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How Students Can Rethink Problem Solving

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How Students Can Rethink Problem Solving

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How Students Can Rethink Problem Solving

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Finding, shaping, and solving problems puts high school students in charge of their learning and bolsters critical-thinking skills.

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Empowering Students to be Real-World Problem Solvers

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Empowering Students to be Real-World Problem Solvers

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Empowering Students to Be Real-World Problem Solvers

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When middle school students are given the opportunity to deeply explore what it means to be a changemaker, they see a path toward making a difference in their own community—and beyond.

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10 Problem-Solving Scenarios for High School Students

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10 Problem-Solving Scenarios for High School Students

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10 Problem-Solving Scenarios for High School Students - TheHighSchooler

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It is certainly common to come across difficult situations including forgetting an assignment at home or overusing your phone only to miss an important project deadline. We are always surrounded by little difficulties that might become bigger problems if not addressed appropriately. Whether it is saving your friend from the addiction to social media platforms ... Read more

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Engaging Problem Solving Activities for Middle School Students

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Engaging Problem Solving Activities for Middle School Students

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Engaging Problem Solving Activities for Middle School Students | Everyday Speech

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Engaging Problem Solving Activities for Middle School Students Engaging Problem Solving Activities for Middle School Students Welcome to my blog! In this post, we will explore the importance of problem-solving skills in middle school and discuss some engaging problem-solving activities that can help students develop these skills. Problem-solving is a crucial skill that not only […]

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Find Problem, Solve Problem | Ariana Glantz | TEDxMemphis

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Effective Strategies for Teaching Problem-Solving in Middle School

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Effective Strategies for Teaching Problem-Solving in Middle School

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Effective Strategies for Teaching Problem-Solving in Middle School | Everyday Speech

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Effective Strategies for Teaching Problem-Solving in Middle School Effective Strategies for Teaching Problem-Solving in Middle School Are you an educator looking for effective strategies to teach problem-solving techniques to your middle school students? Problem-solving skills are essential for success in academics, career, and life. In this blog post, we will explore the importance of problem-solving […]

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Digital Escape Rooms | Madison County Public Library

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In striving for public service excellence, the Madison County Public Library is a welcoming community center whose employees, resources, programs and services provide for the needs of our diverse community.

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Problem Solving and Critical Thinking Lesson

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Problem Solving and Critical Thinking Lesson

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Guiding Students to Be Independent Problem Solvers in STEM Classrooms

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Guiding Students to Be Independent Problem Solvers in STEM Classrooms

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Guiding Students to Be Independent Problem-Solvers in STEM Classrooms

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Teaching high school students how to plan to solve a problem in science, technology, engineering, and math is a crucial step.

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How Problem Solving Applies to Different Career Paths

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How Problem Solving Applies to Different Career Paths

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Problem Solving | Workplace Essential Skills | PBS LearningMedia

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Problem solving is a key aspect of many kinds of jobs. Employees and managers in several industries give examples of problem solving in the workplace.

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Elementary students practice problem-solving and self-questioning techniques to improve reading and social and emotional learning skills.

In a school district in New Jersey, beginning in kindergarten each child is seen as a future problem solver with creative ideas that can help the world. Vince Caputo, superintendent of the Metuchen School District, explained that what drew him to the position was "a shared value for whole child education."

Caputo's first hire as superintendent was Rick Cohen, who works as both the district's K-12 director of curriculum and principal of Moss Elementary School. Cohen is committed to integrating social and emotional learning (SEL) into academic curriculum and instruction by linking cognitive processes and guided self-talk.

Cohen's first focus was kindergarten students. "I recommended Moss teachers teach just one problem-solving process to our 6-year-olds across all academic content areas and challenge students to use the same process for social problem-solving," he explained.

Reading and Social Problem-Solving

Moss Elementary classrooms use a specific process to develop problem-solving skills focused on tending to social and interpersonal relationships. The process also concentrates on building reading skills-specifically, decoding and comprehension.

Stop, Look, and Think. Students define the problem. As they read, they look at the pictures and text for clues, searching for information and asking, "What is important and what is not?" Social problem-solving aspect: Students look for signs of feelings in others' faces, postures, and tone of voice.

Gather Information. Next, students explore what feelings they're having and what feelings others may be having. As they read, they look at the beginning sound of a word and ask, "What else sounds like this?" Social problem-solving aspect: Students reflect on questions such as, "What word or words describe the feeling you see or hear in others? What word describes your feeling? How do you know, and how sure are you?"

