teaching general problem solving strategies

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Teaching problem solving.

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Tips and Techniques

Expert vs. novice problem solvers, communicate.

• Have students  identify specific problems, difficulties, or confusions . Don’t waste time working through problems that students already understand.
• If students are unable to articulate their concerns, determine where they are having trouble by  asking them to identify the specific concepts or principles associated with the problem.
• In a one-on-one tutoring session, ask the student to  work his/her problem out loud . This slows down the thinking process, making it more accurate and allowing you to access understanding.
• When working with larger groups you can ask students to provide a written “two-column solution.” Have students write up their solution to a problem by putting all their calculations in one column and all of their reasoning (in complete sentences) in the other column. This helps them to think critically about their own problem solving and helps you to more easily identify where they may be having problems. Two-Column Solution (Math) Two-Column Solution (Physics)

Encourage Independence

• Model the problem solving process rather than just giving students the answer. As you work through the problem, consider how a novice might struggle with the concepts and make your thinking clear
• Have students work through problems on their own. Ask directing questions or give helpful suggestions, but  provide only minimal assistance and only when needed to overcome obstacles.
• Don’t fear  group work ! Students can frequently help each other, and talking about a problem helps them think more critically about the steps needed to solve the problem. Additionally, group work helps students realize that problems often have multiple solution strategies, some that might be more effective than others

Be sensitive

• Frequently, when working problems, students are unsure of themselves. This lack of confidence may hamper their learning. It is important to recognize this when students come to us for help, and to give each student some feeling of mastery. Do this by providing  positive reinforcement to let students know when they have mastered a new concept or skill.

Encourage Thoroughness and Patience

• Try to communicate that  the process is more important than the answer so that the student learns that it is OK to not have an instant solution. This is learned through your acceptance of his/her pace of doing things, through your refusal to let anxiety pressure you into giving the right answer, and through your example of problem solving through a step-by step process.

Experts (teachers) in a particular field are often so fluent in solving problems from that field that they can find it difficult to articulate the problem solving principles and strategies they use to novices (students) in their field because these principles and strategies are second nature to the expert. To teach students problem solving skills,  a teacher should be aware of principles and strategies of good problem solving in his or her discipline .

The mathematician George Polya captured the problem solving principles and strategies he used in his discipline in the book  How to Solve It: A New Aspect of Mathematical Method (Princeton University Press, 1957). The book includes  a summary of Polya’s problem solving heuristic as well as advice on the teaching of problem solving.

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Teaching Problem-Solving Skills

Many instructors design opportunities for students to solve “problems”. But are their students solving true problems or merely participating in practice exercises? The former stresses critical thinking and decision­ making skills whereas the latter requires only the application of previously learned procedures.

Problem solving is often broadly defined as "the ability to understand the environment, identify complex problems, review related information to develop, evaluate strategies and implement solutions to build the desired outcome" (Fissore, C. et al, 2021). True problem solving is the process of applying a method – not known in advance – to a problem that is subject to a specific set of conditions and that the problem solver has not seen before, in order to obtain a satisfactory solution.

Below you will find some basic principles for teaching problem solving and one model to implement in your classroom teaching.

Principles for teaching problem solving

• Model a useful problem-solving method . Problem solving can be difficult and sometimes tedious. Show students how to be patient and persistent, and how to follow a structured method, such as Woods’ model described below. Articulate your method as you use it so students see the connections.
• Teach within a specific context . Teach problem-solving skills in the context in which they will be used by students (e.g., mole fraction calculations in a chemistry course). Use real-life problems in explanations, examples, and exams. Do not teach problem solving as an independent, abstract skill.
• Help students understand the problem . In order to solve problems, students need to define the end goal. This step is crucial to successful learning of problem-solving skills. If you succeed at helping students answer the questions “what?” and “why?”, finding the answer to “how?” will be easier.
• Take enough time . When planning a lecture/tutorial, budget enough time for: understanding the problem and defining the goal (both individually and as a class); dealing with questions from you and your students; making, finding, and fixing mistakes; and solving entire problems in a single session.
• Ask questions and make suggestions . Ask students to predict “what would happen if …” or explain why something happened. This will help them to develop analytical and deductive thinking skills. Also, ask questions and make suggestions about strategies to encourage students to reflect on the problem-solving strategies that they use.
• Link errors to misconceptions . Use errors as evidence of misconceptions, not carelessness or random guessing. Make an effort to isolate the misconception and correct it, then teach students to do this by themselves. We can all learn from mistakes.

Woods’ problem-solving model

Define the problem.

• The system . Have students identify the system under study (e.g., a metal bridge subject to certain forces) by interpreting the information provided in the problem statement. Drawing a diagram is a great way to do this.
• Known(s) and concepts . List what is known about the problem, and identify the knowledge needed to understand (and eventually) solve it.
• Unknown(s) . Once you have a list of knowns, identifying the unknown(s) becomes simpler. One unknown is generally the answer to the problem, but there may be other unknowns. Be sure that students understand what they are expected to find.
• Units and symbols . One key aspect in problem solving is teaching students how to select, interpret, and use units and symbols. Emphasize the use of units whenever applicable. Develop a habit of using appropriate units and symbols yourself at all times.
• Constraints . All problems have some stated or implied constraints. Teach students to look for the words "only", "must", "neglect", or "assume" to help identify the constraints.
• Criteria for success . Help students consider, from the beginning, what a logical type of answer would be. What characteristics will it possess? For example, a quantitative problem will require an answer in some form of numerical units (e.g., $/kg product, square cm, etc.) while an optimization problem requires an answer in the form of either a numerical maximum or minimum.

Think about it

• “Let it simmer”.  Use this stage to ponder the problem. Ideally, students will develop a mental image of the problem at hand during this stage.
• Identify specific pieces of knowledge . Students need to determine by themselves the required background knowledge from illustrations, examples and problems covered in the course.
• Collect information . Encourage students to collect pertinent information such as conversion factors, constants, and tables needed to solve the problem.

Plan a solution

• Consider possible strategies . Often, the type of solution will be determined by the type of problem. Some common problem-solving strategies are: compute; simplify; use an equation; make a model, diagram, table, or chart; or work backwards.
• Choose the best strategy . Help students to choose the best strategy by reminding them again what they are required to find or calculate.

Carry out the plan

• Be patient . Most problems are not solved quickly or on the first attempt. In other cases, executing the solution may be the easiest step.
• Be persistent . If a plan does not work immediately, do not let students get discouraged. Encourage them to try a different strategy and keep trying.

Encourage students to reflect. Once a solution has been reached, students should ask themselves the following questions:

• Does the answer make sense?
• Does it fit with the criteria established in step 1?
• Did I answer the question(s)?
• What did I learn by doing this?
• Could I have done the problem another way?

If you would like support applying these tips to your own teaching, CTE staff members are here to help.  View the  CTE Support  page to find the most relevant staff member to contact. 

