PROBLEM SOLVING AND REFLECTIVE PROBLEM SOLVING

What is Problem Solving?

There are two major types of problem solving – reflective and creative. Regardless
of the type of problem solving a class uses, problem solving focuses on knowing
the issues, considering all possible factor and finding a
solution. Because all ideas are accepted initially, problem solving allows for
finding the best possible solution as opposed to the easiest solution or the first
solution proposed.
What is its purpose?
The process is used to help students think about a problem without applying their
own pre-conceived ideas. Defining what the problem looks like is separated from
looking at the cause of the problem to prevent premature judgment.
Similarly, clarifying what makes an acceptable solution is defined before solutions
are generated, preventing preconceptions from driving solutions. Some people
argue that problem solving is the art of reasoning in its purest form. In the
classroom, problem solving is best used to help student understand complex ethical
dilemmas, think about the future or do some strategic planning.
How can I do it?
I. Reflective Problem Solving follows a series of tasks. Once you
have broken the students into groups, the students define the problem,
analyze the problem, establish the criteria for evaluating solutions, propose
solutions and take action.
a) Define the Problem: List all the characteristics of the problem by
focusing on the symptoms, things affected, and resources or people
related to defining the problem. In the end, pair down the thinking to a
clear definition of the problem to be solved.
b) Analyze the Problem: Use the evidence you collected in step one
to decide why the problem exists. This step is separate from defining
the problem because when the steps are done together it is possible to
prejudge the cause.
c) Establish Criteria: Set a clear objective for the solution. If the
problem is too hard, break the objectives into two categories – musts
and wants. Don’t discuss solutions yet, just what criteria a solution
must meet.
d) Propose Solutions: Brainstorm as many different solutions as
possible. Select the one that best meets the objectives you stated as a
part of the criteria for a solution.
e) Take action: Write a plan for what to do including all resources
you will need to complete the plan. If possible, implement the plan.
II. Creative Problem Solving uses the same basic focus, but the
process is less geared towards solutions and more towards a focus on
 brainstorming. The focus is on creating ideas rather than solving a clear
existing problem. Sometimes the problem is pre-defined, and the group must
focus on understanding the definition rather than creating it.
a) Orientation: Similar to defining the problem, orientation also
focuses on being sure the group is prepared to work together. The
group might take the time to agree upon behaviors or ways of saying
things in addition to setting the context and symptoms of the issues.
The group generates a series of headings that group the topics they
must address.
b) Preparation and Analysis: Decide which headings are relevant or
irrelevant. The group focuses on similarities and differences between
ideas and works on grouping them into like categories. The group asks
how and why a lot, and focuses on the root cause of the problem in a
way that is similar to analyzing the problem.
c) Brainstorm: The group generates as many potential solutions as
possible. At this point, all ideas are considered to be good ones.
d) Incubation: Before deciding which solution is the best, the group
should leave the problem for as much time as reasonable. Often
several days or a week is ideal depending on the ages of the students.
Leave enough time to develop distance but not long enough for
students to lose the gist of their earlier work.
e) Synthesis and Verification: Start by establishing the criteria for
a good solution, then look at all the brainstormed solutions and try to
combine them to create the solution with the greatest numbers of
positives and the smallest numbers of negatives.
How can I adapt it?
If you are working in a multi-grade room or on a project that involves a diverse
group, problem solving is a great process for achieving consensus. You can also use
parts of the process to help students challenge set thinking patterns.
COOPERATIVE LEARNING
What is Cooperative Learning?
Cooperative learning is an instructional strategy that simultaneously addresses
academic and social skill learning by students. It is a well-researched instructional
strategy and has been reported to be highly successful in the classroom.
What is its purpose?
There is an every increasing need for interdependence in all levels of our society.
Providing students with the tools to effectively work in a collaborative environment
should be a priority. Cooperative Learning is one way of providing students with a
well defined framework from which to learn from each other. Students work towards
fulfilling academic and social skill goals that are clearly stated. It is a team
approach where the success of the group depends upon everyone pulling his or her
weight.
How can I do it?
Fi ve Ba si c El em en ts o f C oop er at iv e L ear ni ng
1. Positive Interdependence
2. Face-To-Face Interaction
3. Individual Accountability
4. Social Skills
5. Group Processing
The basic elements of cooperative learning can be considered essential to all
interactive methods. Student groups are small, usually consisting of two to six
members. Grouping is heterogeneous with respect to student characteristics. Group
members share the various roles and are interdependent in achieving the group
learning goal. While the academic task is of primary importance, students also learn
the importance of maintaining group health and harmony, and respecting individual
views.
How can I adapt it?
Cooperative learning can take place in a variety of circumstances. For example,
brainstorming and tutorial groups, when employed as instructional strategies,
provide opportunities to develop cooperative learning skills and attitudes.
CONCEPT ATTAINMENT
What is Concept Attainment?

Concept Attainment is an indirect instructional strategy that uses a

structured inquiry process. It is based on the work of Jerome Bruner. In
concept attainment, students figure out the attributes of a group or category
that has already been formed by the teacher. To do so, students compare
and contrast examples that contain the attributes of the concept with
examples that do not contain those attributes. They then separate them into
two groups. Concept attainment, then, is the search for and identification of
attributes that can be used to distinguish examples of a given group or
category from non-examples.