Brainstorming. Then students seek different solutions. As they read, they wonder, "Does it sound right? Does it make sense? How else could it sound to make more sense? What other sounds do those letters make?" Social problem-solving aspect: Students reflect on questions such as, "How can you solve the problem or make the situation better? What else can you think of? What else can you try? What other ideas do you have?"

Pick the Best One. Next, students evaluate the solution. While reading, they scan for smaller words they know within larger, more difficult words. They read the difficult words the way they think they sound while asking, "Will it make sense to other people?" Social problem-solving aspect: Students reflect on prompts such as, "Pick the solution that you think will be best to solve the problem. Ask yourself, 'What will happen if I do this-for me, and for others involved?'"

Go. In the next step, students make a plan and act. They do this by rereading the text. Social problem-solving aspect: Students are asked to try out what they will say and how they will say it. They're asked to pick a good time to do this, when they're willing to try it.

Check. Finally, students reflect and revise. After they have read, they ponder what exactly was challenging about what they read and, based on this, decide what to do next. Social problem-solving aspect: Students reflect on questions such as, "How did it work out? Did you solve the problem? How did others feel about what happened? What did you learn? What would you do if the same thing happened again?"

The Process of Self-Questioning

Moss Elementary students and other students in the district are also taught structured self-questioning. Cohen notes, "We realized that many of our elementary students would struggle to generalize the same steps and thinking skills they previously used to figure out an unknown word in a text or resolve social conflicts to think through complex inquiries and research projects." The solution? Teach students how to self-question, knowing they can also apply this effective strategy across contexts. The self-questioning process students use looks like this:

Stop and Think. "What's the question?"

Gather Information. "How do I gather information? What are different sides of the issue?"

Brainstorm and Choose. "How do I select, organize, and choose the information? What are some ways to solve the problem? What's the best choice?"

Plan and Try. "What does the plan look like? When and how can it happen? Who needs to be involved?"

Check & Revise. "How can I present the information? What did I do well? How can I improve?"

Since using the problem-solving and self-questioning processes, the students at Moss Elementary have had growth in their scores for the last two years on the fifth-grade English language arts PARCC tests. However, as Cohen shares, "More important than preparing our students for the tests on state standards, there is evidence that we are also preparing them for the tests of life."

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Elementary students practice problem-solving and self-questioning techniques to improve reading and social and emotional learning skills. In a school district in New Jersey, beginning in kindergarten each child is seen as a future problem solver with creative ideas that can help the world.

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Cognitive Apprenticeship: a Strategy to Teach Problem Solving

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Cognitive Apprenticeship: a Strategy to Teach Problem Solving

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​Embrace your child's curiosity and unleash their creativity by encouraging them to become problem-solvers! Empower them to ask questions, make observations, and gather information.

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Solving Problems - Building Resilience with Hunter and Eve

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Helping Young Kids Manage Productive Struggle

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Helping Young Kids Manage Productive Struggle

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Elementary school teachers can cultivate resilience-and academic growth-in young students through a carefully scaffolded approach to productive struggle.

By the time kids reach high school, they're developmentally ready to tackle challenging material in physics or history, for example, and educators are more apt to see the value of productive struggle in classrooms. But how should we think of productive struggle in the earlier grades?

After all, elementary students have shorter attention spans compared to older peers, and may lack the emotional tools needed to persist through frustration and confusion. Teachers of these young students, understandably, often feel a strong urge to jump in and help students when they experience roadblocks or struggle, writes Katie Perez, an elementary school educator in San Marcos, Texas.

Frequently, Perez says in a recent article for Teacher 2 Teacher, these educators believe the longer their students experience the feeling of being "stuck" on a problem, "the more likely they are to feel like they're always going to be stuck." Some may even fear that creating opportunities for students to encounter work outside of their reach may diminish their "sense of motivation, curiosity and willingness to try future tasks."

But deep thinking and focus are dispositions that need to be cultivated and then sustained over the course of academic careers. And while students should also experience plenty of confidence-building activities in class, there's a growing body of research that suggests that when kids are given the latitude and the time to grapple with challenging tasks, they encode conceptual understanding more deeply and tend to perform better when asked to transfer knowledge.

Reaping these benefits in an elementary school classroom is not impossible, Perez writes. Rather, it requires teachers to scaffold productive struggle, ask the right sorts of questions, and ensure students understand the benefits of pushing through the difficult work of answering them.

The first step, Perez writes, is to teach young students the important difference between regular-old struggle and productive struggle. Perez begins by defining with her students what the words "productive" and "struggle" mean independently, and then puts their responses together to create a new definition.

Usually, Perez writes, her students arrive at a definition that aligns with the core principles of productive struggle: "working hard toward a goal, and-when we hit a challenge-using all our resources we have available to keep going and not give up."