• Fissore, C., Marchisio, M., Roman, F., & Sacchet, M. (2021). Development of problem solving skills with Maple in higher education. In: Corless, R.M., Gerhard, J., Kotsireas, I.S. (eds) Maple in Mathematics Education and Research. MC 2020. Communications in Computer and Information Science, vol 1414. Springer, Cham. https://doi.org/10.1007/978-3-030-81698-8_15
• Foshay, R., & Kirkley, J. (1998). Principles for Teaching Problem Solving. TRO Learning Inc., Edina MN.  (PDF) Principles for Teaching Problem Solving (researchgate.net)
• Hayes, J.R. (1989). The Complete Problem Solver. 2nd Edition. Hillsdale, NJ: Lawrence Erlbaum Associates.
• Woods, D.R., Wright, J.D., Hoffman, T.W., Swartman, R.K., Doig, I.D. (1975). Teaching Problem solving Skills.
• Engineering Education. Vol 1, No. 1. p. 238. Washington, DC: The American Society for Engineering Education.

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Teaching problem solving

Strategies for teaching problem solving apply across disciplines and instructional contexts. First, introduce the problem and explain how people in your discipline generally make sense of the given information. Then, explain how to apply these approaches to solve the problem.

Introducing the problem

Explaining how people in your discipline understand and interpret these types of problems can help students develop the skills they need to understand the problem (and find a solution). After introducing how you would go about solving a problem, you could then ask students to:

• frame the problem in their own words
• define key terms and concepts
• determine statements that accurately represent the givens of a problem
• identify analogous problems
• determine what information is needed to solve the problem

Working on solutions

In the solution phase, one develops and then implements a coherent plan for solving the problem. As you help students with this phase, you might ask them to:

• identify the general model or procedure they have in mind for solving the problem
• set sub-goals for solving the problem
• identify necessary operations and steps
• draw conclusions
• carry out necessary operations

You can help students tackle a problem effectively by asking them to:

• systematically explain each step and its rationale
• explain how they would approach solving the problem
• help you solve the problem by posing questions at key points in the process
• work together in small groups (3 to 5 students) to solve the problem and then have the solution presented to the rest of the class (either by you or by a student in the group)

In all cases, the more you get the students to articulate their own understandings of the problem and potential solutions, the more you can help them develop their expertise in approaching problems in your discipline.

Don’t Just Tell Students to Solve Problems. Teach Them How.

The positive impact of an innovative UC San Diego problem-solving educational curriculum continues to grow

• Daniel Kane - [email protected]

Published Date

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Problem solving is a critical skill for technical education and technical careers of all types. But what are best practices for teaching problem solving to high school and college students? 

The University of California San Diego Jacobs School of Engineering is on the forefront of efforts to improve how problem solving is taught. This UC San Diego approach puts hands-on problem-identification and problem-solving techniques front and center. Over 1,500 students across the San Diego region have already benefited over the last three years from this program. In the 2023-2024 academic year, approximately 1,000 upper-level high school students will be taking the problem solving course in four different school districts in the San Diego region. Based on the positive results with college students, as well as high school juniors and seniors in the San Diego region, the project is getting attention from educators across the state of California, and around the nation and the world.

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In Summer 2023, th e 27 community college students who took the unique problem-solving course developed at the UC San Diego Jacobs School of Engineering thrived, according to Alex Phan PhD, the Executive Director of Student Success at the UC San Diego Jacobs School of Engineering. Phan oversees the project. 

Over the course of three weeks, these students from Southwestern College and San Diego City College poured their enthusiasm into problem solving through hands-on team engineering challenges. The students brimmed with positive energy as they worked together. 

What was noticeably absent from this laboratory classroom: frustration.

“In school, we often tell students to brainstorm, but they don’t often know where to start. This curriculum gives students direct strategies for brainstorming, for identifying problems, for solving problems,” sai d Jennifer Ogo, a teacher from Kearny High School who taught the problem-solving course in summer 2023 at UC San Diego. Ogo was part of group of educators who took the course themselves last summer.

The curriculum has been created, refined and administered over the last three years through a collaboration between the UC San Diego Jacobs School of Engineering and the UC San Diego Division of Extended Studies. The project kicked off in 2020 with a generous gift from a local philanthropist.

Not getting stuck

One of the overarching goals of this project is to teach both problem-identification and problem-solving skills that help students avoid getting stuck during the learning process. Stuck feelings lead to frustration – and when it’s a Science, Technology, Engineering and Math (STEM) project, that frustration can lead students to feel they don’t belong in a STEM major or a STEM career. Instead, the UC San Diego curriculum is designed to give students the tools that lead to reactions like “this class is hard, but I know I can do this!” –  as Ogo, a celebrated high school biomedical sciences and technology teacher, put it. 

Three years into the curriculum development effort, the light-hearted energy of the students combined with their intense focus points to success. On the last day of the class, Mourad Mjahed PhD, Director of the MESA Program at Southwestern College’s School of Mathematics, Science and Engineering came to UC San Diego to see the final project presentations made by his 22 MESA students.

“Industry is looking for students who have learned from their failures and who have worked outside of their comfort zones,” said Mjahed. The UC San Diego problem-solving curriculum, Mjahed noted, is an opportunity for students to build the skills and the confidence to learn from their failures and to work outside their comfort zone. “And from there, they see pathways to real careers,” he said. 

What does it mean to explicitly teach problem solving? 

This approach to teaching problem solving includes a significant focus on learning to identify the problem that actually needs to be solved, in order to avoid solving the wrong problem. The curriculum is organized so that each day is a complete experience. It begins with the teacher introducing the problem-identification or problem-solving strategy of the day. The teacher then presents case studies of that particular strategy in action. Next, the students get introduced to the day’s challenge project. Working in teams, the students compete to win the challenge while integrating the day’s technique. Finally, the class reconvenes to reflect. They discuss what worked and didn't work with their designs as well as how they could have used the day’s problem-identification or problem-solving technique more effectively. 

The challenges are designed to be engaging – and over three years, they have been refined to be even more engaging. But the student engagement is about much more than being entertained. Many of the students recognize early on that the problem-identification and problem-solving skills they are learning can be applied not just in the classroom, but in other classes and in life in general. 

Gabriel from Southwestern College is one of the students who saw benefits outside the classroom almost immediately. In addition to taking the UC San Diego problem-solving course, Gabriel was concurrently enrolled in an online computer science programming class. He said he immediately started applying the UC San Diego problem-identification and troubleshooting strategies to his coding assignments. 

Gabriel noted that he was given a coding-specific troubleshooting strategy in the computer science course, but the more general problem-identification strategies from the UC San Diego class had been extremely helpful. It’s critical to “find the right problem so you can get the right solution. The strategies here,” he said, “they work everywhere.”

Phan echoed this sentiment. “We believe this curriculum can prepare students for the technical workforce. It can prepare students to be impactful for any career path.”

The goal is to be able to offer the course in community colleges for course credit that transfers to the UC, and to possibly offer a version of the course to incoming students at UC San Diego. 

