teaching for problem solving

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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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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]

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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

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.

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: 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 @helyn_kim.

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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Teaching Through Problem-solving

• TTP in Action

What is Teaching Through Problem-Solving?

In Teaching Through Problem-solving (TTP), students learn new mathematics by solving problems. Students grapple with a novel problem, present and discuss solution strategies, and together build the next concept or procedure in the mathematics curriculum.

Teaching Through Problem-solving is widespread in Japan, where students solve problems before a solution method or procedure is taught. In contrast, U.S. students spend most of their time doing exercises– completing problems for which a solution method has already been taught.

Why Teaching Through Problem-Solving?

As students build their mathematical knowledge, they also:

• Learn to reason mathematically, using prior knowledge to build new ideas
• See the power of their explanations and carefully written work to spark insights for themselves and their classmates
• Expect mathematics to make sense
• Enjoy solving unfamiliar problems
• Experience mathematical discoveries that naturally deepen their perseverance

Phases of a TTP Lesson

Teaching Through Problem-solving flows through four phases as students 1. Grasp the problem, 2. Try to solve the problem independently, 3. Present and discuss their work (selected strategies), and 4. Summarize and reflect.

Click on the arrows below to find out what students and teachers do during each phase and to see video examples.

• 1. Grasp the Problem
• 2. Try to Solve
• 3. Present & Discuss
• 4. Summarize & Reflect
• New Learning

WHAT STUDENTS DO

• Understand the problem and develop interest in solving it.
• Consider what they know that might help them solve the problem.

WHAT TEACHERS DO

• Show several student journal reflections from the prior lesson.
• Pose a problem that students do not yet know how to solve.
• Interest students in the problem and in thinking about their own related knowledge.
• Independently try to solve the problem.
• Do not simply following the teacher’s solution example.
• Allow classmates to provide input after some independent thinking time.
• Circulate, using seating chart to note each student’s solution approach.
• Identify work to be presented and discussed at board.
• Ask individual questions to spark more thinking if some students finish quickly or don’t get started.
• Present and explain solution ideas at the board, are questioned by classmates and teacher. (2-3 students per lesson)
• Actively make sense of the presented work and draw out key mathematical points. (All students)
• Strategically select and sequence student presentations of work at the board, to build the new mathematics. (Incorrect approaches may be included.)
• Monitor student discussion: Are all students noticing the important mathematical ideas?
• Add teacher moves (questions, turn-and-talk, votes) as needed to build important mathematics.
• Consider what they learned and share their thoughts with class, to help formulate class summary of learning. Copy summary into journal.
• Write journal reflection on their own learning from the lesson.
• Write on the board a brief summary of what the class learned during the lesson, using student ideas and words where possible.
• Ask students to write in their journals about what they learned during the lesson.

How Do Teachers Support Problem-solving?

Although students do much of the talking and questioning in a TTP lesson, teachers play a crucial role. The widely-known 5 Practices for Orchestrating Mathematical Discussions were based in part on TTP . Teachers study the curriculum, anticipate student thinking, and select and sequence the student presentations that allow the class to build the new mathematics. Classroom routines for presentation and discussion of student work, board organization, and reflective mathematics journals work together to allow students to do the mathematical heavy lifting. To learn more about journals, board work, and discussion in TTP, as well as see other TTP resources and examples of TTP in action, click on the respective tabs near the top of this page.

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Why Every Educator Needs to Teach Problem-Solving Skills

Strong problem-solving skills will help students be more resilient and will increase their academic and career success .

Want to learn more about how to measure and teach students’ higher-order skills, including problem solving, critical thinking, and written communication?

Problem-solving skills are essential in school, careers, and life.

Problem-solving skills are important for every student to master. They help individuals navigate everyday life and find solutions to complex issues and challenges. These skills are especially valuable in the workplace, where employees are often required to solve problems and make decisions quickly and effectively.

Problem-solving skills are also needed for students’ personal growth and development because they help individuals overcome obstacles and achieve their goals. By developing strong problem-solving skills, students can improve their overall quality of life and become more successful in their personal and professional endeavors.

Problem-Solving Skills Help Students…

   develop resilience.

Problem-solving skills are an integral part of resilience and the ability to persevere through challenges and adversity. To effectively work through and solve a problem, students must be able to think critically and creatively. Critical and creative thinking help students approach a problem objectively, analyze its components, and determine different ways to go about finding a solution.  

This process in turn helps students build self-efficacy . When students are able to analyze and solve a problem, this increases their confidence, and they begin to realize the power they have to advocate for themselves and make meaningful change.

When students gain confidence in their ability to work through problems and attain their goals, they also begin to build a growth mindset . According to leading resilience researcher, Carol Dweck, “in a growth mindset, people believe that their most basic abilities can be developed through dedication and hard work—brains and talent are just the starting point. This view creates a love of learning and a resilience that is essential for great accomplishment.”

    Set and Achieve Goals

Students who possess strong problem-solving skills are better equipped to set and achieve their goals. By learning how to identify problems, think critically, and develop solutions, students can become more self-sufficient and confident in their ability to achieve their goals. Additionally, problem-solving skills are used in virtually all fields, disciplines, and career paths, which makes them important for everyone. Building strong problem-solving skills will help students enhance their academic and career performance and become more competitive as they begin to seek full-time employment after graduation or pursue additional education and training.

  Resolve Conflicts

In addition to increased social and emotional skills like self-efficacy and goal-setting, problem-solving skills teach students how to cooperate with others and work through disagreements and conflicts. Problem-solving promotes “thinking outside the box” and approaching a conflict by searching for different solutions. This is a very different (and more effective!) method than a more stagnant approach that focuses on placing blame or getting stuck on elements of a situation that can’t be changed.

While it’s natural to get frustrated or feel stuck when working through a conflict, students with strong problem-solving skills will be able to work through these obstacles, think more rationally, and address the situation with a more solution-oriented approach. These skills will be valuable for students in school, their careers, and throughout their lives.

    Achieve Success

We are all faced with problems every day. Problems arise in our personal lives, in school and in our jobs, and in our interactions with others. Employers especially are looking for candidates with strong problem-solving skills. In today’s job market, most jobs require the ability to analyze and effectively resolve complex issues. Students with strong problem-solving skills will stand out from other applicants and will have a more desirable skill set.

In a recent opinion piece published by The Hechinger Report , Virgel Hammonds, Chief Learning Officer at KnowledgeWorks, stated “Our world presents increasingly complex challenges. Education must adapt so that it nurtures problem solvers and critical thinkers.” Yet, the “traditional K–12 education system leaves little room for students to engage in real-world problem-solving scenarios.” This is the reason that a growing number of K–12 school districts and higher education institutions are transforming their instructional approach to personalized and competency-based learning, which encourage students to make decisions, problem solve and think critically as they take ownership of and direct their educational journey.

Problem-Solving Skills Can Be Measured and Taught

Research shows that problem-solving skills can be measured and taught. One effective method is through performance-based assessments which require students to demonstrate or apply their knowledge and higher-order skills to create a response or product or do a task.

What Are Performance-Based Assessments?

With the No Child Left Behind Act (2002), the use of standardized testing became the primary way to measure student learning in the U.S. The legislative requirements of this act shifted the emphasis to standardized testing, and this led to a  decline in nontraditional testing methods .

But   many educators, policy makers, and parents have concerns with standardized tests. Some of the top issues include that they don’t provide feedback on how students can perform better, they don’t value creativity, they are not representative of diverse populations, and they can be disadvantageous to lower-income students.

While standardized tests are still the norm, U.S. Secretary of Education Miguel Cardona is encouraging states and districts to move away from traditional multiple choice and short response tests and instead use performance-based assessment, competency-based assessments, and other more authentic methods of measuring students abilities and skills rather than rote learning. 

Performance-based assessments  measure whether students can apply the skills and knowledge learned from a unit of study. Typically, a performance task challenges students to use their higher-order skills to complete a project or process. Tasks can range from an essay to a complex proposal or design.

Preview a Performance-Based Assessment

Want a closer look at how performance-based assessments work?  Preview CAE’s K–12 and Higher Education assessments and see how CAE’s tools help students develop critical thinking, problem-solving, and written communication skills.

Performance-Based Assessments Help Students Build and Practice Problem-Solving Skills

In addition to effectively measuring students’ higher-order skills, including their problem-solving skills, performance-based assessments can help students practice and build these skills. Through the assessment process, students are given opportunities to practically apply their knowledge in real-world situations. By demonstrating their understanding of a topic, students are required to put what they’ve learned into practice through activities such as presentations, experiments, and simulations. 

This type of problem-solving assessment tool requires students to analyze information and choose how to approach the presented problems. This process enhances their critical thinking skills and creativity, as well as their problem-solving skills. Unlike traditional assessments based on memorization or reciting facts, performance-based assessments focus on the students’ decisions and solutions, and through these tasks students learn to bridge the gap between theory and practice.

Performance-based assessments like CAE’s College and Career Readiness Assessment (CRA+) and Collegiate Learning Assessment (CLA+) provide students with in-depth reports that show them which higher-order skills they are strongest in and which they should continue to develop. This feedback helps students and their teachers plan instruction and supports to deepen their learning and improve their mastery of critical skills.

Explore CAE’s Problem-Solving Assessments

CAE offers performance-based assessments that measure student proficiency in higher-order skills including problem solving, critical thinking, and written communication.

• College and Career Readiness Assessment (CCRA+) for secondary education and
• Collegiate Learning Assessment (CLA+) for higher education.

Our solution also includes instructional materials, practice models, and professional development.

We can help you create a program to build students’ problem-solving skills that includes:

• Measuring students’ problem-solving skills through a performance-based assessment    
• Using the problem-solving assessment data to inform instruction and tailor interventions
• Teaching students problem-solving skills and providing practice opportunities in real-life scenarios
• Supporting educators with quality professional development

Get started with our problem-solving assessment tools to measure and build students’ problem-solving skills today! These skills will be invaluable to students now and in the future.

