In order to help my students develop problem solving skills I provide them with exercises that put those skills into practive. I ask my students to role play different scenarios. Sometimes we have an angry patient and they have to figure out how to deal with the situation. I provide them with criteria they have to follow such as using the proper body language and communication skills to calm the patient down.
Susan,
Good strategy because they need to develop skill in problem solving steps and critical thinking processes. This is how they will be able to transfer their skills to the real world settings they are going to encounter.
Gary
Gary Meers, Ed.D.
We do case studies; research assignments on finding realiable sources; when they ask questions I do not just answer,I guide them through the process of working through to find the answer.
Bill,
Thank you for your contribution to this forum. Your comments are right on target with the experiences I have had in teaching critical thinking concepts and problem solving. The nine dot challenge is excellent for getting the students to visualize in a more global way and I use it frequently in my courses for that reason.
Gary
Gary Meers, Ed.D.
I think one important thing to do is to make students more aware of how the human mind tends to approach problem solving. The nine dots problem is an example. In this problem nine dots are presented in a rectangular grid formation. The subject is then told to connect all of the dots with just four straight lines. The human tendency is to assume that one must stay within the square formed by the nine dots, even though no such restriction was mentioned. The task is impossible given this assumption. The point is to illustrate how we tend to unknowingly or unconsciously make assumptions about problem criteria.
Reflective thought about a problem should include an attempt to uncover the unconscious biases/perceptions/attitudes that we may be bringing to a problem.
In short, a good course in basic psychology could be a usefule tool for supporting problem solving skills.
Bill,
I think it does as well. The problem needs to be stated in a way that can be understood in relation to possible solutions. Not to do so will leave the potential problem solver also the examples and/or scenarios really help with understanding the true problem rather than a secondary one that may be perceived.
Gary
Gary Meers, Ed.D.
In my opinion, problem solving BEGINS with a proper statement of the problem. I used to teach a course in logical analysis and problem solving as an introduction to several of the computer-related extension programs at a big university. Based on that experience, I suggest that stating the problem properly is not all that easy. For example, one error in stating a problem is to implicitly or explicity include reference to a possible cause.
I used to present scenarios and ask students to just state the problem.
Miriam,
Students love to have real world examples shared with them as you know. Real world examples help them to see application and relevancy to the content and this increases their investment in their learning and career development.
Gary
Gary Meers, Ed.D.
In order to help the development of problem solving skills in students I like to present them with real world examples. I am fortunate to work at a school that I attended and graduated from so I can use what I learned at the school and apply it in my profession which helps the students to see the benefits of the material in the program. I also like to ask the students what they would do and why, so that we can see how many possible solutions are available.
Ward,
This is an important role for the instructor to play because of the career experiences that the individual is bringing to the class. The students see relevancy in what is being done through this method.
Gary
Gary Meers, Ed.D.
I can model the behavior needed to solve problems, then continue to mentor the process.
Paul,
Good strategy and one that will assist students in defining and then refining their problem solving skills.
Gary
Gary Meers, Ed.D.
I can support problem solving skills in my students by giving examples that the students can understand, and by knowledge of the students' needs and problems related to the course content.
Edward,
Interaction between and among students is a learning tool that helps prepare them for the work world where they will be working with all types of individuals, supervisors and customers.
Gary
Gary Meers, Ed.D.
I like to put my students together in diverse groups so that they can witness people with different types of intelligences and different approaches to the problem first-hand.
Larry,
Good point about how to help them to sequence their thought process in order to reach solutions. They need to be able to work through a series of steps if they are going to become proficient at problem solving. Problem solving is really a lot of detective work that leads to a successful conclusion.
Gary
Gary Meers, Ed.D.
So true. How often do we miss the real problem. Sitting down with paper and pencil and a lot of why often leads to a different reality than that which we thought we were observing.
I ask students to solve problems that are thinking problems as opposed to arithmetic problems.
I try to focus on questions like what do we need to know in order to formulate a solution to the situation at hand.
For beginning problem solvers, the first step is often the most difficult.
Ruth,
Great advice for how to get students into the problem solving and critical thinking mode of cognitive processing. If they can get these processes down then they will be able to tackle any task. They may not be able to solve the task but they know how to work through the steps and secure the help they need and seek an appropriate solution. This is what will make them valuable in their field.
Gary
Gary Meers, Ed.D.
In order to support problem solving skills, you need to have your students be aware of what is the exact problem. Identify it and characterize the problem, this is a skill which we do not explore or examine enough. We, as a society, do not think in describing our problems to solve mode. We need to introduce, explore and practice this skill. When able to do this we need to have our students expand the thinking to include many solutions with not quick fix answers. Brainstorming and proving with many facts and ideas the answers we have developed. Practice, review, practice again and again so they change their way of thinking and working until it becomes a habit. This is what we need for our students in the everchanging world.
Joseph,
Thank you for sharing this formula for teaching the strategies needed to problem solve. The students need to make these steps a part of their coping strategies and as you say before they know it they have made them a part of their focused thinking process.
Gary
Gary Meers, Ed.D.