As the team continues to work towards integrating the curriculum in both standardized high school courses such as physics, and incorporating the content as a part of the general education curriculum at UC San Diego, the project is expected to impact thousands more students across San Diego annually. 

Portrait of the Problem-Solving Curriculum

On a sunny Wednesday in July 2023, an experiential-learning classroom was full of San Diego community college students. They were about half-way through the three-week problem-solving course at UC San Diego, held in the campus’ EnVision Arts and Engineering Maker Studio. On this day, the students were challenged to build a contraption that would propel at least six ping pong balls along a kite string spanning the laboratory. The only propulsive force they could rely on was the air shooting out of a party balloon.

A team of three students from Southwestern College – Valeria, Melissa and Alondra – took an early lead in the classroom competition. They were the first to use a plastic bag instead of disposable cups to hold the ping pong balls. Using a bag, their design got more than half-way to the finish line – better than any other team at the time – but there was more work to do. 

As the trio considered what design changes to make next, they returned to the problem-solving theme of the day: unintended consequences. Earlier in the day, all the students had been challenged to consider unintended consequences and ask questions like: When you design to reduce friction, what happens? Do new problems emerge? Did other things improve that you hadn’t anticipated? 

Other groups soon followed Valeria, Melissa and Alondra’s lead and began iterating on their own plastic-bag solutions to the day’s challenge. New unintended consequences popped up everywhere. Switching from cups to a bag, for example, reduced friction but sometimes increased wind drag. 

Over the course of several iterations, Valeria, Melissa and Alondra made their bag smaller, blew their balloon up bigger, and switched to a different kind of tape to get a better connection with the plastic straw that slid along the kite string, carrying the ping pong balls. 

One of the groups on the other side of the room watched the emergence of the plastic-bag solution with great interest. 

“We tried everything, then we saw a team using a bag,” said Alexander, a student from City College. His team adopted the plastic-bag strategy as well, and iterated on it like everyone else. They also chose to blow up their balloon with a hand pump after the balloon was already attached to the bag filled with ping pong balls – which was unique. 

“I don’t want to be trying to put the balloon in place when it's about to explode,” Alexander explained. 

Asked about whether the structured problem solving approaches were useful, Alexander’s teammate Brianna, who is a Southwestern College student, talked about how the problem-solving tools have helped her get over mental blocks. “Sometimes we make the most ridiculous things work,” she said. “It’s a pretty fun class for sure.” 

Yoshadara, a City College student who is the third member of this team, described some of the problem solving techniques this way: “It’s about letting yourself be a little absurd.”

Alexander jumped back into the conversation. “The value is in the abstraction. As students, we learn to look at the problem solving that worked and then abstract out the problem solving strategy that can then be applied to other challenges. That’s what mathematicians do all the time,” he said, adding that he is already thinking about how he can apply the process of looking at unintended consequences to improve both how he plays chess and how he goes about solving math problems.

Looking ahead, the goal is to empower as many students as possible in the San Diego area and  beyond to learn to problem solve more enjoyably. It’s a concrete way to give students tools that could encourage them to thrive in the growing number of technical careers that require sharp problem-solving skills, whether or not they require a four-year degree. 

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Teaching problem solving: Let students get ‘stuck’ and ‘unstuck’

Subscribe to the center for universal education bulletin, kate mills and km kate mills literacy interventionist - red bank primary school helyn kim helyn kim former brookings expert.

October 31, 2017

This is the second in a six-part  blog series  on  teaching 21st century skills , including  problem solving ,  metacognition , critical thinking , and collaboration , in classrooms.

In the real world, students encounter problems that are complex, not well defined, and lack a clear solution and approach. They need to be able to identify and apply different strategies to solve these problems. However, problem solving skills do not necessarily develop naturally; they need to be explicitly taught in a way that can be transferred across multiple settings and contexts.

Here’s what Kate Mills, who taught 4 th grade for 10 years at Knollwood School in New Jersey and is now a Literacy Interventionist at Red Bank Primary School, has to say about creating a classroom culture of problem solvers:

Helping my students grow to be people who will be successful outside of the classroom is equally as important as teaching the curriculum. From the first day of school, I intentionally choose language and activities that help to create a classroom culture of problem solvers. I want to produce students who are able to think about achieving a particular goal and manage their mental processes . This is known as metacognition , and research shows that metacognitive skills help students become better problem solvers.

I begin by “normalizing trouble” in the classroom. Peter H. Johnston teaches the importance of normalizing struggle , of naming it, acknowledging it, and calling it what it is: a sign that we’re growing. The goal is for the students to accept challenge and failure as a chance to grow and do better.

I look for every chance to share problems and highlight how the students— not the teachers— worked through those problems. There is, of course, coaching along the way. For example, a science class that is arguing over whose turn it is to build a vehicle will most likely need a teacher to help them find a way to the balance the work in an equitable way. Afterwards, I make it a point to turn it back to the class and say, “Do you see how you …” By naming what it is they did to solve the problem , students can be more independent and productive as they apply and adapt their thinking when engaging in future complex tasks.

After a few weeks, most of the class understands that the teachers aren’t there to solve problems for the students, but to support them in solving the problems themselves. With that important part of our classroom culture established, we can move to focusing on the strategies that students might need.

Here’s one way I do this in the classroom:

I show the broken escalator video to the class. Since my students are fourth graders, they think it’s hilarious and immediately start exclaiming, “Just get off! Walk!”

When the video is over, I say, “Many of us, probably all of us, are like the man in the video yelling for help when we get stuck. When we get stuck, we stop and immediately say ‘Help!’ instead of embracing the challenge and trying new ways to work through it.” I often introduce this lesson during math class, but it can apply to any area of our lives, and I can refer to the experience and conversation we had during any part of our day.

Research shows that just because students know the strategies does not mean they will engage in the appropriate strategies. Therefore, I try to provide opportunities where students can explicitly practice learning how, when, and why to use which strategies effectively  so that they can become self-directed learners.

For example, I give students a math problem that will make many of them feel “stuck”. I will say, “Your job is to get yourselves stuck—or to allow yourselves to get stuck on this problem—and then work through it, being mindful of how you’re getting yourselves unstuck.” As students work, I check-in to help them name their process: “How did you get yourself unstuck?” or “What was your first step? What are you doing now? What might you try next?” As students talk about their process, I’ll add to a list of strategies that students are using and, if they are struggling, help students name a specific process. For instance, if a student says he wrote the information from the math problem down and points to a chart, I will say: “Oh that’s interesting. You pulled the important information from the problem out and organized it into a chart.” In this way, I am giving him the language to match what he did, so that he now has a strategy he could use in other times of struggle.

The charts grow with us over time and are something that we refer to when students are stuck or struggling. They become a resource for students and a way for them to talk about their process when they are reflecting on and monitoring what did or did not work.

For me, as a teacher, it is important that I create a classroom environment in which students are problem solvers. This helps tie struggles to strategies so that the students will not only see value in working harder but in working smarter by trying new and different strategies and revising their process. In doing so, they will more successful the next time around.

