examples of problem solving for students

50 Problem-Solving and Critical Thinking Examples

Critical thinking and problem solving are essential skills for success in the 21st century. Critical thinking is the ability to analyze information, evaluate evidence, and draw logical conclusions. Problem solving is the ability to apply critical thinking to find effective solutions to various challenges. Both skills require creativity, curiosity, and persistence. Developing critical thinking and problem solving skills can help students improve their academic performance, enhance their career prospects, and become more informed and engaged citizens.

Sanju Pradeepa

In today’s complex and fast-paced world, the ability to think critically and solve problems effectively has become a vital skill for success in all areas of life. Whether it’s navigating professional challenges, making sound decisions, or finding innovative solutions, critical thinking and problem-solving are key to overcoming obstacles and achieving desired outcomes. In this blog post, we will explore problem-solving and critical thinking examples.

Table of Contents

Developing the skills needed for critical thinking and problem solving.

It is not enough to simply recognize an issue; we must use the right tools and techniques to address it. To do this, we must learn how to define and identify the problem or task at hand, gather relevant information from reliable sources, analyze and compare data to draw conclusions, make logical connections between different ideas, generate a solution or action plan, and make a recommendation.

The first step in developing these skills is understanding what the problem or task is that needs to be addressed. This requires careful consideration of all available information in order to form an accurate picture of what needs to be done. Once the issue has been identified, gathering reliable sources of data can help further your understanding of it. Sources could include interviews with customers or stakeholders, surveys, industry reports, and analysis of customer feedback.

After collecting relevant information from reliable sources, it’s important to analyze and compare the data in order to draw meaningful conclusions about the situation at hand. This helps us better understand our options for addressing an issue by providing context for decision-making. Once you have analyzed the data you collected, making logical connections between different ideas can help you form a more complete picture of the situation and inform your potential solutions.

Once you have analyzed your options for addressing an issue based on all available data points, it’s time to generate a solution or action plan that takes into account considerations such as cost-effectiveness and feasibility. It’s also important to consider the risk factors associated with any proposed solutions in order to ensure that they are responsible before moving forward with implementation. Finally, once all the analysis has been completed, it is time to make a recommendation based on your findings, which should take into account any objectives set out by stakeholders at the beginning of this process as well as any other pertinent factors discovered throughout the analysis stage.

By following these steps carefully when faced with complex issues, one can effectively use critical thinking and problem-solving skills in order to achieve desired outcomes more efficiently than would otherwise be possible without them, while also taking responsibility for decisions made along the way.

What Does Critical Thinking Involve: 5 Essential Skill

Problem-solving and critical thinking examples.

Problem-solving and critical thinking are key skills that are highly valued in any professional setting. These skills enable individuals to analyze complex situations, make informed decisions, and find innovative solutions. Here, we present 25 examples of problem-solving and critical thinking. problem-solving scenarios to help you cultivate and enhance these skills.

Ethical dilemma: A company faces a situation where a client asks for a product that does not meet quality standards. The team must decide how to address the client’s request without compromising the company’s credibility or values.

Brainstorming session: A team needs to come up with new ideas for a marketing campaign targeting a specific demographic. Through an organized brainstorming session, they explore various approaches and analyze their potential impact.

Troubleshooting technical issues : An IT professional receives a ticket indicating a network outage. They analyze the issue, assess potential causes (hardware, software, or connectivity), and solve the problem efficiently.

Negotiation : During contract negotiations, representatives from two companies must find common ground to strike a mutually beneficial agreement, considering the needs and limitations of both parties.

Project management: A project manager identifies potential risks and develops contingency plans to address unforeseen obstacles, ensuring the project stays on track.

Decision-making under pressure: In a high-stakes situation, a medical professional must make a critical decision regarding a patient’s treatment, weighing all available information and considering potential risks.

Conflict resolution: A team encounters conflicts due to differing opinions or approaches. The team leader facilitates a discussion to reach a consensus while considering everyone’s perspectives.

Data analysis: A data scientist is presented with a large dataset and is tasked with extracting valuable insights. They apply analytical techniques to identify trends, correlations, and patterns that can inform decision-making.

Customer service: A customer service representative encounters a challenging customer complaint and must employ active listening and problem-solving skills to address the issue and provide a satisfactory resolution.

Market research : A business seeks to expand into a new market. They conduct thorough market research, analyzing consumer behavior, competitor strategies, and economic factors to make informed market-entry decisions.

Creative problem-solvin g: An engineer faces a design challenge and must think outside the box to come up with a unique and innovative solution that meets project requirements.

