How to solve problems?

-The strategies and concepts

for solving problems
Zofia Aktonorowicz
Pawe Kazimierski
Plan of the presentation

1. Learning through problem solving

2. Problem- what is it?
3. The teachers role in problem solving
4. Planning for problem solving
5. Providing for problem solving
6. The problem solving model
7. Choosing good problems
LEARNING THROUGH PROBLEM SOLVING

By exploring social relationships, manipulating objects, and interacting with

people, children are able to formulate ideas, try these ideas out, and accept or
reject what they learn. Constructing knowledge by making mistakes is part of the
natural process of problem solving. Through exploring, and experimenting, trying
out a hypothesis, and finally, solving problems, children make learning personal
and meaningful. Piaget states that children understand only what they discover or
invent themselves (1963). It is this discovery within the problem solving process
that is the vehicle for children's learning. Children are encouraged to construct
their own knowledge when the teacher plans for problem solving; bases the
framework for learning in problem solving; and provides time, space, and
materials.
PROBLEM - brainstorming

What do you ASSOCIATE with the concept of PROBLEM?

How can you explain to children what a PROBLEM is?

 PROBLEM
-what is it?

It is a matter or situation regarded as

unwelcome or harmful and needing to
be dealt with and overcome.

Although many problems turn out to have

several solutions (the means to deal with
them), difficulties arise where such means
are either not obvious or are not immediately
available.

SIMPLY: something that is difficult to deal with : something that is a source of trouble, worry,
The teachers role?

Tell us
please :)
 The teachers role?

The teacher:

-articulates the problems they face and discusses solutions with children (children become
more aware of the significance of the problem-solving process)

-facilitates problem solving activities in the classroom environment

-modeles being a problem solver (and the children emulate)

-shares and models the qualities that are valued and promoted by the problem-solving process

The teacher has to:

-value the process and be willing to trust the learner

-establish and maintain a classroom environment that encourages problem solving

Planning for problem solving

Katz and Chards project method (1989)

A project is an in-depth study of a particular topic that one or more children

undertake, and consists of exploring the topic or theme such as "building a house"
over a period of days or weeks. This book introduces the project approach and
suggests applications and examples of this approach in action. (the Reggio
Approach)
Planning for problem solving
Donna Ogles K-W-L ( what you Know, what you Want to know, and what you
have Learned)
Providing for problem solving
1. Time: Teachers can provide for problem solving by enlarging blocks of learning time during the school
day. Because making choices, discussing decisions, and evaluating mistakes takes time, large time
blocks best suit the problem-solving process. It is important that children know they have time to identify
and solve problems.

2. Space: Projects and group meetings may require an assessment of classroom space. Moving desks
and tables together facilitates communication and cooperation in the classroom. Once the teacher has
observed the patterns of traffic in the classroom, equipment can be moved or eliminated to promote
problem solving.

3. Materials: The open-ended materials that are needed for the construction and concrete solving of
problems should be safe, durable, and varied. Well-marked storage units should be easily accessible to
children, and materials should be available for ongoing exploration and manipulation. Access to a
variety of materials encourages children to use materials in new and diverse ways. This freedom
promotes problem solving
The problem-solving model
Step 1: How do you feel? Calm down.

Step 2: What is the Problem?

Step 3: Come up with Solutions.

Step 4: What would happen?

Step 5: Try the Solution.

What is the most difficult in

problem-solving model? Why do you
think is that? (for kids/ teachers)
The problem-solving model

https://www.youtube.com/watch?v=C
Wf5LBfZVGQ&list=PLzZ7u3zrzvvjUn_
9tu4Zj5vZKpAkwetnG
Choosing good problems
Goffin and Tull (1985) provides teachers with guiding questions that will help them
identify appropriate problems for young children. Some of these are:

1. Is the problem meaningful and interesting?

2. Can the problem be solved at a variety of levels?

3. Must a new decision be made?

4. Can the actions be evaluated?

Goffin, S., and Tull, C. "Problem Solving. Encouraging Active Learning."

How to talk with kids about the problems?

https://www.youtube.com/watch?v=GnB3MpUfv_k&l
ist=PLwvOQW7LFN3nLmEMhnvrn7JuQ7qXeR_Z9

feeling chart
How to talk with kids about the problems?

Team building problem-solving activities

Tower Building

Although there are many variations to this game, this one using spaghetti and marshmallows is our favorite.

Divide your group into teams with an equal number of players. Provide each team with an equal amount of

spaghetti and marshmallows. The goal is to see which team can build the highest tower within a set amount of

time.
 How to talk with kids about the problems?
solution kit

https://www.youtube.com/watch?v=vZ
YAHGwS3mA&feature=youtu.be

Problem solving box

Accepting each other