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Learn more about cae’s suite of products and let’s get started measuring and teaching students important higher-order skills like problem solving..

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Problem-Solving

Jabberwocky

Problem-solving is the ability to identify and solve problems by applying appropriate skills systematically.

Problem-solving is a process—an ongoing activity in which we take what we know to discover what we don't know. It involves overcoming obstacles by generating hypo-theses, testing those predictions, and arriving at satisfactory solutions.

Problem-solving involves three basic functions:

Seeking information

Generating new knowledge

Making decisions

Problem-solving is, and should be, a very real part of the curriculum. It presupposes that students can take on some of the responsibility for their own learning and can take personal action to solve problems, resolve conflicts, discuss alternatives, and focus on thinking as a vital element of the curriculum. It provides students with opportunities to use their newly acquired knowledge in meaningful, real-life activities and assists them in working at higher levels of thinking (see Levels of Questions ).

Here is a five-stage model that most students can easily memorize and put into action and which has direct applications to many areas of the curriculum as well as everyday life:

Expert Opinion

Here are some techniques that will help students understand the nature of a problem and the conditions that surround it:

• List all related relevant facts.
• Make a list of all the given information.
• Restate the problem in their own words.
• List the conditions that surround a problem.
• Describe related known problems.

It's Elementary

For younger students, illustrations are helpful in organizing data, manipulating information, and outlining the limits of a problem and its possible solution(s). Students can use drawings to help them look at a problem from many different perspectives.

Understand the problem. It's important that students understand the nature of a problem and its related goals. Encourage students to frame a problem in their own words.

Describe any barriers. Students need to be aware of any barriers or constraints that may be preventing them from achieving their goal. In short, what is creating the problem? Encouraging students to verbalize these impediments is always an important step.

Identify various solutions. After the nature and parameters of a problem are understood, students will need to select one or more appropriate strategies to help resolve the problem. Students need to understand that they have many strategies available to them and that no single strategy will work for all problems. Here are some problem-solving possibilities:

Create visual images. Many problem-solvers find it useful to create “mind pictures” of a problem and its potential solutions prior to working on the problem. Mental imaging allows the problem-solvers to map out many dimensions of a problem and “see” it clearly.

Guesstimate. Give students opportunities to engage in some trial-and-error approaches to problem-solving. It should be understood, however, that this is not a singular approach to problem-solving but rather an attempt to gather some preliminary data.

Create a table. A table is an orderly arrangement of data. When students have opportunities to design and create tables of information, they begin to understand that they can group and organize most data relative to a problem.

Use manipulatives. By moving objects around on a table or desk, students can develop patterns and organize elements of a problem into recognizable and visually satisfying components.

Work backward. It's frequently helpful for students to take the data presented at the end of a problem and use a series of computations to arrive at the data presented at the beginning of the problem.

Look for a pattern. Looking for patterns is an important problem-solving strategy because many problems are similar and fall into predictable patterns. A pattern, by definition, is a regular, systematic repetition and may be numerical, visual, or behavioral.

Create a systematic list. Recording information in list form is a process used quite frequently to map out a plan of attack for defining and solving problems. Encourage students to record their ideas in lists to determine regularities, patterns, or similarities between problem elements.

Try out a solution. When working through a strategy or combination of strategies, it will be important for students to …

Keep accurate and up-to-date records of their thoughts, proceedings, and procedures. Recording the data collected, the predictions made, and the strategies used is an important part of the problem solving process.

Try to work through a selected strategy or combination of strategies until it becomes evident that it's not working, it needs to be modified, or it is yielding inappropriate data. As students become more proficient problem-solvers, they should feel comfortable rejecting potential strategies at any time during their quest for solutions.

Monitor with great care the steps undertaken as part of a solution. Although it might be a natural tendency for students to “rush” through a strategy to arrive at a quick answer, encourage them to carefully assess and monitor their progress.

Feel comfortable putting a problem aside for a period of time and tackling it at a later time. For example, scientists rarely come up with a solution the first time they approach a problem. Students should also feel comfortable letting a problem rest for a while and returning to it later.

Evaluate the results. It's vitally important that students have multiple opportunities to assess their own problem-solving skills and the solutions they generate from using those skills. Frequently, students are overly dependent upon teachers to evaluate their performance in the classroom. The process of self-assessment is not easy, however. It involves risk-taking, self-assurance, and a certain level of independence. But it can be effectively promoted by asking students questions such as “How do you feel about your progress so far?” “Are you satisfied with the results you obtained?” and “Why do you believe this is an appropriate response to the problem?”

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How to Teach Problem Solving

Problem solving can be a challenge to teach. Perhaps, it is because we are trying to teach students to manage and implement a myriad of skills: thinking, observing, investigating, reasoning through situations, and accessing prior knowledge. Check out these strategies to get students thinking!

LISTEN ON: APPLE PODCAST | SPOTIFY

Problem Solving with Word Problems

In the book The Young Child and Mathematics , Juanita Copley states that problem solving happens through “doing, talking, reflecting, discussing, observing, investigating, listening, and reasoning.”

We can often mistake different methods for decoding word problems as problem solving skills. R.U.B.I.E.S. and C.U.B.E.S. and all of the acronyms where students are supposed to underline, box, or circle may feel productive, but they cannot produce the skills needed to solve real-world problems. 

Why Are Problem Solving is so Difficult

There are a lot of different factors that play into this challenge and it could be a single isolated one or it could be a combination of several factors.

• Need for perseverance – some students can routinely go through all of the procedures involved in solving a math problem, but they haven’t yet acquired the perseverance needed to reason through a real-life situation 
• Reading skills — tasks and real-world applications require reading comprehension and decoding skills to fully understand the situation and apply the mathematical reasoning skills necessary to solve
• Multiple steps — requires students to create a plan with several steps and work through the plan
• Incorrect vocabulary usage — when solving word problems, sometimes students have been instructed to primarily look for specific words like “per” “of” “each” “sum”…and then they attempt to apply the operation — but we know that doesn’t always work and can also over simplify the process.

Shift the Focus from the Answer

This post and video from Phil Daro (co-author of the CCSS) says that based on their studies, teachers need to shift the focus from answer-getting to sense-making. “When the answer is the only goal, genuine learning is undermined.”

He says that teachers put too much emphasis on the answers; answers are part of the process, but they are not the only learning outcome. That wrong answers are part of the learning outcome. 

• Consider framing wrong “answers” as “discoveries.” If students reached a wrong answer, you talked more about why that approach doesn’t work instead of how to get the right answer.
• Consider giving students the answers before solving , removing some of the power, and instead spent class time figuring out different ways to get to the answer.

The goal of solving math problems is the critical thinking that happens along the way. Not the answer.

How do we teach problem solving?

Learning is not necessarily the solution to a specific question. We want students to apply sense-making to the rest of their lives. I really want you to watch the video , but one of Daro’s suggestions is to provide students the correct answer before having students solve. It removes some of the power of finding the right answer, and puts an emphasis on figuring out different ways to get the answer. There are so many different ways to solve problems and it encourages students to think in this way.

Tip #1 – Allow flexibility in how students solve problems.

Showing your work is said so often that it can seem meaningless to a student. Give students options for ways they can show their work.

Grab a free REPRESENT IT bulletin board that will provide a visual aid for different ways to represent their work !

Here are a few examples:

• Write an equation
• Solve a simpler problem
• Draw a bar model
• Draw a picture
• Draw a graph
• Use an open number line
• Use manipulatives
• Guess and check
• Use logical reasoning
• Make a ratio table

Tip #2- Focus on quality over quantity.

Quality over quantity is going to mean different things for different teachers, depending on the number of students, the length of your class period and even the different concepts being covered.  Here is one example for helping students focus on “sense-making” in a problem. 

Let’s take this pretty basic word problem >> Mr. Roy overdrafts his account by $25.50 and then is charged a $10.35 fee by the bank. What is the change in Mr. Roy’s bank account?

Before modeling a think-aloud to discuss how to solve this problem (and move on quickly to the next), ask so many questions that students will have no choice but to THINK about what the problem is asking for. Shift the workload to the students. Here are a few I brainstormed:

• Who is Mr. Roy?
• What is an overdraft?
• Is a fee a good thing or bad thing? For who?
• Why is Mr. Roy charged a fee?
• What is the change measuring? 
• Does he have more money or less money?

I just asked 6 questions and haven’t even gotten to the math yet! Model for students the type of critical thinking and questioning you want students to use when they are solving solo.

Then have students just try out the problem. Circulate to see the different methods. Come together to discuss the different ways you saw the problem solved. 

Bring this problem to life by providing Monopoly money to students to “act” it out. 

I love seeing students be problem solvers and I think it is such a lifelong skill that they will always carry with them. In fact, they may not frequently need to calculate the equation of a line or the probability of a compound event, but each and everyday they will use their “sense-making skills” to solve problems and make decisions. 

If you want to focus on teaching problem solving, then All Access may be right for you!

Problem Solving Posters (Represent It! Bulletin Board)

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Reader Interactions

August 30, 2021 at 12:35 pm

I really enjoy how thorough your blog is, especially this part on teaching students word problems. The blog is informative. I enjoyed listening to it via spotify. Thank you for linking additional resources!

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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Teaching Students to Tackle Problem-Solving

Lisa Jones January 16, 2024 Blog , Connect Better , Engage Better , Innovate Better , Lesson Plan Better , Manage Better , Reflect Better

• Teach problem-solving through engaging challenges in middle school career technical education.
• Daily prompts require students to restate problems in their own words before attempting solutions.
• Shift from large projects to 1 to 2-day mini-challenges, enhancing student engagement and managing activities more effectively.

One of the skills I’ve noticed that many students struggle with is problem-solving. Often, when you give students something challenging they throw either in the towel immediately because it looks “ too complicated ”  or they get so focused on coming up with the “right answer” that they miss the whole process. The best thing for me about career technical education at the middle school level is teaching problem-solving with fun, low-stakes challenges.