To further tease out the nuances between struggle and productive struggle-and provide students with an easily accessible way to see those differences-Perez and her students design an anchor chart exploring what regular struggle looks and feels like and what productive struggle should look and feel like.

When a child is "stuck" on a difficult problem for example, the chart helps them understand what this should not look like: giving up, frustration, "working hard but getting nowhere," or throwing a fit. When students embrace a more productive approach, meanwhile, they are reminded to "use [their] tools/resources," "try another way (a new strategy)," think about "what worked last time," or take a breath. Group work, meanwhile, should not include "arguing over the jobs," or "distracting others," but rather sharing ideas, "listening to others," and taking turns.

Resetting the Stakes

Understanding what productive struggle should look like is one thing, but to get students to actually buy-in entails creating the right classroom conditions that give kids the permission (and the self-confidence) to fail.

To help facilitate this, Perez writes that before giving students work she knows they'll struggle with, she provides them with easier "mastery experiences," or questions they can confidently answer given their previous learning. These questions can increase their motivation and provide them with problem-solving strategies to build off of when encountering more complex tasks. When teaching fractions, for example, Perez starts with easy problems and uses students' momentum to tackle harder problems and lean on what they already know to figure out what they don't know. "The most important thing is that they continue to see success and build a sense of self-trust and trust in their strategies," Perez said.

Teachers can also try to change the temperature around assessment and grading, and help them see that "the whole learning journey is important, not just the answer to the problem right in front of them," according to Perez. For middle school math teacher Crystal Frommert, that might involve changing the conversation around work products from grades to growth: "You did really well with simplifying radicals. I'm looking forward to seeing how you apply that skill to the Pythagorean theorem."

To encourage similar outside-the-box thinking and intellectual risk-taking, teachers at King Middle School in Portland, Maine delay grades altogether until the end of a unit. Dr. Pamela Cantor, an author, educator, and founder of Turnaround for Children, told Edutopia that grading practices like the one King Middle School employs can motivate students to "embrace the process of figuring something out," whereas grading them too early in the process may "shut down that effort instead of opening it up."

Designing for Productive Struggle

A productive struggle lesson shouldn't be employed every day, or even every week, Manu Kapur, the father of approach, told Edutopia in 2022. According to Kapur, it's most useful when trying to get students to deepen the conceptual understanding of "three to five big ideas" over the course of a term. For those concepts, it's helpful to design productive failure activities.

Josh Deis, a former teacher and current district math coordinator in California, said a good activity should be a low floor/high ceiling task that is "readily accessible to students with varying degrees of prior knowledge," but also connects to the new learning they'll soon embark on.

In a third-grade math classroom, for example, Deis asked students the following question: " There are five teams in the volleyball league. Every team has six players. How many players are in the volleyball league? " The question, Deis said, is "accessible" and solvable for students who haven't learned multiplication yet but can rely on their existing addition skills. But it's also the sort of problem that can allow students who already understand some of the basics of multiplication to flex their knowledge and demonstrate-to both themselves and their teacher-that they're already capable of some heavy-lifting at the outset of a new unit.

The Snowmen Buttons problem is another open-ended problem that high school math teacher Solenne Abaziou says is also a good fit for elementary school students. Ask students how many snowmen with two or three buttons each can be built if students are given 21 buttons-but don't specify whether all the buttons must be used or if the number of snowmen must be maximized. Leaving the method open-ended, Abaziou writes, might cause some frustration but can stimulate students' creativity by leaving room for different interpretations at different levels of learning.

In an ELA classroom, Paul Sylvester, an assistant professor at West Chester University, recommends playing "finding the rule." Instead of teaching kids what a proper noun is, for example, go through a text they are about to read and circle all the proper nouns in the first paragraph, then ask them to find them in the second paragraph, and explain their reasoning. Doing this, Sylvester writes, allows kids to "discover" and further encode some of the rules of language they're about to learn, rather than simply hear a definition of it and memorize it.

Resisting Impulses

While students are engaged in a productive struggle lesson, it's imperative that teachers resist the urge to correct misconceptions-that comes later-and rob them of opportunities to push through to deeper learning. When students do have questions, Tori Filler, an elementary school literacy teacher in Brooklyn, recommends promoting peer collaboration first.

A quick Think-Pair-Share session for an issue many students in the class are tripping over might be in order, or a Turn and Talk for something that only a few students are struggling with. Establishing a classroom rule, like Ask 3 Before Me, also comes in handy, and, according to elementary school teacher Angela Coleman, encourages collaboration and autonomy.

