DISCLAIMER: The following post was originally completed as part of my coursework for EDUC 520-Student Learning and Motivation, one of my grad classes. If you are not interested in education, this is going to be wicked boring. Please feel free to check out some of my other posts!
Everyone deals with problems every day. Many problems are quite small, but some can seem to consume our lives, especially if we have not learned to apply proper problem-solving skills. While children learn a great deal from watching parents and other adults, educators can make a great difference in the future of their students by teaching them problem-solving skills. While this is typically prevalent in math classes, strategies to solve problems should be taught in every subject and grade level. Since I teach high school English, I will focus on mindsets and strategies that pertain especially to that grade level and content area.
Although there are many stages in problem solving, one of the biggest pitfalls in problem solving encountered by students is that of understanding the problem, a process called problem representation or problem framing (Biehler, McCown, & Snowman, 2009, 340). Whether the problem is a complicated math equation, a science experiment, or a persuasive speech, it cannot be solved properly if the problem itself isn’t understood. In his article “Over Fifty Problem-Solving Strategies Explained,” John Malouff compiles many strategies to help understand the nature of a problem. These include simply clarifying the problem, identifying key elements of the problem, creating a visual representation of the problem, considering specific examples (including extreme examples), and acquiring relevant knowledge (Malouff, 2018).
After the problem is understood, the next biggest challenge facing students is finding a solution. Many students tend to focus on the entire problem, but many strategies exist to help them find the right solution. Malouff again offers several mindsets to help overcome being overwhelmed with a big problem. Determining the cause of the problem can often lead to the solution, as can simplifying the task into smaller steps. Sometimes starting at a desired outcome and working backwards can reveal the solution. Using logic is a whole separate skill set that must be taught, but students must also be taught that seeking external aid is also a viable strategy for some problems. When several solutions appear to be viable, students can be taught to test various solutions to see which is best (Malouff, 2018). Other tested methods include working out a simpler version of the problem or reviewing similar problems that have already been solved (Biehler, McCown, & Snowman, 2009, 341-2).
Teaching these strategies as an English teacher primarily takes the form of persuasive writing assignments, which my students do several times a year. Teaching students to understand the parameters of the assignment, knowing what will be graded, and looking at examples are all parts of helping them understand the problem of how to write the paper. However, in dealing with the actual issue, acquiring and organizing relevant knowledge is an extremely important step, and one which frequently causes students to change their minds on some issues! As far as arriving at a conclusion, I encourage students to base their theses on logic backed with research, and I can teach them about logic (and how to avoid fallacies) in doing so. I frequently have students say they find that their solution is not working, or that they can’t find any evidence to support their thesis, and in those cases I advise them to look a little closer and consider whether they might be working the wrong angle, or even arguing for the wrong side. At any rate, even though most of my students believe writing the paper is the problem, I am secretly teaching them problem solving skills!
References:
Biehler, R., McCown, R., & Snowman, J. (2009). Psychology applied to teaching. Boston, New York: Houghton Mifflin Co.
Malouff, J. (2018, October 15). Over fifty problem-solving strategies explained. University of New England. https://blog.une.edu.au/usingpsychology/2018/10/15/over-fifty-problem-solving-strategies-explained/
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