When I started teaching career tech, I struggled with getting my students to attempt new things. Most of them had never tried to balance a budget when learning finances or to think about objects in 3D when we started isometric sketching as “engineers.” Since they had limited prior experience, many were overwhelmed and afraid of failing. I had to start by building a classroom where trying and making mistakes is an expectation. I could say a hundred times, “Just try your best!” But so often, the students’ focus was on the final grade, and the prospect of failing can be intimidating.

Problem-Solving Always Starts by Asking the Right Questions

Students working on a design challenge

On Monday-Thursday, my engineering students start class with their challenge journal. (If you are interested in what we do on Fridays, that’s coming in a later post.) The challenge journal prompts are very short questions asking them to sort items, identify patterns, create an algorithm, or create a sketch to solve a specific problem. On many of the questions, we take time to discuss and write the problem they are being asked to solve. 

Even though it is in the prompt, I ask the students to write the problem they are being asked to solve in their own words before they attempt to solve it. We do this together for the first few weeks, and then they eventually write it out themselves. Most of the time, when I check journals, I look to see if they restated the problem correctly. Even if their solution isn’t “correct,” they get their points that day for having a solution and a problem statement. 

“What’s the Worst that Can Happen?”

I promise you if you want to see the look of terror on an 8th grader’s face, give them something difficult and ask them just to try. My favorite response to their look of fear is usually, “What’s the worst that can happen?” Without a doubt, they ask, “What if I mess up?” I usually shrug and respond, “So? Did you try to solve it? Yes? Okay then, I’m happy!”

Not every attempt is going to work, and sometimes it will be a major flop in those moments we try to laugh and move on. Another phrase I hear a lot is, “This is hard!” My answer to that is, “Yep, keep trying…” Then I always do my best to walk away. I want them to authentically try . I f I stay, they will expect me to help instead of continuing to push through.

Groups or Not?

When I group my students, I always try to have no more than three kids per group. I’ve found that any more than that tends to end up with the students being off-task. I’m just crazy enough most of the time to let the kids choose their groups unless there is an extenuating circumstance. If I want to emphasize communication skills or it’s a more challenging/extended task, I don’t allow solo work. However, I also understand that not everyone works best with others and that forcing kids to work in groups can sometimes cause more stress than benefit.

Building a catapult to defend from a “dragon attack.”

Creating Low Stakes, Fun Challenges

This year, I’ve shifted the focus in my engineering classes from the big projects provided by our curriculum to mini-challenges. This change has made a massive difference in student engagement and buy-in. It’s overwhelming for everyone, including me, to tackle a week-long build project. By days 2 and 3, the students who were only partially engaged are now checked out and creating havoc or ignoring their groups altogether. The students who are on task end up frustrated and arguments ensue. Now, instead of supervising the problem-solving process, I am mediating arguments and putting out fires—figuratively, of course.

By switching to smaller 1 to 2-day mini-challenges, many of these issues are alleviated. Mini-challenges allow me to do this style of activity more frequently. Students who don’t have the stamina to work for multiple days in a row are less likely to get frustrated. Also, I can provide a variety of challenges that will hopefully appeal to most of the students and their strengths. Lastly, it is much easier for me to manage because more students are engaged, and there are typically fewer materials. 

Letting Mistakes Happen

Students building their paper tower.

One of my most recent challenges was a paper tower-building project during STEM week in my Exploring Careers classes. It’s pretty simple for the kids and me. Students get four sheets of paper and 0.5 meters of tape to make the tallest self-supporting tower in 20 minutes. I can quickly scan the room and figure out who works together well, who is struggling, and who has strong problem-solving skills.

This time, I had a pair of boys who didn’t complete the task, wasted their materials, and argued for almost the whole 20 minutes. I spent a lot of time standing in the back of the room watching them as they muddled through and bickered. When the time was up I pulled them to the side. We reflected on what they did during work time and what they should change for the next round of challenges. Even though they weren’t successful on day 1, I was willing to let them try again on day 2’s challenge to see if they could use what they learned to be more successful.

Supporting a stack of books with paper and other items.

Jump In with Both Feet

The best way to try this in your classroom is to jump in! I love seasonal-themed challenges; you can find many for free online. ChatGPT has been very helpful when writing requirements, background stories, rubrics, etc.

You also have to be willing to try and fail because I guarantee you’re going to have a couple of disasters. Laugh at the mess and try again. I always take time to reflect at the end to see if the project met the goals I planned. If not, do I need to make adjustments or scrap it for something new next time? It was a scary jump for me to make, but one I look forward to every time I take it!

About Lisa Jones

Lisa has been teaching middle schoolers in a Title 1 school since 2004. She started her career as an intervention specialist working both in a variety of co-taught general education classrooms as well as in self-contained and content learning classrooms. In 2018, she moved from a co-taught classroom into the world of Career Technical Education and hasn’t looked back since.

Lisa currently teaches an Exploring Careers course for 7th grade and her district’s first-level engineering course, Design and Modeling, for 8th graders. These classes include a wide variety of students including beginning-level English language learners, a variety of students with disabilities at all levels, the “typical” general education student, and gifted students. She’s a big believer in hands-on real-world experiences for students to help them see the world beyond the classroom.

On any given day her students can be learning how to read a pay stub or using paper airplanes to reinforce measurement skills. To prepare every student with skills that will carry them through adulthood, Lisa’s focus this year has been to build problem-solving and communication skills. Her goal is to provide as many unique opportunities for her students as possible so they can see the opportunities that are available to everyone. If asked she’ll tell you that, “if you had told me years ago that career tech would be my jam I wouldn’t have believed you but now I can’t imagine doing anything else.”

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How to Teach Kids Problem-Solving Skills

KidStock / Blend Images / Getty Images

• Steps to Follow
• Allow Consequences

Whether your child can't find their math homework or has forgotten their lunch, good problem-solving skills are the key to helping them manage their life. 

A 2010 study published in Behaviour Research and Therapy found that kids who lack problem-solving skills may be at a higher risk of depression and suicidality.   Additionally, the researchers found that teaching a child problem-solving skills can improve mental health . 

You can begin teaching basic problem-solving skills during preschool and help your child sharpen their skills into high school and beyond.

Why Problem-Solving Skills Matter

Kids face a variety of problems every day, ranging from academic difficulties to problems on the sports field. Yet few of them have a formula for solving those problems.

Kids who lack problem-solving skills may avoid taking action when faced with a problem.

Rather than put their energy into solving the problem, they may invest their time in avoiding the issue.   That's why many kids fall behind in school or struggle to maintain friendships .

Other kids who lack problem-solving skills spring into action without recognizing their choices. A child may hit a peer who cuts in front of them in line because they are not sure what else to do.  

Or, they may walk out of class when they are being teased because they can't think of any other ways to make it stop. Those impulsive choices may create even bigger problems in the long run.

The 5 Steps of Problem-Solving

Kids who feel overwhelmed or hopeless often won't attempt to address a problem. But when you give them a clear formula for solving problems, they'll feel more confident in their ability to try. Here are the steps to problem-solving:  

• Identify the problem . Just stating the problem out loud can make a big difference for kids who are feeling stuck. Help your child state the problem, such as, "You don't have anyone to play with at recess," or "You aren't sure if you should take the advanced math class." 
• Develop at least five possible solutions . Brainstorm possible ways to solve the problem. Emphasize that all the solutions don't necessarily need to be good ideas (at least not at this point). Help your child develop solutions if they are struggling to come up with ideas. Even a silly answer or far-fetched idea is a possible solution. The key is to help them see that with a little creativity, they can find many different potential solutions.
• Identify the pros and cons of each solution . Help your child identify potential positive and negative consequences for each potential solution they identified. 
• Pick a solution. Once your child has evaluated the possible positive and negative outcomes, encourage them to pick a solution.
• Test it out . Tell them to try a solution and see what happens. If it doesn't work out, they can always try another solution from the list that they developed in step two. 

Practice Solving Problems

When problems arise, don’t rush to solve your child’s problems for them. Instead, help them walk through the problem-solving steps. Offer guidance when they need assistance, but encourage them to solve problems on their own. If they are unable to come up with a solution, step in and help them think of some. But don't automatically tell them what to do. 

When you encounter behavioral issues, use a problem-solving approach. Sit down together and say, "You've been having difficulty getting your homework done lately. Let's problem-solve this together." You might still need to offer a consequence for misbehavior, but make it clear that you're invested in looking for a solution so they can do better next time. 

Use a problem-solving approach to help your child become more independent.

If they forgot to pack their soccer cleats for practice, ask, "What can we do to make sure this doesn't happen again?" Let them try to develop some solutions on their own.

Kids often develop creative solutions. So they might say, "I'll write a note and stick it on my door so I'll remember to pack them before I leave," or "I'll pack my bag the night before and I'll keep a checklist to remind me what needs to go in my bag." 

Provide plenty of praise when your child practices their problem-solving skills.  

Allow for Natural Consequences

Natural consequences  may also teach problem-solving skills. So when it's appropriate, allow your child to face the natural consequences of their action. Just make sure it's safe to do so. 

For example, let your teenager spend all of their money during the first 10 minutes you're at an amusement park if that's what they want. Then, let them go for the rest of the day without any spending money.

This can lead to a discussion about problem-solving to help them make a better choice next time. Consider these natural consequences as a teachable moment to help work together on problem-solving.

Becker-Weidman EG, Jacobs RH, Reinecke MA, Silva SG, March JS. Social problem-solving among adolescents treated for depression . Behav Res Ther . 2010;48(1):11-18. doi:10.1016/j.brat.2009.08.006

Pakarinen E, Kiuru N, Lerkkanen M-K, Poikkeus A-M, Ahonen T, Nurmi J-E. Instructional support predicts childrens task avoidance in kindergarten .  Early Child Res Q . 2011;26(3):376-386. doi:10.1016/j.ecresq.2010.11.003

Schell A, Albers L, von Kries R, Hillenbrand C, Hennemann T. Preventing behavioral disorders via supporting social and emotional competence at preschool age .  Dtsch Arztebl Int . 2015;112(39):647–654. doi:10.3238/arztebl.2015.0647

Cheng SC, She HC, Huang LY. The impact of problem-solving instruction on middle school students’ physical science learning: Interplays of knowledge, reasoning, and problem solving . EJMSTE . 2018;14(3):731-743.