At some point, of course, the teacher has to step in and teach the underlying skills. Once the lesson is over, Perez suggests initiating a class discussion to flesh out the various solutions students arrived at. Common mistakes should be surfaced during this discussion and celebrated by thanking students for showing their work to the class, and asking other students to share if they made the same mistake. This, Perez said, helps "normalize" the process of failure and teaches students to "meet mistakes with gratitude."

Kapur says teachers can build off of students' rough ideas and solutions, and use follow-on approaches like direct instruction and review to help them make sense of the material they just struggled with. "The goal is to design experiences that incorporate failure in a safe, curated way," Kapur said. "Then, we turn that initial failure into something that is productive by stepping in, giving students feedback and guidance."

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Helping Young Kids Manage Productive Struggle

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Elementary school teachers can cultivate resilience-and academic growth-in young students through a carefully scaffolded approach to productive struggle.

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Using Games and Design Challenges to Teach Students About Managing Conflict

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Using Games and Design Challenges to Teach Students About Managing Conflict

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Using Games and Design Challenges to Teach Students About Managing Conflict

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By introducing students to activities that scaffold conflict, teachers can provide low-stakes lessons to prepare kids to navigate it in healthy ways.

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Creative Problem Solving Tools and Skills for Students and Teachers

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Creative Problem Solving Tools and Skills for Students and Teachers

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Creative Problem Solving, or CPS, refers to the use of imagination and innovation to find solutions to problems when formulaic or conventional processes have failed.

Despite its rather dry definition - creative problem-solving in its application can be a lot of fun for learners and teachers alike.

Why Are Creative Problem-Solving Skills Important?

By definition, creative problem-solving challenges students to think beyond the conventional and to avoid well-trodden, sterile paths of thinking.

Not only does this motivate student learning, encourage engagement, and inspire deeper learning, but the practical applications of this higher-level thinking skill are virtually inexhaustible.

For example, given the rapidly changing world of work, it is hard to conceive of a skill that will be more valuable than the ability to generate innovative solutions to the unique problems that will arise and that are impossible to predict ahead of time.

Outside the world of work, in our busy daily lives, the endless problems arising from day-to-day living can also be overcome by a creative problem-solving approach.

When students have developed their creative problem-solving abilities effectively, they will have added a powerful tool to attack problems that they will encounter, whether in school, work, or in their personal lives.

Due to its at times nebulous nature, teaching creative problem-solving in the classroom poses its own challenges. However, developing a culture of approaching problem-solving in a creative manner is possible.

In this article, we will take a look at a variety of strategies, tools, and activities that can help students improve their creative problem-solving skills.

The Underlying Principles of CPS

Before we take a look at a process for implementing creative problem solving, it is helpful to examine a few of the underlying principles of CPS. These core principles should be encouraged in the classroom. They are:

● Assume Nothing

Assumptions are the enemy of creativity and original thinking. If students assume they already have the answer, they will not be creative in their approach to solving a problem.

● Problems Are Opportunities

Rather than seeing problems as difficulties to endure, a shift in perspective can instead view problems as challenges that offer new opportunities. Encourage your students to shift their perspectives to see opportunities where they once saw problems.

● Suspend Judgment

Making immediate judgments closes down the creative response and the formation of new ideas. There is a time to make judgments, but making a judgment too early in the process can be very detrimental to finding a creative solution.
Cognitive Approaches: Convergent vs Divergent Thinking

"It is easier to tame a wild idea than it is to push a closer-in idea further out."

- Alex Osborn

The terms divergent and convergent thinking, coined by psychologist J.P. Guilford in 1956, refer to two contrasting cognitive approaches to problem-solving.

Convergent Thinking can be thought of as linear and systematic in its approach. It attempts to find a solution to a problem by narrowing down multiple ideas into a single solution. If convergent thinking can be thought of as asking a single question, that question would be '?'

Divergent Thinking focuses more on the generation of multiple ideas and on the connections between those ideas. It sees problems as design opportunities and encourages the use of resources and materials in original ways. Divergent thinking encourages the taking of creative risks and is flexible rather than analytical in its approach. If it was a single question, it'd be '?'

While it may appear that these two modes of thinking about a problem have an essentially competitive relationship, in CPS they can work together in a complementary manner.

When students have a problem to solve and they're looking for innovative solutions, they can employ divergent thinking initially to generate multiple ideas, then convergent thinking to analyze and narrow down those ideas.

Students can repeat this process to continue to filter and refine their ideas and perspectives until they arrive at an innovative and satisfactory solution to the initial problem.

Let's now take a closer look at the creative problem-solving process.

The Creative Problem-Solving Process

CPS helps students arrive at innovative and novel solutions to the problems that arise in life. Having a process to follow helps to keep students focused and to reach a point where action can be taken to implement creative ideas.