What is its purpose?

Concept attainment is designed to clarify ideas and to introduce aspects of

content. It engages students into formulating a concept through the use of
illustrations, word cards or specimens called examples. Students who catch
onto the idea before others are able to resolve the concept and then are
invited to suggest their own examples, while other students are still trying to
form the concept. For this reason, concept attainment is well suited to
classroom use because all thinking abilities can be challenged throughout the
activity. With experience, children become skilled at identifying relationships
in the word cards or specimens. With carefully chosen examples, it is
possible to use concept attainment to teach almost any concept in all
subjects.
Advantages:

• helps make connections between what students know and what they
will be learning

• learn how to examine a concept from a number of perspectives

• learn how to sort out relevant information

• extends their knowledge of a concept by classifying more than one

example of that concept

• students go beyond merely associating a key term with a definition

concept is learned more thoroughly and retention is improved

How do I do it?

Steps of Concept Attainment:

1. Select and define a concept

2. Select the attributes

3. Develop positive and negative examples

4. Introduce the process to the students

5. Present the examples and list the attributes

6. Develop a concept definition

7. Give additional examples

8. Discuss the process with the class

9. Evaluate

How can I adapt it?

This activity can be done on the chalkboard, chart paper or overhead

projector to a large or small group. It also works well as one-on-one work.
Rather than starting with the teacher's concept, use a student's concept.
Concept attainment can be used to introduce or conclude a unit of study.

Variations on the Concept Attainment Model

• Present all of the positive examples to the students at once and have
them determine the essential attributes.
 • Present all of the positive and negative examples to the students
without labeling them as such. Have them group the examples into the
two categories and determine the essential attributes.

• Have the students define, identify the essential attributes of, and
choose positive examples for a concept already learned in class.

• Use the model as a group activity.

CONCEPT FORMATION
What is Concept Formation ?
Concept formation provides students with an opportunity to explore ideas by
making connections and seeing relationships between items of information. This
method can help students develop and refine their ability to recall and discriminate
among key ideas, to see commonalities and identify relationships, to formulate
concepts and generalizations, to explain how they have organized data, and to
present evidence to support their organization of the data involved.
What is its purpose?
In this instructional method, students are provided with data about a particular
concept. These data may be generated by the teacher or by the students
themselves. Students are encouraged to classify or group the information and to
give descriptive labels to their groupings. By linking the examples to the labels and
by explaining their reasoning, the students form their own understanding of the
concept.
Concept formation lessons can be highly motivational because students are
provided with an opportunity to participate actively in their own learning. In
addition, the thinking process involved helps them create new and expanded
meaning of the world around them as they organize and manipulate information
from other lessons and contexts in new ways.
How do I do it?
Concept formation involves the recognition that some objects or events belong
together while others do not. Students are provided with data about a particular
concept and are encouraged to classify or group the data. Once the objects have
been grouped according to a particular categorization scheme, the grouping is given
a label. This type of strategy could be used when identifying different terminology
of computer software applications. Teachers may ask students to identify and list a
number of items found in a setting, group the items that belong together using
common characteristics, label the groupings, and rearrange and relabel items into
subgroups, if students feel that is possible. The teacher is the initiator of the
activity and guides students as they move cooperatively through the task.
SYNECTICS
What is Synectics?
The term Synectics from the Greek word synectikos which means "bringing
forth together" or "bringing different things into unified connection." Since
creativity involves the coordination of things into new structures, every
creative thought or action draws on synectic thinking.

Synectic thinking is the process of discovering the links that unite seemingly
disconnected elements. It is a way of mentally taking things apart and
putting them together to furnish new insight for all types of problems. It is a
creative problem solving technique which uses analogies. This technique has
been developed by Gordon and Prince. The synectics method distinguishes 2
phases:

• making the strange familiar;

• making the familiar strange.

It can also be described as a body of knowledge and a series of techniques

designed to induce imaginative problem-solving or creative activities.
Techniques include deliberate efforts in right-brain thinking and positive
supportive behaviour.

What is its purpose?

• Encourages the ability to live with complexity and apparent

contradiction

• Stimulates creative thinking

• Mobilises both sides of the brain, the right brain (the dreamer), and
the left brain (the reasoner)

• Provides a free-thinking state of consciousness

• Synectic Trigger mechanisms catalyze new thoughts, ideas and

inventions

• Synectic Theory is based on disruptive thinking

How do I do it?

Synectic thinking is like a mental pinball game. Stimulus input bounced

against the scoring bumbers (the Trigger Questions) is transformed.
Ordinary perceptions are turned into extraordinary ones; the familiar or
prosaic is made strange. Synectic play is the creative mind at work.

• First of all, you must identify the problem you have and write it down.
• Next, you must gather information about it to mix in with the
information already stored in the brain.

• Take creative action by using the trigger questions to transform your

ideas and information into something new. These questions are tools
for transformational thinking and may lead you to some great
discoveries.