Change management: During a company-wide transition, managers must effectively communicate the change, address employees’ concerns, and facilitate a smooth transition process.

Crisis management: When a company faces a public relations crisis, effective critical thinking is necessary to analyze the situation, develop a response strategy, and minimize potential damage to the company’s reputation.

Cost optimization : A financial analyst identifies areas where expenses can be reduced while maintaining operational efficiency, presenting recommendations for cost savings.

Time management : An employee has multiple deadlines to meet. They assess the priority of each task, develop a plan, and allocate time accordingly to achieve optimal productivity.

Quality control: A production manager detects an increase in product defects and investigates the root causes, implementing corrective actions to enhance product quality.

Strategic planning: An executive team engages in strategic planning to define long-term goals, assess market trends, and identify growth opportunities.

Cross-functional collaboration: Multiple teams with different areas of expertise must collaborate to develop a comprehensive solution, combining their knowledge and skills.

Training and development : A manager identifies skill gaps in their team and designs training programs to enhance critical thinking, problem-solving, and decision-making abilities.

Risk assessment : A risk management professional evaluates potential risks associated with a new business venture, weighing their potential impact and developing strategies to mitigate them.

Continuous improvement: An operations manager analyzes existing processes, identifies inefficiencies, and introduces improvements to enhance productivity and customer satisfaction.

Customer needs analysis: A product development team conducts extensive research to understand customer needs and preferences, ensuring that the resulting product meets those requirements.

Crisis decision-making: A team dealing with a crisis must think quickly, assess the situation, and make timely decisions with limited information.

Marketing campaign analysis : A marketing team evaluates the success of a recent campaign, analyzing key performance indicators to understand its impact on sales and customer engagement.

Constructive feedback: A supervisor provides feedback to an employee, highlighting areas for improvement and offering constructive suggestions for growth.

Conflict resolution in a team project: Team members engaged in a project have conflicting ideas on the approach. They must engage in open dialogue, actively listen to each other’s perspectives, and reach a compromise that aligns with the project’s goals.

Crisis response in a natural disaster: Emergency responders must think critically and swiftly in responding to a natural disaster, coordinating rescue efforts, allocating resources effectively, and prioritizing the needs of affected individuals.

Product innovation : A product development team conducts market research, studies consumer trends, and uses critical thinking to create innovative products that address unmet customer needs.

Supply chain optimization: A logistics manager analyzes the supply chain to identify areas for efficiency improvement, such as reducing transportation costs, improving inventory management, or streamlining order fulfillment processes.

Business strategy formulation: A business executive assesses market dynamics, the competitive landscape, and internal capabilities to develop a robust business strategy that ensures sustainable growth and competitiveness.

Crisis communication: In the face of a public relations crisis, an organization’s spokesperson must think critically to develop and deliver a transparent, authentic, and effective communication strategy to rebuild trust and manage reputation.

Social problem-solving: A group of volunteers addresses a specific social issue, such as poverty or homelessness, by critically examining its root causes, collaborating with stakeholders, and implementing sustainable solutions for the affected population.

Problem-Solving Mindset: How to Achieve It (15 Ways)

Risk assessment in investment decision-making: An investment analyst evaluates various investment opportunities, conducting risk assessments based on market trends, financial indicators, and potential regulatory changes to make informed investment recommendations.

Environmental sustainability: An environmental scientist analyzes the impact of industrial processes on the environment, develops strategies to mitigate risks, and promotes sustainable practices within organizations and communities.

Adaptation to technological advancements : In a rapidly evolving technological landscape, professionals need critical thinking skills to adapt to new tools, software, and systems, ensuring they can effectively leverage these advancements to enhance productivity and efficiency.

Productivity improvement: An operations manager leverages critical thinking to identify productivity bottlenecks within a workflow and implement process improvements to optimize resource utilization, minimize waste, and increase overall efficiency.

Cost-benefit analysis: An organization considering a major investment or expansion opportunity conducts a thorough cost-benefit analysis, weighing potential costs against expected benefits to make an informed decision.

Human resources management : HR professionals utilize critical thinking to assess job applicants, identify skill gaps within the organization, and design training and development programs to enhance the workforce’s capabilities.

Root cause analysis: In response to a recurring problem or inefficiency, professionals apply critical thinking to identify the root cause of the issue, develop remedial actions, and prevent future occurrences.

Leadership development: Aspiring leaders undergo critical thinking exercises to enhance their decision-making abilities, develop strategic thinking skills, and foster a culture of innovation within their teams.

Brand positioning : Marketers conduct comprehensive market research and consumer behavior analysis to strategically position a brand, differentiating it from competitors and appealing to target audiences effectively.