Vlachou A, Stavroussi P. Promoting social inclusion: A structured intervention for enhancing interpersonal problem‐solving skills in children with mild intellectual disabilities . Support Learn . 2016;31(1):27-45. doi:10.1111/1467-9604.12112

Öğülmüş S, Kargı E. The interpersonal cognitive problem solving approach for preschoolers .  Turkish J Educ . 2015;4(17347):19-28. doi:10.19128/turje.181093

American Academy of Pediatrics. What's the best way to discipline my child? .

Kashani-Vahid L, Afrooz G, Shokoohi-Yekta M, Kharrazi K, Ghobari B. Can a creative interpersonal problem solving program improve creative thinking in gifted elementary students? .  Think Skills Creat . 2017;24:175-185. doi:10.1016/j.tsc.2017.02.011

Shokoohi-Yekta M, Malayeri SA. Effects of advanced parenting training on children's behavioral problems and family problem solving .  Procedia Soc Behav Sci . 2015;205:676-680. doi:10.1016/j.sbspro.2015.09.106

By Amy Morin, LCSW Amy Morin, LCSW, is the Editor-in-Chief of Verywell Mind. She's also a psychotherapist, an international bestselling author of books on mental strength and host of The Verywell Mind Podcast. She delivered one of the most popular TEDx talks of all time.

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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.
• Savery, J. R., & Duffy, T. M. (2001). Problem-based learning: An instructional model and its constructivist framework. CRLT Technical Report No. 16-01, University of Michigan. Wojcikowski, J. (2013). Solving real-world problems through problem-based learning. College Teaching, 61(4), 153-156

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Professional Development & Training

What you will learn, tools & materials.

Teaching Methods for Solving Word Problems

This teacher professional development course will teach you about the challenges students often encounter when solving word problems and present varied solutions for teaching problem-solving skills to your students. You will be provided with a detailed plan for teaching two different problem-solving strategies in your classroom, depending on your students' needs: the GUESS method and the CUBES method for word problems. The course also comes with a downloadable PDF of the course content, graphic organizers, and supporting student resources.

• The video and article will provide you with two specific methods for solving word problems and ideas for teaching your students these skills. You will learn about common strategies required for solving word problems and challenges that arise so you can help correct and support your students. The course also includes some “Reflect or Discuss” prompts to help you connect with the course content and ends with a “Try This Task” to guide you explicitly on how you might implement the ideas into the classroom. 
• You will answer questions related to strategies for solving word problems. Quizzes are automatically scored and provide feedback on answer choice rationale. 
• The reflection prompt requires you to plan for use of the “try this task” by either reflecting on the content yourself or discussing them with the colleague. You will then discuss a new concept you can attempt to implement in the future based on something you learned in the course. 
• This short statement helps you reflect on your ideas and assess whether you might be successful in your implementation. 
• Additional content suggestions are provided to enhance and expand your understanding of supporting students in word probably analysis.

Requirements:

Hardware Requirements:

• This course can be taken on either a PC, Mac, or Chromebook.

Software Requirements:

• PC: Windows 10 or later.
• Mac: macOS 10.6 or later.
• Browser: The latest version of Google Chrome or Mozilla Firefox is preferred. Microsoft Edge and Safari are also compatible.
• Microsoft Word Online
• Editing of a Microsoft Word document is required in this course. You may use a free version of Microsoft Word Online, or Google Docs if you do not have Microsoft Office installed on your computer. Model Teaching can provide support for this.
• Adobe Acrobat Reader
• Software must be installed and fully operational before the course begins.
• Email capabilities and access to a personal email account.

Instructional Material Requirements:

The instructional materials required for this course are included in enrollment and will be available online.

Guidance for Parents to Help Their Children Learn Mathematics

by Robert Schoen | October 5, 2020 Blog

In many households, expectations for parents to be involved in helping their children learn mathematics feels higher now than ever.

We think that all parents can benefit from having a few guiding principles for supporting their child’s math learning at home.

Claire Riddell and Laura Steele are two experienced teachers who compiled some recommendations to share with parents. Their recommendations are consistent with a CGI approach to teaching. The recommendations are provided below.

We are always on the lookout for good resources and ideas to support parent involvement in their child’s mathematics learning. We may expand the TiPS website to create a section that focuses directly on parent involvement.

If you know of useful resources to support parent involvement, please let us know so that we can share them with others. You can send them directly to me at [email protected] .

For now, I hope you Claire and Laura’s tips to be useful.

Helping Your Child Learn Math at Home

All children are natural problem solvers. We offer a few suggestions to help you work with your child at home to learn math.

Three Things to Consider

Let your child do the thinking and the talking. One of the most important things you can do is listen. Your role as a listener is crucial to assisting your child’s development. Invite your child to share his or her strategy for solving problems and be patient while they try to explain. As you know, trying to explain something that you are still learning can be difficult and uncomfortable. You can help your child to learn by being a patient listener and providing opportunities for them to try to explain multiple times in different ways.

Everyday items in your household can be math tools. Regardless of the problem’s context, many household items can help your child solve problems. Cheerios, pennies, rocks, dry beans, toys, and so much more can be used by your child to solve problems. Before your child starts working, gather a set of items to have within reach for your child to use while solving problems.

Focus more on the process and less on the answer. Compliment your child’s effort, sense making, and attempts to express their ideas in words and in writing. While we ultimately want children to arrive at a correct answer, the real learning and thinking happens while they are solving the problem. Celebrate the process.

Three Questions to Ask

• “How did you get [your answer]?” Avoid asking “what is your answer” and instead ask your child to explain his or her thinking. Children sometimes arrive at an incorrect answer, but when given the opportunity to explain their solution, they identify and correct their own mistakes.
• “How did you know to do that?” Children often think if you ask them a question about how they solve a problem, it indicates their answer is wrong. Asking, “How did you know to do that?” encourages children to share their reasoning and thinking. Get in the habit of asking questions often so your child knows that explaining themselves is just a part of doing math.
• “Can you explain how you did that?” Children memorize math facts, which is good, but we can learn about the depth of their understanding when we ask children to demonstrate on paper or with math tools what their thinking looks like in a concrete form. Answers like, “I am smart” or “I just knew that” do not show a depth of knowledge. However, when asked to demonstrate their thinking in concrete ways or through verbal explanations, you’ll have a better understanding of their child’s mathematics knowledge.

Three Things to Try (When Your Child Seems Stuck)

• Focus on what your child does know and understand. Does your child understand the problem? Instead of showing them how to solve it, ask them to explain what they know about the problem. If it is a story problem, ask your child to picture the story in their mind or draw a picture of what is happening.
• Invite your child to draw a picture of the problem or act it out with objects. By creating a concrete representation, the problem can become less abstract and children are better able to access what the problem is asking and find possible solutions.
• Don’t be afraid to leave a problem. Ask your child, “Would you like to continue with this problem, or would you like to come back to it later?” Giving your child the permission to choose whether to continue or not is empowering. Being a part of the decision-making process may empower your child and help them to grow as a person. Of course, if it is a mandatory homework assignment, it will need to be revisited in the allotted time (if the choice was to come back later), and the child will need to consider that too.

Download these tips as a PDF

Robert C. Schoen, Ph.D., is an associate professor of mathematics education in the School of Teacher Education at Florida State University. He is also the Associate Director of LSI’s Florida Center for Research in Science, Technology, Engineering, and Mathematics (FCR–STEM) and the founder and director of Teaching is Problem Solving . His research involves mathematical cognition, the mathematical education of teachers, the development and validation of educational and psychological measurement instruments, and evaluation of the effectiveness of educational interventions.

• Open access
• Published: 17 February 2022

Effectiveness of problem-based learning methodology in undergraduate medical education: a scoping review

• Joan Carles Trullàs   ORCID: orcid.org/0000-0002-7380-3475 1 , 2 , 3 ,
• Carles Blay   ORCID: orcid.org/0000-0003-3962-5887 1 , 4 ,
• Elisabet Sarri   ORCID: orcid.org/0000-0002-2435-399X 3 &
• Ramon Pujol   ORCID: orcid.org/0000-0003-2527-385X 1  

BMC Medical Education volume  22 , Article number:  104 ( 2022 ) Cite this article

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Problem-based learning (PBL) is a pedagogical approach that shifts the role of the teacher to the student (student-centered) and is based on self-directed learning. Although PBL has been adopted in undergraduate and postgraduate medical education, the effectiveness of the method is still under discussion. The author’s purpose was to appraise available international evidence concerning to the effectiveness and usefulness of PBL methodology in undergraduate medical teaching programs.

The authors applied the Arksey and O’Malley framework to undertake a scoping review. The search was carried out in February 2021 in PubMed and Web of Science including all publications in English and Spanish with no limits on publication date, study design or country of origin.

The literature search identified one hundred and twenty-four publications eligible for this review. Despite the fact that this review included many studies, their design was heterogeneous and only a few provided a high scientific evidence methodology (randomized design and/or systematic reviews with meta-analysis). Furthermore, most were single-center experiences with small sample size and there were no large multi-center studies. PBL methodology obtained a high level of satisfaction, especially among students. It was more effective than other more traditional (or lecture-based methods) at improving social and communication skills, problem-solving and self-learning skills. Knowledge retention and academic performance weren’t worse (and in many studies were better) than with traditional methods. PBL was not universally widespread, probably because requires greater human resources and continuous training for its implementation.

PBL is an effective and satisfactory methodology for medical education. It is likely that through PBL medical students will not only acquire knowledge but also other competencies that are needed in medical professionalism.