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5 Strategies for Successful Problem Solving

• Powerful teaching strategies
• December 26, 2023
• Michaela Epstein

Blog > 5 Strategies for Successful Problem Solving

Problem solving can change the way students see maths – and how they see themselves as maths learners.

But, it's tough to help all students get the most out of a task.

To help, here are  5 Strategies for Problem Solving Success.

These are 5 valuable lessons I've learned from working with teachers across the globe .  You can use these strategies with all your students, no matter their level.

5 Strategies for Problem Solving Success

Your own enthusiasm is quickly picked up by your students. So, choose a problem, puzzle or game that you’re excited and curious about.

How do you know what will spark your curiosity? Do the task yourself!

(That’s why,  in the workshops I run , we spend a lot of time  actually  exploring problems. It’s a chance to step into students' shoes and experience maths from their perspective.)

Often, curriculum content becomes the goal of problem solving. For example, adding fractions, calculating areas or solving quadratic equations.

But, this is a mistake! Here's why-

Low floor, high ceiling tasks give students choices. Choices about what strategies to use, tools to draw on – and even what end-points to get to.

The most valuable goals focus on building confidence and capability in problem solving. For example:

• To make and break conjectures
• To use and evaluate different strategies
• To organise data in meaningful ways
• To explain and justify their conclusions.

The start of a task is what will get your students curious and hungry to get underway.

Consider: What's the least information your students will need?

At  ​our Members' online PL sessions​ , we look at one of four possibilities for launching a problem:

• Present a mystery to explore
• Present an example and non-example
• Run a demonstration game
• Show how to use a tool.

Keep the launch short – under 5 minutes. This is just enough to keep students’ attention AND share essential information.

Let’s face it, problem solving is hard, no matter your age or mathematical skill set.

Students aren’t afraid of hard work – they’re afraid of feeling or looking stupid. And, when those tricky maths moments do come, you can help.

Using questions, tools and other prompts can bring clarity and boost confidence.

(Here's a  free question catalogue  you might find handy to have in your back pocket.)

This careful support will help your students find problem solving far less daunting. Instead, it can become a chance for wonderous mathematical exploration.

Picture this: Your students are elbows deep in a problem, there’s a buzz in the air – oh, and only a minute until the bell.

The  most important  stage of a problem solving task – right at the end – is often the one that gets dropped off.

Why does ‘wrapping up’ matter?

In the last 10 minutes of a problem, students can share conjectures, strategies and solutions. It's also a chance to consider new questions that may open up further exploration.

In wrapping up, important learning will happen. Your students will observe patterns, make connections and clarify conjectures. You might even notice ‘aha’ moments.

Five strategies for problem solving success:

• Choose a task that YOU'RE keen on,
• Set a goal for strengthening problem solving skills,
• Plan a short launch to make the task widely accessible,
• Use questions, tools and prompts to support productive exploration, and
• Wrap up to create space for pivotal learning.

Join the Conversation

Dear Michaela, Greetings !! Thank you for sharing the strategies for problem solving task. These strategies will definitely enhance the skill in the mindset of young learners. In India ,Students of Grade 9 and Grade 10 have to learn and solve lot of theorems of triangle, Quadrilateral, Circle etc. Being an educator I have noticed that most of the students learn the theorems and it’s derivation by heart as a result they lack in understanding the application of these theorems.

I will appreciate if you can share your insights as how to make these topics interesting and easy to grasp.

Once again thanks for sharing such informative ideas.

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9 Strategies We Can Teach Students to Problem Solve

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Back to the main Bully Prevention Guide .

In the school setting and in life in general, a parent or teacher cannot be with a student 24 hours a day for 365 days a year. We must empower our students to deal with conflict and problem solve. We know that students can solve many problems at the lowest level; we also know there are going to be problems that they cannot solve which require adult support. If we can equip students with several tools and strategies, they can become problem solvers of many situations. Without the skills, many of these skills can lead to bully behaviors.

Here are nine easy strategies we can teach at school and at home that will support students "going to solution."

PU #22 - Student Strategy: Tell Them To Stop

This strategy may sound obvious, but when I talk with students many of them start a conversation such as this, "Jimmy keeps calling me frog face." I then ask Billy, "Did you tell Jimmy to stop." As student such as Billy, routinely tells me, "No!" This is the first place to start. I give them the words to tell Jimmy. They practice with me, and then they can go and use the strategy. This strategy stops quite a few problems. If Jimmy persists, the student may come back to me and say, "Mr. Konen, I used the words we practiced to tell Jimmy to stop, but he did not." Then an adult will need to support. My conversations with Jimmy start by asking, "Tell me what's going on between you and Billy." I do this to see if Jimmy is going to own any of his behavior, or if he is going to blame Billy for some other situation. Sometimes this leads me to do some re-teaching with Billy. Many times I continue my verbiage, "Billy came to me and said you were calling him frog face. Billy and I also worked on words to say to make sure it stopped, but is sounds like it is still going on. Can you tell me more about this?" At this point, a student has two routes to decide, "own their behavior," or "deny it." Many times a student will own their behavior, come up with a plan with me to fix it with Billy, and vow to stop. If it continues, we can then take it to the next level much faster. I write down these interactions in my notebook; keeping track of behavioral patterns, and what students were involved is important to getting the bully behavior stopped. I may even write a Level 1 discipline referral if I deem it more important to track. Then, sometimes a student choses to "deny it," and I then spend more time with Billy finding out if there were any witnesses. I then investigate further with these witnesses. My whole goal is to get enough information to make my case to Jimmy and for him to own his behavior.

This is strategy is sometimes hard for a student, especially a student who avoids conflict. If we can teach our students to stick up for themselves, and say "No," or "Stop," I believe they will be able to do it in much more serious situations!

PU #23 - Student Strategy: Go To Another Activity

A student, "Jimmy," sometimes is so involved in a game and the competitive nature of the game becomes confrontational. Students want to play and make sure it is fair for everyone who is involved. Asking Jimmy to go to another activity can be difficult as an adult; we know we may in for an argument. To Jimmy, it seems unfair that he should go to another activity when Billy isn't being fair in the game.

The goal of this strategy is for a student to self-reflect, and chose another game. When the student can chose another game, they are able to see that that their current participation is leading to bigger problems. Whether the problems self-generated from or derived from other students, they know if they keep playing, they are not going to be able to regulate themselves.

Adults must reinforce this as a viable option to problem solving, and when a student choses to use it, we must praise their smart choice.

PU #24 - Student Strategy: Rock, Paper, Scissors, Go!

Fairness and justice are qualities we all want in life. Unfortunately, we know that life is not always fair. When students have a disagreement or believe there are two separate viable solutions, a simple game of "Rock, Paper, Scissors" may be an easy tool for them to use.

Students must agree to the outcome of the game before they play. If they cannot accept the outcome, then this strategy is not going to work. Seems simple, but sometimes it is not. Sometimes a student will risk the outcome of the problem to this 50/50 odds game and they lose. Negative behaviors from losing may come to the forefront, and another problem-solving strategy may need to be employed.