Originally developed by Alex Osborn and Sid Parnes, the CPS process has gone through a number of revisions over the last 50 or so years and, as a result, there are a number of variations of this model in existence.

The version described below is one of the more recent models and is well-suited to the classroom environment.

However, things can sometimes get a little complex for some of the younger students. So, in this case, it may be beneficial to teach the individual parts of the process in isolation first.
1. Clarify:
Before beginning to seek creative solutions to a problem, it is important to clarify the exact nature of that problem. To do this, students should do the following three things:
i. Identify the Problem
The first step in bringing creativity to problem-solving is to identify the problem, challenge, opportunity, or goal and clearly define it.
ii. Gather Data
Gather data and research information and background to ensure a clear understanding.
iii. Formulate Questions
Enhance awareness of the nature of the problem by creating questions that invite solutions.
2. Ideate
Explore new ideas to answer the questions raised. It's time to get creative here. The more ideas generated, the greater the chance of producing a novel and useful idea. At this stage in particular, students should be engaged in divergent thinking as described above.
3. Develop
The focus here shifts from ideas to solutions. Once multiple ideas have been generated, convergent thinking can be used to narrow these down to the most suitable solution. The best idea should be closely analyzed in all its aspects and further ideas generated to make subsequent improvements. This is the stage to refine the initial idea and make it into a really workable solution.
4. Implement
Create a plan to implement the chosen solution. Students need to identify the required resources for the successful implementation of the solution. They need to plan for the actions that need to be taken, when they need to be taken, and who needs to take them.

Summary of Creative Problem Solving Process

In each stage of the CPS Process, students should be encouraged to employ divergent and convergent thinking in turn. Divergent thinking should be used to generate multiple ideas with convergent thinking then used to narrow these ideas down to the most feasible options. We will discuss how students go about this, but let's first take a quick look at the role of a group facilitator.
The Importance of Group Facilitator
CPS is best undertaken in groups and, for larger and more complex projects, it's even more effective when a facilitator can be appointed for the group.

The facilitator performs a number of useful purposes and helps the group to:

Stay focused on the task at hand

Move through the various stages efficiently

Select appropriate tools and strategies

A good facilitator does not generate ideas themselves but instead keeps the group focused on each step of the process.

Facilitators should be objective and possess a good understanding of the process outlined above, as well as the other tools and strategies that we will look at below.

The Creative Problem-Solving Process: Tools and Strategies

There are several activities available to help students move through each stage. These will help students to stay on track, remove barriers and blocks, be creative, and reach a consensus as they progress through the CPS process.
Divergent Thinking Tools:
The following tools and strategies can help provide groups with some structure and can be applied at various stages of the problem-solving process. For convenience, they have been categorized according to whether they make demands on divergent or convergent thinking as discussed earlier.

● Brainstorming

Defined by Alex Osborn as "a group's attempt to find a solution for a specific problem by amassing ideas ", this is perhaps the best-known tool in the arsenal of the creative problem solver.

To promote a creative collaboration in a group setting, simply share the challenge with everyone and challenge them to come up with as many ideas as possible. Ideas should be concise and specific. For this reason, it may be worth setting a word limit for recording each idea e.g. express in headline form in no more than 5 words. Post-it notes are perfect for this.

You may also set a quota on the number of ideas to generate or introduce a time limit to further encourage focus. When completed, members of the group can share and compare all the ideas in search of the most suitable.

● 5 W's and an H

The 5 W's and an H are Who, What, Where, Why, and How. This strategy is useful to effectively gather data. Students brainstorm questions to ask that begin with each of the question words above in turn. They then seek to gather the necessary information to answer these questions through research and discussion.

● Reverse Assumptions

This activity is a great way to explore new ideas. Have the students begin by generating a list of up to 10 basic assumptions about the idea or concept. For each of these, students then explore the reverse of the assumption listing new insights and perspectives in the process.

The students can then use these insights and perspectives to generate fresh ideas. For example, an assumption about the concept of a restaurant might be that the food is cooked for you. The reverse of that assumption could be a restaurant where you cook the food yourself. So, how about a restaurant where patrons select their own recipes and cook their own food aided by a trained chef?

Convergent Thinking Tools

● How-How Diagram

This is the perfect activity to use when figuring out the steps required to implement a solution.

Students write the solution on the left-hand side of a page turned landscape. Working together, they identify the individual steps required to achieve this solution and write these to the right of the solution.

When they have written these steps, they go through each step one-by-one identifying in detail each stage of achieving that step. These are written branching to the right of each step.