Peer Review reports

There has always been enormous interest in identifying the best learning methods. In the mid-twentieth century, US educator Edgar Dale proposed which actions would lead to deeper learning than others and published the well-known (and at the same time controversial) “Cone of Experience or Cone of Dale”. At the apex of the cone are oral representations (verbal descriptions, written descriptions, etc.) and at the base is direct experience (based on a person carrying out the activity that they aim to learn), which represents the greatest depth of our learning. In other words, each level of the cone corresponds to various learning methods. At the base are the most effective, participative methods (what we do and what we say) and at the apex are the least effective, abstract methods (what we read and what we hear) [ 1 ]. In 1990, psychologist George Miller proposed a framework pyramid to assess clinical competence. At the lowest level of the pyramid is knowledge (knows), followed by the competence (knows how), execution (shows how) and finally the action (does) [ 2 ]. Both Miller’s pyramid and Dale’s cone propose a very efficient way of training and, at the same time, of evaluation. Miller suggested that the learning curve passes through various levels, from the acquisition of theoretical knowledge to knowing how to put this knowledge into practice and demonstrate it. Dale stated that to remember a high percentage of the acquired knowledge, a theatrical representation should be carried out or real experiences should be simulated. It is difficult to situate methodologies such as problem-based learning (PBL), case-based learning (CBL) and team-based learning (TBL) in the context of these learning frameworks.

In the last 50 years, various university education models have emerged and have attempted to reconcile teaching with learning, according to the principle that students should lead their own learning process. Perhaps one of the most successful models is PBL that came out of the English-speaking environment. There are many descriptions of PBL in the literature, but in practice there is great variability in what people understand by this methodology. The original conception of PBL as an educational strategy in medicine was initiated at McMaster University (Canada) in 1969, leaving aside the traditional methodology (which is often based on lectures) and introducing student-centered learning. The new formulation of medical education proposed by McMaster did not separate the basic sciences from the clinical sciences, and partially abandoned theoretical classes, which were taught after the presentation of the problem. In its original version, PBL is a methodology in which the starting point is a problem or a problematic situation. The situation enables students to develop a hypothesis and identify learning needs so that they can better understand the problem and meet the established learning objectives [ 3 , 4 ]. PBL is taught using small groups (usually around 8–10 students) with a tutor. The aim of the group sessions is to identify a problem or scenario, define the key concepts identified, brainstorm ideas and discuss key learning objectives, research these and share this information with each other at subsequent sessions. Tutors are used to guide students, so they stay on track with the learning objectives of the task. Contemporary medical education also employs other small group learning methods including CBL and TBL. Characteristics common to the pedagogy of both CBL and TBL include the use of an authentic clinical case, active small-group learning, activation of existing knowledge and application of newly acquired knowledge. In CBL students are encouraged to engage in peer learning and apply new knowledge to these authentic clinical problems under the guidance of a facilitator. CBL encourages a structured and critical approach to clinical problem-solving, and, in contrast to PBL, is designed to allow the facilitator to correct and redirect students [ 5 ]. On the other hand, TBL offers a student-centered, instructional approach for large classes of students who are divided into small teams of typically five to seven students to solve clinically relevant problems. The overall similarities between PBL and TBL relate to the use of professionally relevant problems and small group learning, while the main difference relates to one teacher facilitating interactions between multiple self-managed teams in TBL, whereas each small group in PBL is facilitated by one teacher. Further differences are related to mandatory pre-reading assignments in TBL, testing of prior knowledge in TBL and activating prior knowledge in PBL, teacher-initiated clarifying of concepts that students struggled with in TBL versus students-generated issues that need further study in PBL, inter-team discussions in TBL and structured feedback and problems with related questions in TBL [ 6 ].

In the present study we have focused on PBL methodology, and, as attractive as the method may seem, we should consider whether it is really useful and effective as a learning method. Although PBL has been adopted in undergraduate and postgraduate medical education, the effectiveness (in terms of academic performance and/or skill improvement) of the method is still under discussion. This is due partly to the methodological difficulty in comparing PBL with traditional curricula based on lectures. To our knowledge, there is no systematic scoping review in the literature that has analyzed these aspects.

The main motivation for carrying out this research and writing this article was scientific but also professional interest. We believe that reviewing the state of the art of this methodology once it was already underway in our young Faculty of Medicine, could allow us to know if we were on the right track and if we should implement changes in the training of future doctors.

The primary goal of this study was to appraise available international evidence concerning to the effectiveness and usefulness of PBL methodology in undergraduate medical teaching programs. As the intention was to synthesize the scattered evidence available, the option was to conduct a scoping review. A scoping study tends to address broader topics where many different study designs might be applicable. Scoping studies may be particularly relevant to disciplines, such as medical education, in which the paucity of randomized controlled trials makes it difficult for researchers to undertake systematic reviews [ 7 , 8 ]. Even though the scoping review methodology is not widely used in medical education, it is well established for synthesizing heterogeneous research evidence [ 9 ].

The specific aims were: 1) to determine the effectiveness of PBL in academic performance (learning and retention of knowledge) in medical education; 2) to determine the effectiveness of PBL in other skills (social and communication skills, problem solving or self-learning) in medical education; 3) to know the level of satisfaction perceived by the medical students (and/or tutors) when they are taught with the PBL methodology (or when they teach in case of tutors).

This review was guided by Arksey and O’Malley’s methodological framework for conducting scoping reviews. The five main stages of the framework are: (1) identifying the research question; (2) ascertaining relevant studies; (3) determining study selection; (4) charting the data; and (5) collating, summarizing and reporting the results [ 7 ]. We reported our process according to the PRISMA Extension for Scoping Reviews [ 10 ].

Stage 1: Identifying the research question

With the goals of the study established, the four members of the research team established the research questions. The primary research question was “What is the effectiveness of PBL methodology for learning in undergraduate medicine?” and the secondary question “What is the perception and satisfaction of medical students and tutors in relation to PBL methodology?”.

Stage 2: Identifying relevant studies

After the research questions and a search strategy were defined, the searches were conducted in PubMed and Web of Science using the MeSH terms “problem-based learning” and “Medicine” (the Boolean operator “AND” was applied to the search terms). No limits were set on language, publication date, study design or country of origin. The search was carried out on 14th February 2021. Citations were uploaded to the reference manager software Mendeley Desktop (version 1.19.8) for title and abstract screening, and data characterization.

Stage 3: Study selection

The searching strategy in our scoping study generated a total of 2399 references. The literature search and screening of title, abstract and full text for suitability was performed independently by one author (JCT) based on predetermined inclusion criteria. The inclusion criteria were: 1) PBL methodology was the major research topic; 2) participants were undergraduate medical students or tutors; 3) the main outcome was academic performance (learning and knowledge retention); 4) the secondary outcomes were one of the following: social and communication skills, problem solving or self-learning and/or student/tutor satisfaction; 5) all types of studies were included including descriptive papers, qualitative, quantitative and mixed studies methods, perspectives, opinion, commentary pieces and editorials. Exclusion criteria were studies including other types of participants such as postgraduate medical students, residents and other health non-medical specialties such as pharmacy, veterinary, dentistry or nursing. Studies published in languages other than Spanish and English were also excluded. Situations in which uncertainty arose, all authors (CB, ES, RP) discussed the publication together to reach a final consensus. The outcomes of the search results and screening are presented in Fig.  1 . One-hundred and twenty-four articles met the inclusion criteria and were included in the final analysis.

Study flow PRISMA diagram. Details the review process through the different stages of the review; includes the number of records identified, included and excluded

Stage 4: Charting the data

A data extraction table was developed by the research team. Data extracted from each of the 124 publications included general publication details (year, author, and country), sample size, study population, design/methodology, main and secondary outcomes and relevant results and/or conclusions. We compiled all data into a single spreadsheet in Microsoft Excel for coding and analysis. The characteristics and the study subject of the 124 articles included in this review are summarized in Tables 1 and 2 . The detailed results of the Microsoft Excel file is also available in Additional file 1 .

Stage 5: Collating, summarizing and reporting the results

As indicated in the search strategy (Fig.  1 ) this review resulted in the inclusion of 124 publications. Publication years of the final sample ranged from 1990 to 2020, the majority of the publications (51, 41%) were identified for the years 2010–2020 and the years in which there were more publications were 2001, 2009 and 2015. Countries from the six continents were represented in this review. Most of the publications were from Asia (especially China and Saudi Arabia) and North America followed by Europe, and few studies were from Africa, Oceania and South America. The country with more publications was the United States of America ( n  = 27). The most frequent designs of the selected studies were surveys or questionnaires ( n  = 45) and comparative studies ( n  = 48, only 16 were randomized) with traditional or lecture-based learning methodologies (in two studies the comparison was with simulation) and the most frequently measured outcomes were academic performance followed by student satisfaction (48 studies measured more than one outcome). The few studies with the highest level of scientific evidence (systematic review and meta-analysis and randomized studies) were conducted mostly in Asian countries (Tables  1 and 2 ). The study subject was specified in 81 publications finding a high variability but at the same time great representability of almost all disciplines of the medical studies.

The sample size was available in 99 publications and the median [range] of the participants was 132 [14–2061]. According to study population, there were more participants in the students’ focused studies (median 134 and range 16–2061) in comparison with the tutors’ studies (median 53 and range 14–494).

Finally, after reviewing in detail the measured outcomes (main and secondary) according to the study design (Table 2 and Additional file 1 ) we present a narrative overview and a synthesis of the main findings.