The idea behind the game is to solve a problem in a game format, requiring less stress then arguing. This strategy is great for games outside, as well as making decisions in the classroom where both solutions can be used.

PU #25 - Student Strategy: Use "I messages…"

The ability for a student to use their words to solve a problem is vital to them becoming a successful problem solver. Unfortunately, some students use physical aggression or hurtful language to solve problems. This leads to bully behavior if it forms a pattern. We must teach our students to use words that are productive, proactive, and let others know you how you feel.

The use of "I messages," is a good strategy for students to learn when they are solving problems and dealing with conflict. An example of an "I message" states, "Jimmy, I feel sad when Billy is made fun of." Starting with the word, "I," lets the other student know that what Jimmy said affects how you feel. It is not accusatory and it is much harder for Jimmy to attack a feeling then accusing him of making fun of Billy. When a Jimmy is accused, he mostly likely will be defensive and wanting to fight back.

A teacher can practice "I" with students before they use them. This practice and modeling will help them go to solution much faster when conflict arises. This is a strategy that many adults have difficulties using as shifting blame tends to be easier. Trying to go solution with the other person tends take more time and work. Many people don't like using this strategy as they may they are being judged as weak due to the fact of using "I messages" that discuss their personal emotions. If we can teach this skill, it can be a useful tool for the rest of a student's life.

PU #26 - Student Strategy: Apologize

It seems in this day-in-age, an apology can be difficult. Many people do not want to be viewed as being weak, or admit they are guilty, or even think that an apology can be a practicable solution. Teaching students that an apology is part of the culture of our school when we make a mistake or hurt someone. We teach the words on how to give an apology. We do not give out apologies that are forced. Apologies must be sincere, tell the person specifically what they are apologizing for, as well as letting them know it is not going to occur again.

Teaching a student when to use an apology can be tricky. Deciding when an apology can be a useful strategy is powerful self-reflection tool. A student must step outside of the situation, assess that what they were doing or saying garners an apology. For a student to do this on their must be practiced, modeled, and praised.

We also teach students how to accept an apology. We never say after an apology, "It's okay." It is not "okay," but we can teach students to accept the apology. We also go further and tell them to make sure the behavior does not happen again.

PU #27 - Student Strategy: Talk It Out

Two students in a disagreement sometimes needs more time to "talk to it." Students, like many adults, want to avoid conflict and want a problem to be solved immediately. If the problem is not solved immediately, they tend to hold grudges, possibly spread rumors, and cause more drama.

Many times this strategy needs adult support. I like to bring students together that have previously been friends, but are not talking. One student, and many times both students, want to get the problem fixed so they can rekindle their friendship. I spend time prepping both students on what it will look like in my office, the words they can use, and discuss the perception from the other student. This gives them those tools, some power, and ultimately, some choice in how they will handle the situation.

For students who have matured enough to be able to spend time talking out a problem, having them do it on their own is a tool they will use the rest of the lives. Parents and teachers modeling language, actions, and problem solving skills are creating solution-orientated students who can be successful with the "talk it out" strategy.

PU #28 - Student Strategy: Ignore It

The ability for a student to ignore a problem can be a successful tool. The saying goes, "What we pay attention to is what we get more of..." If a student puts a lot of time and effort into combatting negative attention directed towards them, it might continue to occur. The ability for a student to ignore another person's bully behavior takes courage.

When I discuss this strategy with a student, I talk with them about power. I let them know there is a lot of power in the words we chose to use and just as much in the words we do not use. I ask them who retains the power in their situation.

If a student who is exhibiting bully behavior continues to use the language or action because they know they are getting to that student, that student loses his or her power. A student retains their power by not letting the other student know how they feel. If they can ignore the problem, the other student may just stop because they are not getting the attention they are trying to ascertain.

If ignore strategy is not working and the bully behavior persists, adult intervention and support may be needed.

PU #29 - Student Strategy: Wait and Cool Off

In the heat of a battle or argument, taking a break to cool off can be strategy that students can use to solve a problem. Self-reflection by the student is required. A student must understand his or her own emotions and know that stepping away from a problem or conflict can be successful.

Sometimes students get into a conflict and they attack each other because they do not have the words in the heat of the moment to solve the problem. Giving wait time to answer, gather yourself, and possibly do some breathing to calm down can be a great tool to problem solve.

PU #30 - Student Strategy: Walk Away and Let It Go.

Similar to the "Ignore it" strategy, "walk away and let it go" is another strategy that students can use to go to solution when they encounter conflict and bully behavior. When a student decides to walk away from a problem, it takes courage not to engage with the person exhibiting the bully behavior.

When a student walks away, they are physically putting distance between the bully behavior and themselves. In addition, they are letting the problem go. This strategy also does not give attention to the person bullying, one more possible reason for the bullying to stop.

Of course if this problem persists, adult support and intervention may be needed. Letting an adult know of the situation is important.

MORE BULLYING PREVENTION GUIDE RELATED READINGS :

• 3 Types of Bullying in School + 1 Immense Social Challenge
• 5 Reasons Why Schools Have a Difficult Time Stopping Bully Behaviors
• 5 Reasons Why We Need to Define Bully Behavior and Stop Generalizing Events as "Bullying"
• 6+ Steps to Addressing Bullying When It Occurs
• 9 Strategies We Can Teach Students to Problem Solve (Currently here)
• 7 Ways How to Raise a Defender of Bully Prevention
• Provocative Victims and 7+ Practices for Victory
• One School Wide Philosophy: High-Trusting Relationships
• 13 Ideas to Combat Bullying at the Community Level
• 6 of the Most Hideous Cyber Bullying Tactics Used By Students
• 11 Communication Strategies to Combat Bullying
• 20 Ideas To Successfully Use Bully Data
• 5 Reasons Why Strong Instruction Affects Bully Prevention
• #1 Instructional Lesson for All Students on Bully Prevention
• Power of Buddy Classrooms: 19 Ideas
• 8 Ways to Teach Empathy
• 10 Ways to Empower Defenders
• 9 Reasons Culture Trumps Strategy
• One School Wide Strategy: Kindness Campaign
• Recent Posts

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Why Teaching Problem-Solving Skills is Essential for Student Success

Teaching the art of problem-solving is crucial for preparing students to thrive in an increasingly complex and interconnected world. Beyond the ability to find solutions, problem-solving fosters critical thinking, creativity, and resilience: qualities essential for academic success and lifelong learning. 

This article explores the importance of problem-solving skills, critical strategies for nurturing them in students, and practical approaches educators and parents can employ. 

By equipping students with these skills, we empower them to tackle challenges confidently, innovate effectively, and contribute meaningfully to their communities and future careers .

Why Teaching Problem-Solving Skills is Important

Problem-solving is a crucial skill that empowers students to tackle challenges with confidence and creativity . In an educational context, problem-solving is not just about finding solutions; it involves critical thinking, analysis, and application of knowledge. Students who excel in problem-solving can understand complex problems, break them down into manageable parts, and develop effective strategies to solve them. This skill is applicable across all subjects, from math and science to language arts and social studies, fostering a more profound understanding and retention of material .