Students repeat this process until they have exhausted the process and ended up with a comprehensive branch diagram detailing each step necessary for the implementation of the solution.

● The Evaluation Matrix

Making an evaluation matrix creates a systematic way of analyzing and comparing multiple solutions. It allows for a group to evaluate options against various criteria to help build consensus.

An evaluation matrix begins with the listing of criteria to evaluate potential solutions against. These can then be turned into the form of a positive question that allows for a Yes or No answer. For example, if the budget is the criteria, the evaluation question could be ' Is it within budget? '

Make a matrix grid with a separate column for each of the key criteria. Write the positive question form of these criteria as headings for these columns. The different options can then be detailed and listed down the left-most column.

Students then work through each of the criteria for each option and record whether it fulfills, or doesn't fulfill, each criteria. For more complex solutions, students could record their responses to each of the criteria on a scale from 0 to 5.

For example:

Using the example matrix above, it becomes very clear that Option 1 is the superior solution given that it completely fulfills all the criteria, whereas Option 2 and Option 3 fulfill only 2 out of the 3 criteria each.

● Pair & Share

This activity is suitable to help develop promising ideas. After making a list of possible solutions or questions to pursue, each individual student writes down their top 3 ideas.

Once each student has their list of their 3 best ideas, organize students into pairs. In their pairs, students discuss their combined 6 ideas to decide on the top 3 out of the 6. Once they have agreed on these, they write the new top 3 ideas on a piece of paper.

Now, direct the pairs of students to join up with another pair to make groups of 4. In these groups of 4, students discuss their collective 6 ideas to come up with a new list of the top 3 ideas.
Establish a Culture of Creative Problem Solving in the Classroom
Repeat this process until the whole class comes together as one big group to agree on the top 3 ideas overall.

Approaching problems creatively is about establishing a classroom culture that welcomes innovation and the trial and error that innovation demands. Too often our students are so focused on finding the 'right' answer that they miss opportunities to explore new ideas.

It is up to us as teachers to help create a classroom culture that encourages experimentation and creative playfulness.

To do this we need to ensure our students understand the benefits of a creative approach to problem-solving.

We must ensure too that they are aware of the personal, social, and organizational benefits of CPS.

CPS should become an integral part of their approach to solving problems whether at school, work, or in their personal lives.

Using the example matrix above, it becomes very clear that Option 1 is the superior solution given that it completely fulfills all the criteria, whereas Option 2 and Option 3 fulfill only 2 out of the 3 criteria each.

● Pair & Share

This activity is suitable to help develop promising ideas. After making a list of possible solutions or questions to pursue, each individual student writes down their top 3 ideas.

Once each student has their list of their 3 best ideas, organize students into pairs. In their pairs, students discuss their combined 6 ideas to decide on the top 3 out of the 6. Once they have agreed on these, they write the new top 3 ideas on a piece of paper.

Now, direct the pairs of students to join up with another pair to make groups of 4. In these groups of 4, students discuss their collective 6 ideas to come up with a new list of the top 3 ideas.
Establish a Culture of Creative Problem Solving in the Classroom
Repeat this process until the whole class comes together as one big group to agree on the top 3 ideas overall.

Approaching problems creatively is about establishing a classroom culture that welcomes innovation and the trial and error that innovation demands. Too often our students are so focused on finding the 'right' answer that they miss opportunities to explore new ideas.

As teachers, it is up to us to help create a classroom culture that encourages experimentation and creative playfulness.

To do this, we must ensure our students understand the benefits of a creative approach to problem-solving.

We must ensure too that they are aware of the personal, social, and organizational benefits of CPS.

CPS should become an integral part of their approach to solving problems, whether at school, work or in their personal lives.

Empowering Tomorrow's Leaders: The Crucial Role of Computational and Systems Thinking in Education

the importance of systems thinking and computational thinking strategies for students cannot be overstated, as these skills are integral to navigating the complexities of our rapidly evolving digital landscape. Computational thinking, characterized by algorithmic problem-solving and logical reasoning, equips students with the ability to approach challenges systematically. In an era dominated by technology, these skills are not limited to coding but extend to critical thinking, enabling students to dissect problems, identify patterns, and devise efficient solutions. As our world becomes increasingly interconnected and data-driven, computational thinking provides a foundational framework for students to make sense of information, fostering a generation adept at leveraging technology for innovation.

Simultaneously, systems thinking is indispensable in comprehending the intricate web of relationships within various contexts. It encourages students to view issues holistically, understanding the interdependence of components and the ripple effects of decisions. In an era marked by global challenges, such as climate change and socio-economic disparities, systems thinking instills a proactive mindset. Students equipped with these skills are better prepared to analyze multifaceted problems, appreciate diverse perspectives, and collaborate on sustainable solutions.