Main outcome: academic performance (learning and knowledge retention)

Seventy-one of the 124 publications had learning and/or knowledge retention as a measured outcome, most of them ( n  = 45) were comparative studies with traditional or lecture-based learning and 16 were randomized. These studies were varied in their methodology, were performed in different geographic zones, and normally analyzed the experience of just one education center. Most studies ( n  = 49) reported superiority of PBL in learning and knowledge acquisition [ 11 , 12 , 13 , 14 , 15 , 16 , 17 , 18 , 19 , 20 , 21 , 22 , 23 , 24 , 25 , 26 , 27 , 28 , 29 , 30 , 31 , 32 , 33 , 34 , 35 , 36 , 37 , 38 , 39 , 40 , 41 , 42 , 43 , 44 , 45 , 46 , 47 , 48 , 49 , 50 , 51 , 52 , 53 , 54 , 55 , 56 , 57 , 58 , 59 ] but there was no difference between traditional and PBL curriculums in another 19 studies [ 60 , 61 , 62 , 63 , 64 , 65 , 66 , 67 , 68 , 69 , 70 , 71 , 72 , 73 , 74 , 75 , 76 , 77 , 78 ]. Only three studies reported that PBL was less effective [ 79 , 80 , 81 ], two of them were randomized (in one case favoring simulation-based learning [ 80 ] and another favoring lectures [ 81 ]) and the remaining study was based on tutors’ opinion rather than real academic performance [ 79 ]. It is noteworthy that the four systematic reviews and meta-analysis included in this scoping review, all carried out in China, found that PBL was more effective than lecture-based learning in improving knowledge and other skills (clinical, problem-solving, self-learning and collaborative) [ 40 , 51 , 53 , 58 ]. Another relevant example of the superiority of the PBL method over the traditional method is the experience reported by Hoffman et al. from the University of Missouri-Columbia. The authors analyzed the impact of implementing the PBL methodology in its Faculty of Medicine and revealed an improvement in the academic results that lasted for over a decade [ 31 ].

Secondary outcomes

Social and communication skills.

We found five studies in this scoping review that focused on these outcomes and all of them described that a curriculum centered on PBL seems to instill more confidence in social and communication skills among students. Students perceived PBL positively for teamwork, communication skills and interpersonal relations [ 44 , 45 , 67 , 75 , 82 ].

Student satisfaction

Sixty publications analyzed student satisfaction with PBL methodology. The most frequent methodology were surveys or questionnaires (30 studies) followed by comparative studies with traditional or lecture-based methodology (19 studies, 7 of them were randomized). Almost all the studies (51) have shown that PBL is generally well-received [ 11 , 13 , 18 , 19 , 20 , 21 , 22 , 26 , 29 , 34 , 37 , 39 , 41 , 42 , 46 , 50 , 56 , 58 , 63 , 64 , 66 , 78 , 82 , 83 , 84 , 85 , 86 , 87 , 88 , 89 , 90 , 91 , 92 , 93 , 94 , 95 , 96 , 97 , 98 , 99 , 100 , 101 , 102 , 103 , 104 , 105 , 106 , 107 , 108 , 109 , 110 ] but in 9 studies the overall satisfaction scores for the PBL program were neutral [ 76 , 111 , 112 , 113 , 114 , 115 , 116 ] or negative [ 117 , 118 ]. Some factors that have been identified as key components for PBL to be successful include: a small group size, the use of scenarios of realistic cases and good management of group dynamics. Despite a mostly positive assessment of the PBL methodology by the students, there were some negative aspects that could be criticized or improved. These include unclear communication of the learning methodology, objectives and assessment method; bad management and organization of the sessions; tutors having little experience of the method; and a lack of standardization in the implementation of the method by the tutors.

Tutor satisfaction

There are only 15 publications that analyze the satisfaction of tutors, most of them surveys or questionnaires [ 85 , 88 , 92 , 98 , 108 , 110 , 119 ]. In comparison with the satisfaction of the students, here the results are more neutral [ 112 , 113 , 115 , 120 , 121 ] and even unfavorable to the PBL methodology in two publications [ 117 , 122 ]. PBL teaching was favored by tutors when the institutions train them in the subject, when there was administrative support and adequate infrastructure and coordination [ 123 ]. In some experiences, the PBL modules created an unacceptable toll of anxiety, unhappiness and strained relations.

Other skills (problem solving and self-learning)

The effectiveness of the PBL methodology has also been explored in other outcomes such as the ability to solve problems and to self-directed learning. All studies have shown that PBL is more effective than lecture-based learning in problem-solving and self-learning skills [ 18 , 24 , 40 , 48 , 67 , 75 , 93 , 104 , 124 ]. One single study found a poor accuracy of the students’ self-assessment when compared to their own performance [ 125 ]. In addition, there are studies that support PBL methodology for integration between basic and clinical sciences [ 126 ].

Finally, other publications have reported the experience of some faculties in the implementation of the PBL methodology. Different experiences have demonstrated that it is both possible and feasible to shift from a traditional curriculum to a PBL program, recognizing that PBL methodology is complex to plan and structure, needs a large number of human and material resources, requiring an immense teacher effort [ 28 , 31 , 94 , 127 , 128 , 129 , 130 , 131 , 132 , 133 ]. In addition, and despite its cost implication, a PBL curriculum can be successfully implemented in resource-constrained settings [ 134 , 135 ].

We conducted this scoping review to explore the effectiveness and satisfaction of PBL methodology for teaching in undergraduate medicine and, to our knowledge, it is the only study of its kind (systematic scoping review) that has been carried out in the last years. Similarly, Vernon et al. conducted a meta-analysis of articles published between 1970 and 1992 and their results generally supported the superiority of the PBL approach over more traditional methods of medical education [ 136 ]. PBL methodology is implemented in medical studies on the six continents but there is more experience (or at least more publications) from Asian countries and North America. Despite its apparent difficulties on implementation, a PBL curriculum can be successfully implemented in resource-constrained settings [ 134 , 135 ]. Although it is true that the few studies with the highest level of scientific evidence (randomized studies and meta-analysis) were carried out mainly in Asian countries (and some in North America and Europe), there were no significant differences in the main results according to geographical origin.

In this scoping review we have included a large number of publications that, despite their heterogeneity, tend to show favorable results for the usefulness of the PBL methodology in teaching and learning medicine. The results tend to be especially favorable to PBL methodology when it is compared with traditional or lecture-based teaching methods, but when compared with simulation it is not so clear. There are two studies that show neutral [ 71 ] or superior [ 80 ] results to simulation for the acquisition of specific clinical skills. It seems important to highlight that the four meta-analysis included in this review, which included a high number of participants, show results that are clearly favorable to the PBL methodology in terms of knowledge, clinical skills, problem-solving, self-learning and satisfaction [ 40 , 51 , 53 , 58 ].

Regarding the level of satisfaction described in the surveys or questionnaires, the overall satisfaction rate was higher in the PBL students when compared with traditional learning students. Students work in small groups, allowing and promoting teamwork and facilitating social and communication skills. As sessions are more attractive and dynamic than traditional classes, this could lead to a greater degree of motivation for learning.

These satisfaction results are not so favorable when tutors are asked and this may be due to different reasons; first, some studies are from the 90s, when the methodology was not yet fully implemented; second, the number of tutors included in these studies is low; and third, and perhaps most importantly, the complaints are not usually due to the methodology itself, but rather due to lack of administrative support, and/or work overload. PBL methodology implies more human and material resources. The lack of experience in guided self-learning by lecturers requires more training. Some teachers may not feel comfortable with the method and therefore do not apply it correctly.

Despite how effective and/or attractive the PBL methodology may seem, some (not many) authors are clearly detractors and have published opinion articles with fierce criticism to this methodology. Some of the arguments against are as follows: clinical problem solving is the wrong task for preclinical medical students, self-directed learning interpreted as self-teaching is not appropriate in undergraduate medical education, relegation to the role of facilitators is a misuse of the faculty, small-group experience is inherently variable and sometimes dysfunctional, etc. [ 137 ].

In light of the results found in our study, we believe that PBL is an adequate methodology for the training of future doctors and reinforces the idea that the PBL should have an important weight in the curriculum of our medical school. It is likely that training through PBL, the doctors of the future will not only have great knowledge but may also acquire greater capacity for communication, problem solving and self-learning, all of which are characteristics that are required in medical professionalism. For this purpose, Koh et al. analyzed the effect that PBL during medical school had on physician competencies after graduation, finding a positive effect mainly in social and cognitive dimensions [ 138 ].

Despite its defects and limitations, we must not abandon this methodology and, in any case, perhaps PBL should evolve, adapt, and improve to enhance its strengths and improve its weaknesses. It is likely that the new generations, trained in schools using new technologies and methodologies far from lectures, will feel more comfortable (either as students or as tutors) with methodologies more like PBL (small groups and work focused on problems or projects). It would be interesting to examine the implementation of technologies and even social media into PBL sessions, an issue that has been poorly explorer [ 139 ].

Limitations

Scoping reviews are not without limitations. Our review includes 124 articles from the 2399 initially identified and despite our efforts to be as comprehensive as possible, we may have missed some (probably few) articles. Even though this review includes many studies, their design is very heterogeneous, only a few include a large sample size and high scientific evidence methodology. Furthermore, most are single-center experiences and there are no large multi-center studies. Finally, the frequency of the PBL sessions (from once or twice a year to the whole curriculum) was not considered, in part, because most of the revised studies did not specify this information. This factor could affect the efficiency of PBL and the perceptions of students and tutors about PBL. However, the adoption of a scoping review methodology was effective in terms of summarizing the research findings, identifying limitations in studies’ methodologies and findings and provided a more rigorous vision of the international state of the art.

Conclusions

This systematic scoping review provides a broad overview of the efficacy of PBL methodology in undergraduate medicine teaching from different countries and institutions. PBL is not a new teaching method given that it has already been 50 years since it was implemented in medicine courses. It is a method that shifts the leading role from teachers to students and is based on guided self-learning. If it is applied properly, the degree of satisfaction is high, especially for students. PBL is more effective than traditional methods (based mainly on lectures) at improving social and communication skills, problem-solving and self-learning skills, and has no worse results (and in many studies better results) in relation to academic performance. Despite that, its use is not universally widespread, probably because it requires greater human resources and continuous training for its implementation. In any case, more comparative and randomized studies and/or other systematic reviews and meta-analysis are required to determine which educational strategies could be most suitable for the training of future doctors.

Abbreviations

• Problem-based learning

Case-based learning

Team-based learning

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17 Fun Problem Solving Activities for Kids

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As a child, I would spend hours putting together puzzles… whether it was 3-D puzzles or figuring out a crossword. I also loved it when teachers would give the class an open-ended question and we had to work in groups to figure out the answer in our own way.

