FR. PASCUAL SALAS, OSM

TEACHING THINKING AND

PROBLEM SOLVING SKILLS IN

THE CLASSROOM

PROBLEM SOLVING

the ability to identify and solve problems by

applying appropriate skills systematically.

BASIC FUNCTIONS

Seeking information

Generating new knowledge

Making decisions

FIVE STAGE - MODEL

Understand the problem

Describe any barriers

Identify various solutions

Try out a solution

Evaluate the results

UNDERSTANDING THE

PROBLEM

List all related relevant facts.

Make a list of all the given information.

Restate the problem in their own words.

List the conditions that surround a problem.

Describe related known problems.

DESCRIBE ANY BARRIERS

what is creating the problem?

verbalize impediments

IDENTIFY VARIOUS

SOLUTIONS

Create visual images

Guesstimate

Create a table

Use manipulatives

Work backward

Look for a pattern

Create a systematic list

TRY OUT A SOLUTION

Keep accurate and up-to-date records of their

thoughts, proceedings, and procedures

Try to work through a selected strategy or

combination of strategies until it becomes

evident that it's not working, it needs to be

modified, or it is yielding inappropriate data

Monitor with great care the steps undertaken

as part of a solution

TRY OUT A SOLUTION

Feel comfortable putting a problem aside for a

period of time and tackling it at a later time

EVALUATE THE RESULTS

involves risk-taking,

self-assurance, and

a certain level of independence

EVALUATE THE RESULTS

“How do you feel about your progress so far?”

“Are you satisfied with the results you obtained?”

and

“Why do you believe this is an appropriate

response to the problem?”

PROBLEM SOLVING STRATEGIES

- HEURISTICS

Identify subgoals

Use paper and pencil

Draw an analogy

Brainstorm

“Incubate”

For teaching algorithms Describe and demonstrate specific procedures and

the situations in which each can be used.

Provide worked-out examples of algorithms being applied, and ask students to explain what is happening in each step.

Help students understand why particular algorithms are relevant and effective in certain situations.

When a student’s application of an algorithm yields an incorrect answer, look closely at what the student has done, and locate the trouble spot

For teaching heuristics

Give students practice in making ill-defined

problems more specific and well defined.

Teach heuristics that students can use in

situations where no specific algorithms apply; for

example, encourage rounding, identifying

subgoals, and drawing analogies

For teaching both algorithms and

heuristics Teach problem-solving strategies within the context of specific subject

areas (not as a topic separate from academic content) and, ideally, within the context of authentic activities.

Engage in joint problem-solving activities with students, modelling effective strategies and guiding students’ initial efforts.

Provide scaffolding for difficult problems (e.g., break them into smaller and simpler problems, give hints about possible strategies, or provide partial solutions).

Ask students to explain what they are doing as they work through a problem.

Have students solve problems in small groups, sharing ideas about problem-solving strategies, modelling various approaches for one another, and discussing the merits of each approach.

STUDY SKILLS Taking Notes

Writing reports and research papers

Reading textbooks

Memorizing important facts

Time management

Homework help