Together, computational and systems thinking empower students to navigate an ever-changing world with confidence, adaptability, and a profound understanding of the interconnected systems that shape our future. These skills are not just academic; they are the building blocks of a resilient, innovative, and forward-thinking society.

be sure to check out our great video guides to teaching systems thinking and computational thinking below.

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Creative problem solving tools and skills for students and teachers - Innovative Teaching Ideas

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Creative Problem Solving, or CPS, refers to the use of imagination and innovation to find solutions to problems when formulaic or conventional processes

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Team Problem Solving: Paving the Path to Success for Every Student

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Team Problem Solving: Paving the Path to Success for Every Student

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Team Problem Solving: Paving the Path to Success for Every Student

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Real-World Problem Solving: Finding Solutions Through Projects

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Real-World Problem Solving: Finding Solutions Through Projects

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Real-World Problem Solving: Finding Solutions Through Projects

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Learning Problem Solving and Growth Mindset in a Makerspace

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Learning Problem Solving and Growth Mindset in a Makerspace

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Learning Problem Solving and Growth Mindset in a Makerspace

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Students Can Solve Many of Their Own Problems

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Students Can Solve Many of Their Own Problems

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Social & Emotional Learning (SEL)

Teachers can help students develop independence by encouraging them to work together and to recognize the value of mistakes.

When I taught elementary school, kids often organized epic kickball games where minor disagreements would inevitably arise. For instance, a common argument was whether a player was safe or out. One side would yell that the player was out, and the other would insist that they were safe. Multiple eyewitnesses would be called upon to give their opinions. As the adult on the sidelines, I was always tempted to step in, but I would hold back, watching the players work through the conflict and get back to the game.

How do we empower kids to handle problems, inside and outside of the classroom? We need to let children handle small issues on their own and make mistakes. It can be tempting as educators to step in the moment we see a child start to struggle, but doing so sends the message that we don't think kids can handle problems on their own. That can create stress and feelings of self-doubt. A simple solution: step back and let kids flex their independent problem-solving skills.

Building Problem-solving Skills

Would you rather: An easy way to create an environment where students feel safe taking risks is by asking accessible, open-ended questions. In a language class, "would you rather" questions can be great icebreakers. You can use questions like "Would you rather be tiny like an ant or huge like a giant?" In math, you can start class with a similar type of question, like "Which one doesn't belong: 2, 3, 4, 5?" In a geography class, consider posting pictures of two different locations and asking where the students would rather live and why. These questions don't have an incorrect answer, which allows students to share their thinking without the risk of being wrong.

The "first three minutes": I love giving my students challenging problems to wrestle with. To get kids to tackle tough problems independently, I often hand out an assignment and tell them that I won't answer any questions for the first three minutes of the task. This allows students time to grapple with how to initiate a tough task. (Obviously support and scaffolds are in place for children who require extra help.)

I've found that after the initial awkwardness of staring at the problem, kids begin jotting down ideas or drawing pictures, and the wheels start to turn. After the first three minutes, I open up to student questions, often responding with questions of my own, like "Does any part of this problem look similar to one you've solved before? If so, can you use a similar strategy this time?"

This helps kids build on previous knowledge and guides them down the road of discovery-without telling them exactly how to get there. If the task doesn't look like something they've done before, I might ask, "What do you know about the problem?" From there, you can help build on the little they do know and give hints along the way.

At the end of a challenging task, we always reflect on the process. I often ask how many of the students felt they could solve the problem during the first three minutes, as well as what strategies or questions helped them determine the answer. I always point out how they solved the problem using their own knowledge, each other, and only a little help from me. I want my students to see how capable they are of taking on challenges and solving them on their own. Knowing that tough problems can be seen as fun challenges shows that it's OK not to have an immediate answer. Not only can struggle be useful, but also the result can bring a lot of satisfaction and pride.

Reframing right and wrong: When a child makes a mistake, framing it in a positive or humorous light can let them know that mistakes aren't bad-and that they are key to learning. In my math class, students often ask with anticipation if they had any "oopsies" when I review their work. Oopsies are celebrated in our class, and my students often cheer when I tell them they had a few oopsies they need to clean up. It is a silly way to make mistakes joyful and add humor to the class.

I frequently use the phrase "beautiful mistakes" as a way to examine work that needs correction. Kids get excited to make beautiful mistakes because they are able to share their work and ask their classmates questions about how they would change it. The child with the beautiful mistake feels helpful because they are making their classmates think about a problem in a new way. The helping classmate feels helpful because they are helping someone come to a new answer. Taking time to build a classroom environment where kids feel OK taking academic risks is essential to empowering children.