Even something as simple as playing checkers with my brothers gave me the chance to use strategy as a way to win the game. I honestly believe that it’s so important for kids to solve problems at a young age, as it helps them think critically and outside the box.

Table of Contents

So, Why Is It Important To Teach Kids Problem Solving?

I think these kinds of activities are so important for kids to do because it helps them learn how to think analytically and solve problems on their own. It's a great way to get kids to use their imaginations and be creative.

Rote memorization simply does not have the same effect. This type of learning is great for learning facts like historical dates, but it’s not going to help kids figure out how events in history happened and the results.

We take these problem-solving skills into college, the workforce, and travel . My ability to problem solve since childhood has certainly got me through many sticky situations while in a new city or country.

Additionally, problem-solving helps children learn how to find creative solutions to challenges they may face both in and out of the classroom . These activities can also be fun and used in cohesion with school or playtime.

17 Fun Problem-Solving Activities for Kids

1. marble mazes.

This activity was selected because it requires them to think spatially. Spatial learning will benefit kids when they start driving, riding a bike, playing sports,etc.

To do this activity in its simplest form, you will need a piece of paper, a pencil, and some marbles. First, draw a maze on a piece of paper using a pencil.

Make sure to create a start and finish point. Then, place the marbles at the start of the maze. The goal is to get the marbles from the start to the finish by tilting the paper and using gravity to guide the marbles through the maze.

Another example of a marble maze can involve using toilet paper rolls taped together to create a three-dimensional maze. The larger the maze, the harder you can make it.

Check Price on Amazon!

If you are not into the DIY method, you can always buy a toy maze on Amazon. A good 48 piece puzzle is the Melissa & Doug Underwater Ocean Floor puzzle.

2. The Tower Challenge

Building a tower gives kids the chance to think about gravity, structure, and balance.

To do this activity, you will need some building materials like legos, blocks, or even toilet paper rolls. The challenge is to see how high they can stack the materials without the tower toppling over.

This can be done individually or in teams. An activity like this is good for younger kids and is the building block to learning about harder topics like engineering.

3. The Egg Drop Challenge

The egg drop challenge helps kids learn how to engineer a solution that prevents something from breaking. It requires them to think critically about which materials will best protect something fragile like an egg when dropped from a height.

To do this activity, you will need some eggs and various materials such as straws, cotton balls, bubble wrap, etc. The goal is to construct a device that will protect an egg from breaking upon impact.

This can be done individually or in teams . Teams can even have a competition for the best egg drop device.

As children begin handling, shopping for, and cooking their own food, activities like this will help them understand how to handle breakable items like bottles, eggs, delicate fruit,.etc. Ideally, this is best for age groups 8 and up.

4. The Penny Drop Challenge

This activity was selected because it requires kids to think about physics and how different materials affect sound.

To do this activity, you will need a penny ( or another coin), a cup, and various materials such as paper towels, cotton balls, etc.

The goal is to drop the penny into the cup without making any noise. Begin by placing different materials into the cup and then drop the penny into it. The children should also drop the penny from different heights into the same material to see if/how the impact from a higher drop affects sound.

Group kids into teams or let them try it on their own.

Kids should make note of what type of sounds are made when the penny hits different materials. This is a great activity for kids who are interested in science and physics.

5. The Balloon Race Challenge

This activity was selected because it helps kids learn about aerodynamics and Bernoulli’s principle . It also requires them to think creatively about how to design a balloon-powered vehicle.

To do this activity, you will need balloons, straws, masking tape, and markers. The goal is to design a balloon-powered vehicle that can travel a distance of at least 10 feet. Kids can begin this activity by sketching out their designs on paper.

After they have a basic design, they can begin building their vehicle from various materials. Then kids can explain why they think the balloon traveled or did not travel as far as it did.

6. The Marshmallow Challenge

Marshmallows are not only delicious, but they are also soft and malleable. So kids can have fun using it for some construction projects.

This activity was selected because it requires kids to think creatively about how to build a structure using limited materials. It also helps them learn about engineering and work as a team.

To do this activity, you will need marshmallows and spaghetti noodles. The goal is to build the tallest free-standing structure possible using only marshmallows and spaghetti noodles. If you don't have spaghetti noodles, use something similar like pretzel sticks.

You may even want to establish certain rules like each team can only use a certain number of marshmallows or noodles. A time limit can also make it more fun and challenging.

For more fun activities, check out our post on problem solving exercises for team building .

7. The Balloon Pop Challenge

If you remember your childhood, you probably remember popping balloons for fun at times. But this activity is different because it requires kids to use strategy and critical thinking.

This activity was selected because it helps kids learn about patterns and problem-solving. It is also a lot of fun for kids who like popping balloons. The goal is to create a device that will allow them to pop a balloon without using their hands.

To do this activity, you will need balloons and various materials such as straws, string, paper clips, etc.

8. Picture Pieces Puzzle Game

As mentioned earlier, puzzles are a great pastime – especially in childhood. Kids must think critically about how to put the pieces together to create a certain picture. It also helps them learn about shapes, colors, and other concepts.

You can take a medium to large picture and cut it into pieces. If you have younger kids, you may want to make the pieces larger. However, if you have kids closer to the 8-11 age range, you should be able to provide a challenge and make the pieces smaller.

9. Copy the Block Model

For this challenge, you can build a model out of blocks for the kids to copy. Put kids into groups and make sure each group has the same number of blocks you used for your model.

Make your model block as simple or complex as needed for your child's age group.

Set a time limit and make sure each group starts at the same time.

10. Team Scavenger Hunt

A scavenger hunt is great for kids because they have to search for items and use investigative skills. It is also a lot of fun and can be done both indoors and outdoors .

To do this activity, you will need to create a list of items for the kids to find. The items can be anything from common household items to things you would find outside.

These types of activities can also revolve around a theme like a holiday, movie, or book. For example, if the kids are fans of “Harry Potter” you can make a list of items to find that are related to the movie.

11. Obstacle Course

This activity requires kids to think creatively about how to get from one point to another while maneuvering around obstacles. If you have outdoor space, this can be done with common objects such as hula hoops, cones, etc.

If you don't have access to an outdoor space, you can use common household items to create an indoor obstacle course. For example, you can use chairs, blankets, pillows, etc.

Begin by setting up the course and then timing each child as they complete it. You can also have them race against each other to make it more fun.

Obstacle courses are also great because kids get to be physically active while they are thinking critically.

12. Reading Storybooks

There are many great benefits for kids that read storybooks.  One of the excellent benefits is the ability to problem-solve.  When they read the stories in the books, they see scenarios that cause them to be attached to the various characters they read about. 

So, when they encounter a real-life problem, it is often productive to ask a child how their favorite character would solve that problem.  Your kids can also be encouraged to come up with various options and possible outcomes for some of the situations they may encounter. 

This not only helps kids solve various problems but become more independent as well. 

13. Ask Them Open-Ended Questions

A good way to improve a child's ability to think critically and creatively and improve their ability to solve problems is by asking open-ended questions.  It also helps them to develop healthy personalities .

There are no right or wrong answers to these questions.  In addition, the solution requires more than a simple “yes” or “no” answer.  Furthermore, it allows kids to put some extra thought into their responses. 

Here are some examples of open-ended questions you may want to ask. 

• What did this experience teach you?
• Was this easy?  What was easy about it?
• What this difficult?  What is complicated about it?
• What may happen next in this situation?
• How did you come to this solution?
• What, if anything, would you do differently next time?
• What can we do to make things more fun next time?

14. Build Various Structures with Toys

Whether wooden blocks, LEGO blocks, or engineering blocks… giving your kid blocks to build whatever their minds can dream up is fun.  In addition, it requires them to think about how they will make a structure, put the pieces together, and creatively ensure the building's function and design. 

You may also want to challenge them to build something more complicated and watch them use their brain power to make it happen. 

15. Acting Out Skits

Impromptu activities like acting out skits help kids identify problems, develop solutions, and execute them.  This process works with multiple kids being divided into teams. 

First, you will want to write down different situations, such as resolving a disagreement between siblings or dealing with bullying on the playground on a piece of paper.  Second, you will fold the paper and place it in a hat or bowl.  

Third, each team will pick a scenario out of the hat.  Finally, you can give the kids a few minutes to discuss their solution and act out. 

16. Solving Moral Dilemmas   

In this simple game, you will help your kids solve simple dilemmas they may find themselves in.  You could write down a situation your child may find themselves in and help them learn the moral way to solve the problem.   

For instance, “The cashier gave them an additional $5 change back on my purchase.  What should they do?”  Another scenario could be, “I saw my friend cheating on a test.  Should I tell on them or let it go?”  A third one could be, “I caught my friends stealing some gum from the store.  What should I do?” 

After writing down the dilemmas and placing them in a bowl, get each child to select one and read it aloud.  Finally, you will help them devise morally correct solutions to the moral dilemma. 

17. Animal Pairing Game  

This is a fun and creative game to help your kids with focus, critical thinking, and team building skills .  In addition, this activity requires an even number of players to participate (4, 6, 8, etc.) 

Before starting the game, you will want to write the names of different animals twice, each on a separate slip of paper.  Then pass out the slips of paper to each individual or team member, instructing them not to share with anyone the name of the animal they received. 

Then the children will perform activities the animals might do without talking or making sounds.  Some of these activities might include:

• The way the animal cleans or grooms itself
• The way the animal sleeps
• The way the animal fights
• The way the animal eats or drinks
• The way the animal walks or runs

The goal is for each child to successfully pair up with the other child who has selected the same animal.

How Problem Solving in Childhood Helps in Adulthood

Children are not born with problem-solving skills. It is something that needs to be learned and developed over time .

From babies who learn how to communicate their needs to toddlers who figure out how to get what they want, to children who are starting to understand the consequences of their actions – problem-solving is a process that begins in childhood and continues into adulthood.

