledge, skills and expertise they have in this area the better prepared they will be. Keep up the good work.
Gary
Gary Meers, Ed.D.
As a IT/Computer Forensic instructor I help my students to develop their problem solving skills by assessing technical issues with a system and identifying the root cause(s). Understanding the interaction between Hardware and Software components and communication protocols, they must systematically apply problem solving skills to come up with a solution.
Diane,
I have found this with many of my students as well. They don't want to take any risks while learning to be problem solvers. As history has shown us most of the great problem solvers were risk takers and they failed many times. The approach you are using seems to give them opportunities to be risk takers while also giving them guidance and support as they walk through the problem solving process.
Gary
Gary Meers, Ed.D.
Many students lack the confidence to solve problems. Their lack of confidence stems from not having had the opportunity to work through a similar problem in the past. I have found the best way to help students like this is to provide them a set of steps that will help them to figure out how to move forward. This would be coupled with my assurance that they can do it. I also let them know that I am available to support them when questions arise. This process seems to get them going.
Christopher,
This is such a good model to follow because as you mention you helping them to integrate into their minds the process of problem solving. Through repetition you are enabling them to get a formula for how to analyze and work through design challenges that will lead to successful conclusion.
Gary
Gary Meers, Ed.D.
My students are given a step by step design process model at the beginning of the course that they are expected to implement on each project. The steps are broken down into actions (writing out the problem and goal of the project, research, written brainstorming, thumbnail sketches, etc..) which are due with the final submission. The implementation of this model, which reflects the critical thinking steps discussed in this course, makes the process habitual and gives them a methodology to put in place as they advance in their program.
Mardi,
This is such important information for students to have and understand. We humans problem solve constantly so if we will stop to reflect on the problems we have solved such as getting a paper printed we will realize that in fact we know more about reflective thinking and problem solving than we think we do. We can even surprise ourselves sometimes!
Gary
Gary Meers, Ed.D.
By sharing simple examples of everyday problem solving skills - often times my students don't realize they use problem solving skills regularly.
By seeing this being taken down to a simplier level the students get immediate gratification; example: I have a project due; my printer isn't working - what should I do? Tell the instructor? Put project on flashdrive and bring to school and print out in library? Obviously, the second answer is best. Putting this into everyday events; impacts the students understanding.
Christopher,
Like your example about medication. I think it is right on because so many of your problem solving efforts today seem to be focused more on a secondary problem rather than the precise presenting problem that started the problem solving effort in the first place.
Gary
Gary Meers, Ed.D.
The most important step is to look at each new problem as a new problem and not a modification or duplication of the last problem. It is so easy to take the answer to one problem and try to apply to the next problem before you even identify what the problem is and researching the possible solutions. The medical profession is a great example of this. They take blood samples and get the results. Then, they look up the results on the computer and give you a prescription. Then when you have a reaction to the medication, you get a new medication to counteract the systems of 1st medication. If it works it is great but what if the medication they gave you has nothing to do with what you came in for.
David,
All good ways to get students to think about how are they going to develop their problem solving skills. The more examples and opportunities they have to do such the better.
Gary
Gary Meers, Ed.D.
Need to set up collaborative learning exercises that require problem solving. Developing small groups requiring students to solve a problem. They are required to brainstorm , and bounce of ideas among themselves. Questions on exams and should be problem based.
Allison,
I am a big fan of concept mapping for the reasons you list. This is such a great tool for students to use as they develop their technical and emotional skills in the dental hygiene field.
Gary
Gary Meers, Ed.D.
One way we have tried to increase our students critical thinking process for the Dental hygiene diagnosis is through concept mapping. This map allows the student to link the patient problems and to build on preexisting knowledge and concepts in which they have learned in class and relationships, thus building and integrating new knowledge into their final assessment.
Tequilla,
You make an excellent point about personal research and problem solving. Students need to see that there are a number of ways to find about potential employment and all involve effort. They need to develop a personal procedure for working through the ways and getting results for themselves. If they don't they are going to find themselves just falling into employment rather than being able to secure their desired employment.
Gary
Gary Meers, Ed.D.
From a Career Services perspective, I encourage students to do their own research when it comes to conducting a job search. The problem is not always finding a job, or lack of availability of jobs. Sometimes the problem is simply the students not being familiar with the resources to help them look for employment. I try to provide the appropriate tools, and encourage them to explore different ways to put themselves out on the market. Walking into a restaurant and asking for a job application is not always the most successful approach. With more time and research, finding employment can be a fun experience and not just a tedious task.
Annette,
Your field is based to a major extent on problem solving. A patient has a health issue and the medical community needs to come up with a diagnosis and the treatment. So with your approach you are offering steps for them to be able to develop such problem solving skills. Thank you for sharing this approach with us. I know it will be of benefit to many other instructors.
Gary
Gary Meers, Ed.D.
It is easy to see how the "Nursing Process" really mirrors this process. To help students in a problem solving process I ask them probing questions to help them clarify the problem. Direct them to other informational resources to gather data, and find relationships to current signs and symptoms the patient may exhibit. I ask them what they at thinking, or to explain what they have discovered. Giving kudos where warranted and "have you thought about..." at other times.
The students farther along in the program begin to see the AH, HA moments and that is great to see. Then they get excited to solve more mysteries and provide great care! I find most students like if I question them or help them in where or what to look for and their self discovery seems to make them eager for the next challenge. The nursing process follows: Assess, Diagnosis, Plan, Implement, Evaluate. I advocate "SMART" goals and if the Problem (Diagnosis) is clear and well defined the goal and implementation flow fairly well from there.
Keeping an open mind and allowing for the changes in shifting paradigms helps.