During those epic games of kickball, the kids would work it out, resolving their conflict with a game of rock-paper-scissors or a redo on the play. I was always amazed at how often the kids came to peaceful, intelligent resolutions without adult intervention.

As teachers, it is somewhat instinctive to jump in and help kids resolve issues, whether they are interpersonal or educational. There are times when the better approach is to listen, watch, and see if kids can resolve small problems on their own. When kids know that they have tools to handle problems, it helps build confidence and prepares them to face more productive struggles down the road.

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Students Can Solve Many of Their Own Problems

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Teachers can help students develop independence by encouraging them to work together and to recognize the value of mistakes.

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“I Figured It Out!”: Helping Kids Become Tenacious Problem Solvers

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“I Figured It Out!”: Helping Kids Become Tenacious Problem Solvers

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“I Figured It Out!”: Helping Kids Become Tenacious Problem Solvers |…

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Few skills will serve our children better than the ability to solve problems creatively. Try these four ways to nurture your child’s problem-solving skills.

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Math Problem-Solving in Primary: Conferring

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Math Problem-Solving in Primary: Conferring

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Math Problem-Solving in Primary: Conferring

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Finding Our Strengths: Creating a Strong Classroom Community

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Finding Our Strengths: Creating a Strong Classroom Community

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5 Problem-Solving Activities for the Classroom

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5 Problem-Solving Activities for the Classroom

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Problem-solving skills are necessary in all areas of life, and classroom problem solving activities can be a great way to get students prepped and ready to solve real problems in real life scenarios. Whether in school, work or in their social relationships, the ability to critically analyze a problem, map out all its elements and then prepare a workable solution is one of the most valuable skills one can acquire in life.

Educating your students about problem solving skills from an early age in school can be facilitated through classroom problem solving activities. Such endeavors encourage cognitive as well as social development, and can equip students with the tools they'll need to address and solve problems throughout the rest of their lives. Here are five classroom problem solving activities your students are sure to benefit from as well as enjoy doing:

1. Brainstorm bonanza

Having your students create lists related to whatever you are currently studying can be a great way to help them to enrich their understanding of a topic while learning to problem-solve. For example, if you are studying a historical, current or fictional event that did not turn out favorably, have your students brainstorm ways that the protagonist or participants could have created a different, more positive outcome. They can brainstorm on paper individually or on a chalkboard or white board in front of the class.

2. Problem-solving as a group

Have your students create and decorate a medium-sized box with a slot in the top. Label the box "The Problem-Solving Box." Invite students to anonymously write down and submit any problem or issue they might be having at school or at home, ones that they can't seem to figure out on their own. Once or twice a week, have a student draw one of the items from the box and read it aloud. Then have the class as a group figure out the ideal way the student can address the issue and hopefully solve it.

3. Clue me in

This fun detective game encourages problem-solving, critical thinking and cognitive development. Collect a number of items that are associated with a specific profession, social trend, place, public figure, historical event, animal, etc. Assemble actual items (or pictures of items) that are commonly associated with the target answer. Place them all in a bag (five-10 clues should be sufficient.) Then have a student reach into the bag and one by one pull out clues. Choose a minimum number of clues they must draw out before making their first guess (two- three). After this, the student must venture a guess after each clue pulled until they guess correctly. See how quickly the student is able to solve the riddle.

4. Survivor scenarios

Create a pretend scenario for students that requires them to think creatively to make it through. An example might be getting stranded on an island, knowing that help will not arrive for three days. The group has a limited amount of food and water and must create shelter from items around the island. Encourage working together as a group and hearing out every child that has an idea about how to make it through the three days as safely and comfortably as possible.

5. Moral dilemma

Create a number of possible moral dilemmas your students might encounter in life, write them down, and place each item folded up in a bowl or bag. Some of the items might include things like, "I saw a good friend of mine shoplifting. What should I do?" or "The cashier gave me an extra $1.50 in change after I bought candy at the store. What should I do?" Have each student draw an item from the bag one by one, read it aloud, then tell the class their answer on the spot as to how they would handle the situation.

Classroom problem solving activities need not be dull and routine. Ideally, the problem solving activities you give your students will engage their senses and be genuinely fun to do. The activities and lessons learned will leave an impression on each child, increasing the likelihood that they will take the lesson forward into their everyday lives.

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Tags: Assessment Tools, Engaging Activities

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5 Problem-Solving Activities for the Classroom | Resilient Educator

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Problem-solving skills are necessary in all areas of life, and classroom problem solving activities can be a great way to get students prepped and ready to solve real problems in real life scenarios.