Resource allocation: Non-profit organizations distribute limited resources efficiently, critically evaluating project proposals, considering social impact, and allocating resources to initiatives that align with their mission.

Innovating in a mature market: A company operating in a mature market seeks to innovate to maintain a competitive edge. They cultivate critical thinking skills to identify gaps, anticipate changing customer needs, and develop new strategies, products, or services accordingly.

Analyzing financial statements : Financial analysts critically assess financial statements, analyze key performance indicators, and derive insights to support financial decision-making, such as investment evaluations or budget planning.

Crisis intervention : Mental health professionals employ critical thinking and problem-solving to assess crises faced by individuals or communities, develop intervention plans, and provide support during challenging times.

Data privacy and cybersecurity : IT professionals critically evaluate existing cybersecurity measures, identify vulnerabilities, and develop strategies to protect sensitive data from threats, ensuring compliance with privacy regulations.

Process improvement : Professionals in manufacturing or service industries critically evaluate existing processes, identify inefficiencies, and implement improvements to optimize efficiency, quality, and customer satisfaction.

Multi-channel marketing strategy : Marketers employ critical thinking to design and execute effective marketing campaigns across various channels such as social media, web, print, and television, ensuring a cohesive brand experience for customers.

Peer review: Researchers critically analyze and review the work of their peers, providing constructive feedback and ensuring the accuracy, validity, and reliability of scientific studies.

Project coordination : A project manager must coordinate multiple teams and resources to ensure seamless collaboration, identify potential bottlenecks, and find solutions to keep the project on schedule.  

These examples highlight the various contexts in which problem-solving and critical-thinking skills are necessary for success. By understanding and practicing these skills, individuals can enhance their ability to navigate challenges and make sound decisions in both personal and professional endeavors.

Conclusion:

Critical thinking and problem-solving are indispensable skills that empower individuals to overcome challenges, make sound decisions, and find innovative solutions. By honing these skills, one can navigate through the complexities of modern life and achieve success in both personal and professional endeavors. Embrace the power of critical thinking and problem-solving, and unlock the door to endless possibilities and growth.

• Problem solving From Wikipedia, the free encyclopedia
• Critical thinking From Wikipedia, the free encyclopedia
• The Importance of Critical Thinking and Problem Solving Skills for Students (5 Minutes)

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Center for Teaching

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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• Problem Solving in STEM

Solving problems is a key component of many science, math, and engineering classes.  If a goal of a class is for students to emerge with the ability to solve new kinds of problems or to use new problem-solving techniques, then students need numerous opportunities to develop the skills necessary to approach and answer different types of problems.  Problem solving during section or class allows students to develop their confidence in these skills under your guidance, better preparing them to succeed on their homework and exams. This page offers advice about strategies for facilitating problem solving during class.

How do I decide which problems to cover in section or class?

In-class problem solving should reinforce the major concepts from the class and provide the opportunity for theoretical concepts to become more concrete. If students have a problem set for homework, then in-class problem solving should prepare students for the types of problems that they will see on their homework. You may wish to include some simpler problems both in the interest of time and to help students gain confidence, but it is ideal if the complexity of at least some of the in-class problems mirrors the level of difficulty of the homework. You may also want to ask your students ahead of time which skills or concepts they find confusing, and include some problems that are directly targeted to their concerns.

You have given your students a problem to solve in class. What are some strategies to work through it?

• Try to give your students a chance to grapple with the problems as much as possible.  Offering them the chance to do the problem themselves allows them to learn from their mistakes in the presence of your expertise as their teacher. (If time is limited, they may not be able to get all the way through multi-step problems, in which case it can help to prioritize giving them a chance to tackle the most challenging steps.)
• When you do want to teach by solving the problem yourself at the board, talk through the logic of how you choose to apply certain approaches to solve certain problems.  This way you can externalize the type of thinking you hope your students internalize when they solve similar problems themselves.
• Start by setting up the problem on the board (e.g you might write down key variables and equations; draw a figure illustrating the question).  Ask students to start solving the problem, either independently or in small groups.  As they are working on the problem, walk around to hear what they are saying and see what they are writing down. If several students seem stuck, it might be a good to collect the whole class again to clarify any confusion.  After students have made progress, bring the everyone back together and have students guide you as to what to write on the board.
• It can help to first ask students to work on the problem by themselves for a minute, and then get into small groups to work on the problem collaboratively.
• If you have ample board space, have students work in small groups at the board while solving the problem.  That way you can monitor their progress by standing back and watching what they put up on the board.
• If you have several problems you would like to have the students practice, but not enough time for everyone to do all of them, you can assign different groups of students to work on different – but related - problems.