Beyond academics, problem-solving is a cornerstone of success in life. Successful people across various fields possess strong problem-solving abilities. They can navigate obstacles, innovate solutions, and adapt to changing circumstances. In engineering and business management careers, problem solvers are highly valued for their ability to find efficient and creative solutions to complex issues.

Educators prepare students for future challenges and opportunities by teaching problem-solving in schools. They learn to think critically , work collaboratively, and persist in facing difficulties, all essential lifelong learning and achievement skills. Thus, nurturing problem-solving skills in students enhances their academic performance and equips them for success in their future careers and personal lives.

Aspects of Problem Solving

Developing problem-solving skills is crucial for preparing students to navigate the complexities of the modern world. Critical thinking, project-based learning, and volunteering enhance academic learning and empower students to address real-world challenges effectively. By focusing on these aspects, students can develop the skills they need to innovate, collaborate, and positively impact their communities.

Critical Thinking

Critical thinking is a fundamental skill for problem-solving as it involves analysing and evaluating information to make reasoned judgments and decisions. It enables students to approach problems systematically, consider multiple perspectives, and identify underlying issues.

Critical thinking allows students to:

• Analyse information : Students can assess the relevance and reliability of information to determine its impact on problem-solving. For example, in a science project, critical thinking helps students evaluate experimental results to draw valid conclusions.
• Develop solutions : Students can choose the most effective solution by critically evaluating different approaches. In a group project, critical thinking enables students to compare and refine ideas to solve a problem creatively.

Project-Based Learning

Project-based learning (PBL) is an instructional approach where students learn by actively engaging in real-world and personally meaningful projects. It allows students to explore complex problems and develop essential skills such as collaboration and communication.

Here is how project-based learning helps students develop problem-solving skills.

• Apply knowledge : Students apply academic concepts to real-world problems by working on projects. For instance, in designing a community garden, students use math to plan the layout and science to understand plant growth.
• Develop skills : PBL fosters problem-solving by challenging students to address authentic problems. For example, in a history project, students might analyse primary sources to understand the causes of historical events and propose solutions to prevent similar conflicts.

Volunteering

Volunteering allows students to contribute to their communities while developing empathy, leadership , and problem-solving skills. It provides practical experiences that enhance learning and help students understand and address community needs.

Volunteering is important because it allows students to:

• Identify needs : Students can identify community needs and consider solutions by working in diverse settings. For example, volunteering at a food bank can inspire students to address food insecurity by organising donation drives.
• Collaborate : Volunteering encourages teamwork and collaboration to solve problems. Students learn to coordinate tasks and resources to achieve common goals when organising a charity event.

The Problem-Solving Process

Problem-solving involves a systematic approach to understanding, analysing, and solving problems. Here are the critical steps in the problem-solving process:

• Identify the problem : The first step is clearly defining and understanding the problem. This involves identifying the specific issue or challenge that needs to be addressed.
• Define goals : Once the problem is identified, it's essential to establish clear and measurable goals. This helps focus efforts and guide the problem-solving process.
• Explore possible solutions : The next step is brainstorming and exploring various solutions. This involves generating ideas and considering different approaches to solving the problem.
• Evaluate options : After generating potential solutions, evaluate each option based on its feasibility, effectiveness, and possible outcomes.
• Choose the best solution : Select the most appropriate solution that best meets the defined goals and addresses the root cause of the problem.
• Implement the solution : Once a solution is chosen, it must be implemented. This step involves planning the implementation process and taking necessary actions to execute the solution.
• Monitor progress : After implementing the solution, monitor its progress and evaluate its effectiveness. This step helps ensure that the problem is being resolved as expected.
• Reflect and adjust : Reflect on the problem-solving process, identify any lessons learned, and make adjustments if necessary. This continuous improvement cycle helps refine solutions and develop better problem-solving skills.

How to Become a General Problem Solver

Parents play a crucial role in nurturing their children's problem-solving skills. Here are some ways parents can help their children become effective problem solvers.

• Encourage critical thinking : Encourage children to ask questions, analyse information, and consider different perspectives. Engage them in discussions that challenge their thinking and promote reasoning.
• Support independence : Allow children to tackle challenges on their own. Offer guidance and encouragement without immediately providing solutions. This helps build confidence and resilience.
• Provide opportunities for problem-solving : Create opportunities for children to solve real-life problems, such as planning a family event, organising their room, or resolving conflicts with siblings or friends.
• Foster creativity : Encourage creative thinking and brainstorming. Provide materials and activities that stimulate imagination and innovation.
• Model problem-solving behaviours : Demonstrate problem-solving skills in your own life and involve children in decision-making processes. Show them how to approach challenges calmly and methodically.

How Online Schooling Encourages Problem-Solving

Online schooling encourages problem-solving skills by requiring students to navigate digital platforms, manage their time effectively , and troubleshoot technical issues independently. 

Students often engage in interactive assignments and projects that promote critical thinking and creativity. They learn to adapt to different learning environments and collaborate virtually, fostering innovative solutions. 

Online schooling also encourages self-directed learning , where students must identify and address their own learning gaps. This enhances problem-solving abilities and prepares them for the complexities of the digital age.

To find out more about online learning, click here . 

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Teaching Problem Solving in Math

• Freebies , Math , Planning

Every year my students can be fantastic at math…until they start to see math with words. For some reason, once math gets translated into reading, even my best readers start to panic. There is just something about word problems, or problem-solving, that causes children to think they don’t know how to complete them.

Every year in math, I start off by teaching my students problem-solving skills and strategies. Every year they moan and groan that they know them. Every year – paragraph one above. It was a vicious cycle. I needed something new.

I put together a problem-solving unit that would focus a bit more on strategies and steps in hopes that that would create problem-solving stars.

The Problem Solving Strategies

First, I wanted to make sure my students all learned the different strategies to solve problems, such as guess-and-check, using visuals (draw a picture, act it out, and modeling it), working backward, and organizational methods (tables, charts, and lists). In the past, I had used worksheet pages that would introduce one and provide the students with plenty of problems practicing that one strategy. I did like that because students could focus more on practicing the strategy itself, but I also wanted students to know when to use it, too, so I made sure they had both to practice.

I provided students with plenty of practice of the strategies, such as in this guess-and-check game.

There’s also this visuals strategy wheel practice.

I also provided them with paper dolls and a variety of clothing to create an organized list to determine just how many outfits their “friend” would have.

Then, as I said above, we practiced in a variety of ways to make sure we knew exactly when to use them. I really wanted to make sure they had this down!

Anyway, after I knew they had down the various strategies and when to use them, then we went into the actual problem-solving steps.

The Problem Solving Steps

I wanted students to understand that when they see a story problem, it isn’t scary. Really, it’s just the equation written out in words in a real-life situation. Then, I provided them with the “keys to success.”

