1. Problem-recognition

It is important to involve students in identifying the kind of problem they are dealing with so that they can determine the appropriate principles and techniques needed to solve it.

So, introduce problem recognition tasks (Angelo & Cross, 1993, pp.214-217) where students work in pairs on examples of common problem types.

If we take studying as an example, common problems can include failure, cheating, plagiarism, and academic pressure.

Students identify each problem type and the existing similarities and differences among them. Then, ask students to share and compare their answers with other pairs.

In this way, students can learn to generalise problem types and look at information more critically.

2. Think-Aloud-Pair-Problem Solving

In the TAPPS technique (Barkley, et al.,2014, pp. 226-231), students work in pairs on problems and have specific roles to do: problem-solvers and listeners and switch roles with each problem.

The problem-solver thinks aloud, describing the steps of solving a problem, while the other partner listens to the problem-solver, following the steps to understand the reasoning behind them. He/she can also offer suggestions in case of missteps.

This problem-solving technique focuses more on the problem-solving process than on the product. Students can learn about the different approaches to problem-solving, understand how to relate new learning to their prior knowledge, and apply it to new situations.

Listening to the problem-solving process can also develop students’ reasoning.

Further, the TAPPS is a metacognitive exercise that encourages students to reflect on their learning and others to improve.

3. Think again

Here, you present a common misconception in your discipline. For instance, machine learning technologies are new inventions.

Then, ask students to indicate if they agree or disagree with the statement (you can take a quick poll).

Tell your students that it is untrue and assign a task that requires them to prove why it is untrue. Students can work in pairs, search for information, and provide evidence for their claims.

Using this technique helps students critically analyse their knowledge and use reasoning to back up their arguments.

4. Send-a-problem

Send-a-Problem (Barkley et al.,2014, pp. 232-237) involves two activity stages where students solve the problem and then evaluate the solutions.

In this problem-solving technique, groups of students work on a problem, try to solve it, and then pass the problem and solution to a nearby group. The latter does not look at the first group’s solution but works to solve it.

After passing the problem to different groups, the groups are involved in analysing, evaluating, and synthesizing all the responses to the problem and reporting the best solution to the class.

So, Send-a-Problem can help students practice problem-solving and learn from each, in addition to evaluating solutions.

5. Case studies

Case studies are one of the most popular problem-solving techniques that help students get involved in problem-solving and decision-making.

Divide students into groups. Give them case studies or situations that pose a challenging problem. You can find these on the Internet, in newspapers, journals, or magazine articles, or take them from your experience or the experiences of other practitioners in your field.

You can prompt students with a set of questions to reflect on the case study such as:

• What is the main problem?
• What causes it?
• What pieces of information are necessary to sort it out?
• How do you think you can solve it?

 

Students study the case, identify the problem, gather the necessary data, and suggest solutions. Then, they discuss, in groups, their findings. Allow them to express themselves. You can intervene in the end to tell your opinion.

Depending on the nature of the problem, case studies can take several sessions.

6. Project-based learning

PBL is another effective problem-solving technique where students work on a “real” problem in the community and suggest strategies or solutions to deal with it.

So, it is important to choose community problems that are important and interesting so that students are more engaged in working for solutions.

Community problem occurs frequently, deprives people of legal or moral rights, or is perceived as a problem by most people (Berkowitz, 2007).

To learn more about PBL procedures, check out this post: 3 Characteristics of Project-Based Learning

Problem-solving activities

• Parts purge

This problem-solving technique was originally developed by VanGundy (1992). It requires making free associations and brainstorming.

Students in groups list major problem attributes and then list sub-attributes next to each major attribute.

They take turns writing for each attribute the first word they can think of, the second word stimulated by the first, and so forth. Each student will write a list of four or five words for each sub-attribute.

Each group can write their ideas on Post-it Notes and place them on a flip chart for evaluation.

You can help students understand the task with the following example.

You want to increase the speed of the delivery service to stop customers from having to wait for long for their products.

First, list major attributes and sub-attributes:

• Time: time for processing the order, time for delivery, time for return or order exchange
• People: Pickers, packers, treatment team, despatch, courier, sales order
• Process activities: order confirmation, delivery service, orders marked as despatch, calling
• Customer satisfaction: feedback, survey, rating, ongoing support, market research

Next, free-associate using one or more of the above attributes. For example:

• Time for delivery: between 5 to 10 days
• Treatment team: flexible, quick, collaborative
• Ongoing support: call center system, Inventory Management System, immediate, constructive
• Delivery service: Customer service expectations, empathy, simplified process

Use these free associations to generate more ideas to improve the delivery service, for example:

• Delivery service needs to meet customers’ expectations.
• Responding to customers’ concerns, providing better communication, and getting feedback can help improve the service

 

• Skybridging

The skybridging technique (Doug Hall, 1994) is about identifying the existing gap by examining what is and what should be and working toward the goal.

This means students work on a real-world challenge. They list, on the left side of the paper, one to three words that relate to the current state of the challenge, while on the right side, they put their goal.

Then, they draw lines, in the middle going from the left to the right, listing all the possible ideas to achieve their desired goals.

Students compare and discuss their answers in groups.

• I Like it Like That

This problem-solving technique is based on analogies. Students think about the principle underlying a problem and then list things similar to it.

From the list, they opt for one controversial analogy. They describe it in more detail, indicating its parts, function, etc. (Action-oriented phrases).

Students review each description and share it for evaluation with the rest of the class.

For more information about how analogies are used for creative problem-solving, read this post: Using Analogies for Creative Problem Solving

• Problem reversals

Problem reversal was advocated by scholars like Edward de Bona, (1972) to enhance lateral thinking.

After writing their problems on a flip chart, students reverse the problem statement by changing the statement: the action, the goal, or any word into the complete opposite.  They can start with How might we…?

Let’s take the following example. Imagine you’re having a lot of absent students every day. So, instead of focusing on how might the teacher motivate students to attend every day, you’ll say how might the teacher reach out to absent students.

• 666

The 666 activity, developed by Doug Hall (1994), involves combining free associations and organising them in a non-logical way. So, students generate three lists of six problem elements (these may or may not relate to the problem) and number each element in each list.

Students label the list using the dice colours used. Then, each member of the group will take turns rolling a dice and selecting the elements indicated for each list.

Students generate more ideas using the combinations of the three elements (See the example below).

Using different problem-solving techniques and activities can help students practice problem-solving strategies. Also, it is necessary to observe how they are working on the challenge, scaffold their learning, and help them reflect on each problem-solving task they engage in. Students’ feedback can be a great source to improve problem-solving techniques.

What other problem-solving techniques and activities would you suggest?

References

Barkley, E.F., Cross, K.P., &Major, C.H.(2014). CoLT13: think-aloud-pair-problem solving. In collaborative learning techniques: A handbook for college faculty (pp.226-231). San Francisco, CA: Wiley/Jossery-Bass.

Berkowitz, B. (2007). The community tool box: Bringing solutions to light. Work Group for Community Health and Development.

De Bono, E. (1972). Lateral Thinking for Management. New York: American Management Association.

Hall, D; (1994). Jump Start your Brain. New York: Time Warner.

VanGundy, A.B. (1992). Idea Power: Techniques and resources to unleash the creativity in your organization. New York: AMACOM.