Some of the benefits of teaching problem-solving skills to children include:

• Improved critical thinking skills
• Better decision-making skills
• Enhanced creativity
• Improved communication and collaboration skills
• Increased confidence

There are many ways to teach problem-solving skills to children. The activities mentioned above are just a few examples. It is important to find activities that are appropriate for the age and abilities of the child.

With practice, children will develop these skills and be better prepared to face challenges in both childhood and adulthood.

Final Thoughts About Fun Problem Solving Activities For Kids

These are just a few ideas to get you started on teaching your child crucial problem solving skills. Perhaps they’ve inspired to come with some of your own, or seek out others? The important thing is to make sure the activity is age-appropriate and challenging enough to engage the kids.

Problem-solving skills are important for kids to learn because they can be applied to various situations in life. These skills also promote critical thinking, which is an important life skill.

There are many other problem-solving activities for kids out there. In time, you’ll find the ones that work best for your child.  And be sure not to forget about your own needs and self-improvement, both of which will make you a better parent and mentor. Here are some useful activities for adults to get your started.

Finally, if you want to level up your parenting skills, then check out this resource that will show you how to get your kids to listen WITHOUT yelling, nagging, or losing control .

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Kahoot! stands with Ukraine

Kahoot! is committed to supporting Ukrainian educators and learners affected by the current crisis. To protect the integrity of our platform and our users, we will suspend offering Kahoot!’s services in Russia, with the exception of self-study.

Ukrainian educators and learners need our support

We are deeply troubled and concerned by the violence and loss of life resulting from the Russian invasion of Ukraine. We stand with the people of Ukraine and we hope for the swiftest and most peaceful possible end to the current crisis. 

Kahoot! has received a number of requests from schools and educators in Ukraine requesting the help of our services to continue teaching despite the disruption of the war. We have supported each of these and we are now offering Kahoot! EDU solutions for free for both K-12 and higher education institutions for one year to Ukrainian schools in need. In addition, we are fast-tracking translation and localization of the Kahoot! platform into Ukrainian. 

Suspending commercial services and sales in Russia

Our commercial footprint in the Russian market is very limited. We do not have offices or representation in the country, nor do we have any physical operations or data services there. The overwhelming majority of our users in Russia are teachers and students using our free service.

Kahoot! is abiding by the international sanctions regime, and does not allow sales to sanctioned individuals or entities in Russia. Shortly after the Russian invasion of Ukraine, Kahoot! initiated a process to suspend offering of all commercial services in Russia. This includes but is not limited to online sales, assisted sales, app store sales and prohibiting sales to Russian corporations and organizations.

Prioritizing safe and secure use of the Kahoot! platform

As part of our mission to make learning awesome, and as education remains a fundamental human right, we offer teachers, students and personal users free access to our platform. We do this in more than 200 countries and regions in a spirit similar to public commons services, such as Wikipedia. 

Similarly, inclusivity is one of Kahoot!’s overarching values. As such, our aim is to, whenever and wherever possible, offer children, schools and others the opportunity to use digital tools for impactful education and learning, irrespective of their background or location. This has been our guiding principle also for offering our service in Russia.

Among our first responses to the crisis was to swiftly expand our global moderation team’s monitoring on all Russia-related content to safeguard the integrity of the platform. 

However, as the situation continues to escalate, it is vital that we are able to ensure that our platform is used according to our own guidelines and standards. Therefore, in addition to suspending sales, we will be taking all possible and necessary steps to suspend access to Kahoot! services in Russia, with the eventual exception of self-study mode which will feature only content verified by Kahoot!.

This will enable students, school children and other individual users to continue their learning journeys both safely and responsibly. We will continue to assess ways in which our services can be offered safely and responsibly to support all learners and educators, also those based in Russia. 

Supporting our employees 

At Kahoot!, we are not just a team in name, we are a team in practice. As such, we are committed to the well-being of our employees, especially those with ties to Ukraine, or those that in other ways are particularly affected by the war. We are providing these colleagues with any support we can. 

Acknowledging the current situation, the Kahoot! Group made an emergency aid donation to Save the Children and the Norwegian Refugee Council. This is a contribution to support life-saving assistance and protection for innocent Ukrainian children, families and refugees. 

As the situation in Ukraine continues to develop our teams across the company are actively monitoring the crisis so that we can respond in the most responsible and supportive way possible. 

Our hearts go out to the people of Ukraine, their loved ones, and anyone affected by this crisis. 

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20 Red Flags That Reveal Someone Is Poorly Educated

Posted: April 9, 2024 | Last updated: April 9, 2024

In our multifaceted and ever-changing world, education is key to equipping people with the skills to tackle complex issues, participate in knowledgeable discussions, and understand a wide array of ideas, from simple to sophisticated. Yet, access to education is not uniformly available to all, leading to noticeable differences in behavior and characteristics. It’s important to handle this subject with care, recognizing that educational achievement doesn’t single-handedly determine someone’s intellect, value, or capacity. This collection seeks to point out patterns that might indicate lapses in formal education, while stressing that a person’s story and abilities are far richer than what is reflected by their educational background.

Poor Problem-Solving Skills

Education frequently provides structured methods for tackling and resolving problems. A deficiency in problem-solving abilities might be evident in someone’s struggle to manage intricate tasks or make decisions grounded in logical reasoning and analytical thought.

Unfamiliarity with Scientific Reasoning

A limited grasp of fundamental scientific concepts and reasoning can indicate a lack of education. This might manifest as difficulties in comprehending experiments, the scientific method, or elementary notions in health and biology.

Poor Reading Comprehension

Struggling to comprehend written content is frequently indicative of a limited educational background. This issue may surface as a challenge in identifying the main point of a text, misreading specifics, or facing difficulties with intricate language. Poor reading comprehension can obstruct an individual’s capacity for self-directed learning and their ability to remain well-informed.

Difficulty in Articulating Thoughts

Individuals with restricted educational backgrounds may struggle to articulate their thoughts and ideas coherently, leading to conversations that can be difficult to understand or prone to misunderstandings. The skill of expressing oneself clearly is typically honed through education, which fosters clear and structured thinking.

Struggling with Time Management and Organization

Educational environments typically instruct and strengthen abilities such as time management and organization. The absence of these skills may indicate a missed opportunity to acquire such learning experiences.

Limited Cultural Awareness

Education serves as a gateway to diverse cultures and viewpoints. A limited awareness or comprehension of different cultural backgrounds may indicate a deficiency in such educational exposure.

Inability to Think Critically

Critical thinking skills, crucial for analyzing and assessing a situation to make a reasoned judgment, are typically developed through education. Those deficient in these abilities may tend to take information as it is presented without questioning or find it difficult to recognize various viewpoints in a discussion.

Difficulty in Following Complex Instructions

Individuals who find it challenging to follow intricate instructions or multi-step procedures may have experienced restricted access to educational opportunities. This limitation can impact their ability to perform tasks in both their personal and professional lives.

Inability to Differentiate Between Fact and Opinion

Individuals who have difficulty differentiating between fact and opinion usually demonstrate a deficiency in critical thinking skills that are often cultivated through education. They might treat opinions as facts without recognizing the distinction or accept information without scrutinizing its foundation. This issue can result in misinterpretations during discussions and a lack of capacity to participate in knowledgeable debates.

Struggling with Basic Math Concepts

An individual who struggles with basic math may have experienced insufficient educational opportunities. This struggle can encompass challenges with fundamental operations like addition, subtraction, multiplication, and division, as well as grasping elementary financial concepts such as budgeting. Such limitations can impact daily activities, including shopping and managing bank transactions.

Limited Vocabulary and Poor Grammar

A narrow vocabulary and consistent grammatical mistakes often signal inadequate education. This may manifest as the misuse of words, difficulties with constructing complex sentences, or a simplistic manner of articulating ideas. Such limitations can pose obstacles to effective communication and self-expression.

Lack of General Knowledge

A significant deficiency in fundamental general knowledge, covering areas like geography, history, or science, suggests a shortfall in formal education. This may appear as a lack of awareness about basic facts or concepts that are usually conveyed in educational settings.

Challenges in Understanding Global Issues

An insufficient awareness or comprehension of worldwide matters, such as climate change, political dynamics, or cultural variances, can signal a restricted educational history. Education frequently expands an individual’s viewpoint and enhances their understanding of global contexts.

Poor Written Communication Skills

Challenges in clear written expression, including problems with structure, clarity, and coherence, can stem from limited educational experiences. Proficient written communication is usually cultivated through practice and guidance within an educational context.

Lack of Understanding of Health and Nutrition

Fundamental awareness of health, wellness, and nutrition is often conveyed through educational means. A shortfall in understanding these aspects could imply a gap in educational exposure.

Resistance to Learning New Skills

A reluctance or resistance to acquiring new skills or adapting to change can often be associated with insufficient educational experiences, as education typically promotes adaptability and lifelong learning.

Struggle with Technology and Digital Literacy

In the modern era, a fundamental grasp of technology is frequently tied to one’s educational experiences. Individuals with limited education might find themselves challenged by elementary technological tasks, like operating a computer, surfing the web, or comprehending digital security measures.

Difficulty in Understanding Abstract Concepts

Individuals with restricted educational backgrounds may struggle to grasp abstract ideas or theories, hindering their capacity to participate in conversations that demand abstract reasoning, like those involving philosophical or theoretical subjects.

Lack of Curiosity and Inquiry

Education typically promotes curiosity and the practice of questioning. Individuals who show little curiosity or reluctance to ask questions might not have had educational opportunities that nurture this inquisitive approach.

Remembering that education is only one aspect of an individual’s life experiences and abilities is crucial. The signs mentioned do not conclusively define a person’s intellect, worth, or future possibilities. Education, in its varied forms, is an ongoing journey that transcends conventional schooling. As society progresses, the concept of education expands to include not just scholarly learning but also life experiences, practical skills, and emotional intelligence. Thus, while identifying these signs can aid in comprehending certain elements of a person’s history, it’s important to approach them with empathy and recognize the myriad ways people learn and develop over their lifetime.

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