S tep 1 – Understand the Problem.   To help students understand the problem, I provided them with sample problems, and together we did five important things:

• read the problem carefully
• restated the problem in our own words
• crossed out unimportant information
• circled any important information
• stated the goal or question to be solved

We did this over and over with example problems.

Once I felt the students had it down, we practiced it in a game of problem-solving relay. Students raced one another to see how quickly they could get down to the nitty-gritty of the word problems. We weren’t solving the problems – yet.

Then, we were on to Step 2 – Make a Plan . We talked about how this was where we were going to choose which strategy we were going to use. We also discussed how this was where we were going to figure out what operation to use. I taught the students Sheila Melton’s operation concept map.

We talked about how if you know the total and know if it is equal or not, that will determine what operation you are doing. So, we took an example problem, such as:

Sheldon wants to make a cupcake for each of his 28 classmates. He can make 7 cupcakes with one box of cupcake mix. How many boxes will he need to buy?

We started off by asking ourselves, “Do we know the total?” We know there are a total of 28 classmates. So, yes, we are separating. Then, we ask, “Is it equal?” Yes, he wants to make a cupcake for EACH of his classmates. So, we are dividing: 28 divided by 7 = 4. He will need to buy 4 boxes. (I actually went ahead and solved it here – which is the next step, too.)

Step 3 – Solving the problem . We talked about how solving the problem involves the following:

• taking our time
• working the problem out
• showing all our work
• estimating the answer
• using thinking strategies

We talked specifically about thinking strategies. Just like in reading, there are thinking strategies in math. I wanted students to be aware that sometimes when we are working on a problem, a particular strategy may not be working, and we may need to switch strategies. We also discussed that sometimes we may need to rethink the problem, to think of related content, or to even start over. We discussed these thinking strategies:

• switch strategies or try a different one
• rethink the problem
• think of related content
• decide if you need to make changes
• check your work
• but most important…don’t give up!

To make sure they were getting in practice utilizing these thinking strategies, I gave each group chart paper with a letter from a fellow “student” (not a real student), and they had to give advice on how to help them solve their problem using the thinking strategies above.

Finally, Step 4 – Check It.   This is the step that students often miss. I wanted to emphasize just how important it is! I went over it with them, discussing that when they check their problems, they should always look for these things:

• compare your answer to your estimate
• check for reasonableness
• check your calculations
• add the units
• restate the question in the answer
• explain how you solved the problem

Then, I gave students practice cards. I provided them with example cards of “students” who had completed their assignments already, and I wanted them to be the teacher. They needed to check the work and make sure it was completed correctly. If it wasn’t, then they needed to tell what they missed and correct it.

To demonstrate their understanding of the entire unit, we completed an adorable lap book (my first time ever putting together one or even creating one – I was surprised how well it turned out, actually). It was a great way to put everything we discussed in there.

Once we were all done, students were officially Problem Solving S.T.A.R.S. I just reminded students frequently of this acronym.

Stop – Don’t rush with any solution; just take your time and look everything over.

Think – Take your time to think about the problem and solution.

Act  – Act on a strategy and try it out.

Review – Look it over and see if you got all the parts.

Wow, you are a true trooper sticking it out in this lengthy post! To sum up the majority of what I have written here, I have some problem-solving bookmarks FREE to help you remember and to help your students!

You can grab these problem-solving bookmarks for FREE by clicking here .

You can do any of these ideas without having to purchase anything. However, if you are looking to save some time and energy, then they are all found in my Math Workshop Problem Solving Unit . The unit is for grade three, but it  may work for other grade levels. The practice problems are all for the early third-grade level.

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4 Tips on Teaching Problem Solving (From a Student)

A student shares her insights into the most important skill you can teach. (Hint: It’s not perseverance.)

Education is one of the most important things in the world, but at most schools, students are told to memorize facts, formulas, and functions without any applicability to the real challenges we will face later. Instead, give us challenges; give us problems that focus on real-world scenarios; give us a chance to understand the world we’re entering and to be prepared for it before we’re thrown in headfirst.

At Two Rivers Public Charter School, they taught us how to problem solve, and they made it relevant. Here are four tips that engaged me in my learning that you can adapt in your classroom:

1. Give Your Students Hard Problems

In the real world, we’re not going to have nice problems that will be easy to understand. We are going to have complex problems that require a lot more preparation than most math, science, or English classes will give us. The challenges in the real world won’t be simple, and the problems that are supposed to prepare us for that world shouldn't be either.

2. Make Problem Solving Relevant to Your Students’ Lives

In the seventh grade, we looked at statistics concerning racial murders and the jury system. That’s something that is going to affect students later in life, and we got a chance to look at it from a mathematical perspective. Problems like that are actually relevant to us, and they’re not things we’re supposed to just memorize or learn. They are things from which we can take very important life lessons, and then actually apply them later on in life.

Related Article: Solving Real World Issues Through Problem-Based Learning

In the eighth grade, we wrote policy briefs in relation to gene editing and presented them to the National Academies of Sciences, Engineering, and Medicine. We talked to researchers who worked with CRISPR-Cas9 (a gene editing tool used to modify specific genes in organisms), and we studied how gene editing is evolving and how we can use this modern technology for science applications. At the same time, in English, we read The Giver by Lois Lowry and analyzed whether the society in the book was ethical to gain an understanding of what ethical means and how it’s applicable in real situations, like gene editing.

This wasn’t something where we were being told, “Somebody’s going to buy 60 watermelons at a store.” This was actually happening in real life, and the only people really discussing this were people whom it wasn't even going to affect. This science won’t come into widespread use until much later, and we’re going to be the first ones who are actually in danger from the possible consequences of it. By presenting our policy briefs, we had a chance to make an impact and get our voice out there at only 14.

3. Teach Your Students How to Grapple (It’s More Powerful Than Perseverance)

Grappling is like perseverance, but it goes beyond that. Perseverance means trying again and again, even after you’ve failed. Grappling implies trying even before you fail the first time. It’s thinking, “First, I’ll work with it independently. Okay, I’m really not understanding it. Let me go back to my notes. Okay, I have solved for the first part of it. Now I have the second part of it. Okay, I got the question wrong; let me try again. Maybe I can ask my peer now.” Grappling is working hard to make sure you understand the problem fully, and then using every resource at your fingertips to solve it.

4. Put More Importance on Student Understanding Than on Getting the Right Answer

I am graduating from Two Rivers with a practical view of the world. I don’t think that many students come out of middle school saying, “It was great.” And I don’t think many students have had this introduction to our society and its benefits and drawbacks. I’m also coming out of here with incredible problem-solving skills and the ability to look at any problem and have 10,000 ways to solve it in my mind already—because we don’t just memorize functions or the periodic table. We understand why, and we work to understand how to solve a problem instead of just getting the answer.

As students preparing for the real world, it is so much more impactful for us if our learning is relevant and challenging than if it is just about memorizing the right answers.

Two Rivers Public Charter School

Per pupil expenditures, free / reduced lunch, demographics:.

This blog post is part of our Schools That Work series, which features key practices from Two Rivers Public Charter School .

