Help analyze the possible solutions, listing pro's and con's of each. Class discussion will ultimately lead to the correct solution. This process will help develop skill is some students.
Eric,
Your examples made me smile because I have been through these same situations many times over in my field. Students would rather be dependent on me to give them the answers to where tools are stored and where materials are located than simply look around and find them on their own. In training them for their careers I stress that they have to work and think independently in relation to the basics. Yes, there are rules to follow in the workplace but these rules do not impact the basics of securing tools and materials and other foundational elements of their work. Also, I have to help them understand that this is not high school this is adult school. They are preparing to enter the real world where they are going to be paid to deliver quality service and products, period!
Gary
Gary Meers, Ed.D.
I have found that problem solving skills are severely lacking in many of my students, and this topic has given me a great deal to think about. In kitchen classes, students often ask me, "Chef, where is this? Where is that? Do we have this?" and my almost immediate answer is "Did you look?" or "Where would you be if you were that?"
It's a little harsh but young cooks need the ability to find solutions to small problems for themselves, and not seek out their boss to ask for every little thing. I try to follow back later when students find the solutions themselves, and they often admit it was much easier to find the missing item than ask.
Sarah,
A much more interesting way to teach and it puts students in the role of being active rather than passive learners.
Gary
Gary Meers, Ed.D.
Using the Socratic Method rather than the declarative sentence format.
Ernest,
I like this approach. It is brings such a wide variety of elements together to benefit the students as they expand their critical thinking skills. The use of the sub groups is a great way to help the students learn how to work with others to solve mutual problems.
Gary
Gary Meers, Ed.D.
We utilize an interdisciplinary approach to teaching Developing problem solving skills is a part of the process.
Having students work in sub groups to complete projects, practice tests, and solve problems helps to hone their skills as they learn from each other.
Comparing and sharing sub group results as a large group collectively, further reveals strengths and weakness in problem solving among each sub group.
I find this approach to be very effective.
Tracey,
This is a good strategy to implement because it enables each member of the team to contribute to the problem solving process. They learn how to work with others to achieve a common goal.
Gary
Gary Meers, Ed.D.
I create various scenarios and assign students to a team to solve the issues. They get the chance to brainstorm with others and get different ideas about how to solve everyday situations.
Shantel,
Like this approach. You are getting them our of their "loss for an answer" cycle and getting them to do a rethink that enables them to come up with possible solutions. I know they will use this same strategy once they are out in the workplace.
Gary
Gary Meers, Ed.D.
When a student is stuck and seems unable to come up with a good solution I have asked, "Well, what would not be a good solution?" They can usually think of several poor solutions. Then, I say "What would be a better solution?" Suddenly they can think of several possible solutions... sometimes very good ones. Once the thinking process is begun we can move toward evaluating them and choosing a solution that works. This is a tool that they can use in the future on their own to find a workable solution. Also, encourage the students to look over their work and make revisions.
Bernard,
Reinforcement and repetition are two to the best ways to get greater content retention with students. Your strategy is helping that to happen with this approach and I am sure your students appreciate it.
Gary
Gary Meers, Ed.D.
Ben, I agree with this strategy and also use it. Many times I will say "I'm going to ask the class to solve something but don't give me your answer until I call on you". It is truly amazing the difference in the students' responses after they have given the thought process a chance rather than trying to race to be the first to respond. If someone jumps the gun and blurts out the wrong solution, I ask them if they think they would have come up with the same answer if they had thought about it for a few minutes. Most often, the response is that they would not have and they will even tell you what they did not, but should have, considered. That becomes the lesson they learned that day!
In my classes I use a power point to inform the students of the proper way to do the formula and ask the questions to support the fact that they understand how the formula is done. At the end of each class I go back and make sure they retained the information by having them explain how each formula was done. By doing this I feel I have solved some problems and reinforce the confidence in the students.
I would divide them in groups as I feel that the best way to solve a problem is by brain storming in collaboration with others.
Time management
attention in class
think critically
have good listening ears
respect others
decision makers
Paula,
Good way to support them early and then let them grow from there. Much like learning to ride a bike. You are there like a set of training wheels when needed but also removing those wheels when it is time to go it alone.
Gary
Gary Meers, Ed.D.
The first two terms in clinic I am mostly guiding students by giving information verbally and demonstrating. The last term I start asking more questions so the learners start pulling together everything they have learned and solving the problems themselves. It helps them see the larger picture and the impact of their work.
Beverly,
Like the way you have laid out this path for your students to follow as they develop their problem solving skills. This way they will know how to collect information, analyze possible solutions and then come up with an answer to the presenting problem.
Gary
Gary Meers, Ed.D.
One of the most important ways is to provide enough information and guidance in defining the problem. It is important that the students are very clear about what the problem is before they try to solve it. Giving students enough data to understand what the problem is will help them be clear about what information or solution they are looking for.
A next step is to guide them through analyzing the data by discussing the problem and what data may be important in solving the problem.
Getting students started with a clear path to the problem and its solution will help them learn the steps to problem solving.
Giving students time to think about a problem before offering the solution will allow them to develop skills in problem solving.