Problem-Solving Method in Teaching

The problem-solving method is a highly effective teaching strategy that is designed to help students develop critical thinking skills and problem-solving abilities . It involves providing students with real-world problems and challenges that require them to apply their knowledge, skills, and creativity to find solutions. This method encourages active learning, promotes collaboration, and allows students to take ownership of their learning.

Table of Contents

Definition of problem-solving method.

Problem-solving is a process of identifying, analyzing, and resolving problems. The problem-solving method in teaching involves providing students with real-world problems that they must solve through collaboration and critical thinking. This method encourages students to apply their knowledge and creativity to develop solutions that are effective and practical.

Meaning of Problem-Solving Method

The meaning and Definition of problem-solving are given by different Scholars. These are-

Woodworth and Marquis(1948) : Problem-solving behavior occurs in novel or difficult situations in which a solution is not obtainable by the habitual methods of applying concepts and principles derived from past experience in very similar situations.

Skinner (1968): Problem-solving is a process of overcoming difficulties that appear to interfere with the attainment of a goal. It is the procedure of making adjustments in spite of interference

Benefits of Problem-Solving Method

The problem-solving method has several benefits for both students and teachers. These benefits include:

• Encourages active learning: The problem-solving method encourages students to actively participate in their own learning by engaging them in real-world problems that require critical thinking and collaboration
• Promotes collaboration: Problem-solving requires students to work together to find solutions. This promotes teamwork, communication, and cooperation.
• Builds critical thinking skills: The problem-solving method helps students develop critical thinking skills by providing them with opportunities to analyze and evaluate problems
• Increases motivation: When students are engaged in solving real-world problems, they are more motivated to learn and apply their knowledge.
• Enhances creativity: The problem-solving method encourages students to be creative in finding solutions to problems.

Steps in Problem-Solving Method

The problem-solving method involves several steps that teachers can use to guide their students. These steps include

• Identifying the problem: The first step in problem-solving is identifying the problem that needs to be solved. Teachers can present students with a real-world problem or challenge that requires critical thinking and collaboration.
• Analyzing the problem: Once the problem is identified, students should analyze it to determine its scope and underlying causes.
• Generating solutions: After analyzing the problem, students should generate possible solutions. This step requires creativity and critical thinking.
• Evaluating solutions: The next step is to evaluate each solution based on its effectiveness and practicality
• Selecting the best solution: The final step is to select the best solution and implement it.

Verification of the concluded solution or Hypothesis

The solution arrived at or the conclusion drawn must be further verified by utilizing it in solving various other likewise problems. In case, the derived solution helps in solving these problems, then and only then if one is free to agree with his finding regarding the solution. The verified solution may then become a useful product of his problem-solving behavior that can be utilized in solving further problems. The above steps can be utilized in solving various problems thereby fostering creative thinking ability in an individual.

The problem-solving method is an effective teaching strategy that promotes critical thinking, creativity, and collaboration. It provides students with real-world problems that require them to apply their knowledge and skills to find solutions. By using the problem-solving method, teachers can help their students develop the skills they need to succeed in school and in life.

• Jonassen, D. (2011). Learning to solve problems: A handbook for designing problem-solving learning environments. Routledge.
• Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235-266.
• Mergendoller, J. R., Maxwell, N. L., & Bellisimo, Y. (2006). The effectiveness of problem-based instruction: A comparative study of instructional methods and student characteristics. Interdisciplinary Journal of Problem-based Learning, 1(2), 49-69.
• Richey, R. C., Klein, J. D., & Tracey, M. W. (2011). The instructional design knowledge base: Theory, research, and practice. Routledge.
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How might students be using generative AI?

Understanding the various ways students might be using generative AI is critical for instructors. Students might use generative AI for various academic tasks, which can be both beneficial and potentially problematic depending on the context and extent of use. This knowledge can help in designing assignments that deter misuse, encouraging constructive uses, and maintaining academic integrity.

Some possible student uses of generative AI include the following:

Academic writing and essays

Sample uses

• Students may use AI to write entire essays or substantial portions of them, inputting prompts related to their assignment topics.
• AI can assist students in drafting essays , offering suggestions for improving clarity, coherence, and grammar.
• AI can summarize lengthy academic papers , helping students grasp key points quickly without reading the entire document.

Implications

• Risk: Students might submit entire or portions of AI-generated essays as their own, which constitutes academic dishonesty.
• Benefit: AI can help with brainstorming and refining ideas, improving the overall quality of student writing when used appropriately.

Research and information gathering

• Students can use AI to generate lists of research topics or questions based on initial keywords or subject areas.
• AI can condense complex articles, papers, and textbooks into concise summaries , making it easier for students to understand and engage with the material.
• AI can provide ideas for hypotheses or avenues to investigate.
• Risk: Over-reliance on AI summaries may lead students to a superficial understanding and reduced critical engagement with source materials.
• Benefit: AI can enhance the efficiency and breadth of research, allowing students to cover more ground in less time.

Study assistance and exam preparation

• AI can generate flashcards , quizzes , and practice questions tailored to specific subjects and topics.
• AI can create study guides summarizing key concepts and information for exam preparation.
• AI-powered tutors can provide personalized explanations and answer questions , helping students understand difficult concepts.
• Risk: Students might become dependent on AI, reducing their ability to study and learn independently.
• Benefit: AI can enhance study efficiency and effectiveness, providing additional support and resources for exam preparation.

Coding and problem solving

• AI tools like GitHub Copilot can write code snippets or complete coding assignments based on given specifications.
• AI can help identify and fix bugs in code, providing explanations and solutions.
• Students can use AI to generate and optimize algorithms for specific tasks.
• Risk: Students may submit AI-generated code without understanding it, undermining the learning process and academic integrity.
• Benefit: AI can act as a tutor, guiding students through complex coding challenges and helping them learn new programming techniques.

Creative projects

• AI can generate artwork , designs , and visual content based on student inputs, aiding in art and design courses.
• Students can use AI to write poems , stories , and scripts , providing inspiration and content ideas.
• AI can compose music, helping students create original pieces for music courses.
• Risk: Students might claim AI-generated creative work as their own, raising issues of originality and authenticity.
• Benefit: AI can serve as a creative partner, expanding the creative horizons of students and providing new avenues for artistic expression.

Language learning and translation

• AI chatbots can simulate conversations in foreign languages , helping students practice speaking and listening skills.
• AI translation tools can translate text between languages , assisting students in language assignments and learning.
• AI can provide instant feedback on grammar and vocabulary usage , helping students improve their language skills.
• Risk: Over-reliance on AI for translations and corrections may hinder the development of independent language skills.
• Benefit: AI can provide valuable practice and feedback, complementing traditional language learning methods.

Generative AI offers powerful tools that can significantly enhance the learning experience when used ethically and responsibly. However, it also poses risks to academic integrity if misused. By understanding how students might use these technologies, instructors can design assignments that encourage productive use, foster deep learning, and uphold the values of academic honesty.

This content was developed with the assistance of Open AI’s ChatGPT.