When do you want students to work in groups to solve problems?

• Don’t ask students to work in groups for straightforward problems that most students could solve independently in a short amount of time.
• Do have students work in groups for thought-provoking problems, where students will benefit from meaningful collaboration.
• Even in cases where you plan to have students work in groups, it can be useful to give students some time to work on their own before collaborating with others.  This ensures that every student engages with the problem and is ready to contribute to a discussion.

What are some benefits of having students work in groups?

• Students bring different strengths, different knowledge, and different ideas for how to solve a problem; collaboration can help students work through problems that are more challenging than they might be able to tackle on their own.
• In working in a group, students might consider multiple ways to approach a problem, thus enriching their repertoire of strategies.
• Students who think they understand the material will gain a deeper understanding by explaining concepts to their peers.

What are some strategies for helping students to form groups?  

• Instruct students to work with the person (or people) sitting next to them.
• Count off.  (e.g. 1, 2, 3, 4; all the 1’s find each other and form a group, etc)
• Hand out playing cards; students need to find the person with the same number card. (There are many variants to this.  For example, you can print pictures of images that go together [rain and umbrella]; each person gets a card and needs to find their partner[s].)
• Based on what you know about the students, assign groups in advance. List the groups on the board.
• Note: Always have students take the time to introduce themselves to each other in a new group.

What should you do while your students are working on problems?

• Walk around and talk to students. Observing their work gives you a sense of what people understand and what they are struggling with. Answer students’ questions, and ask them questions that lead in a productive direction if they are stuck.
• If you discover that many people have the same question—or that someone has a misunderstanding that others might have—you might stop everyone and discuss a key idea with the entire class.

After students work on a problem during class, what are strategies to have them share their answers and their thinking?

• Ask for volunteers to share answers. Depending on the nature of the problem, student might provide answers verbally or by writing on the board. As a variant, for questions where a variety of answers are relevant, ask for at least three volunteers before anyone shares their ideas.
• Use online polling software for students to respond to a multiple-choice question anonymously.
• If students are working in groups, assign reporters ahead of time. For example, the person with the next birthday could be responsible for sharing their group’s work with the class.
• Cold call. To reduce student anxiety about cold calling, it can help to identify students who seem to have the correct answer as you were walking around the class and checking in on their progress solving the assigned problem. You may even want to warn the student ahead of time: "This is a great answer! Do you mind if I call on you when we come back together as a class?"
• Have students write an answer on a notecard that they turn in to you.  If your goal is to understand whether students in general solved a problem correctly, the notecards could be submitted anonymously; if you wish to assess individual students’ work, you would want to ask students to put their names on their notecard.  
• Use a jigsaw strategy, where you rearrange groups such that each new group is comprised of people who came from different initial groups and had solved different problems.  Students now are responsible for teaching the other students in their new group how to solve their problem.
• Have a representative from each group explain their problem to the class.
• Have a representative from each group draw or write the answer on the board.

What happens if a student gives a wrong answer?

• Ask for their reasoning so that you can understand where they went wrong.
• Ask if anyone else has other ideas. You can also ask this sometimes when an answer is right.
• Cultivate an environment where it’s okay to be wrong. Emphasize that you are all learning together, and that you learn through making mistakes.
• Do make sure that you clarify what the correct answer is before moving on.
• Once the correct answer is given, go through some answer-checking techniques that can distinguish between correct and incorrect answers. This can help prepare students to verify their future work.

How can you make your classroom inclusive?

• The goal is that everyone is thinking, talking, and sharing their ideas, and that everyone feels valued and respected. Use a variety of teaching strategies (independent work and group work; allow students to talk to each other before they talk to the class). Create an environment where it is normal to struggle and make mistakes.
• See Kimberly Tanner’s article on strategies to promoste student engagement and cultivate classroom equity. 

A few final notes…

• Make sure that you have worked all of the problems and also thought about alternative approaches to solving them.
• Board work matters. You should have a plan beforehand of what you will write on the board, where, when, what needs to be added, and what can be erased when. If students are going to write their answers on the board, you need to also have a plan for making sure that everyone gets to the correct answer. Students will copy what is on the board and use it as their notes for later study, so correct and logical information must be written there.

For more information...

Tipsheet: Problem Solving in STEM Sections

Tanner, K. D. (2013). Structure matters: twenty-one teaching strategies to promote student engagement and cultivate classroom equity . CBE-Life Sciences Education, 12(3), 322-331.

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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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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.

You may also like to read

• Classroom Activities for Introverted Students
• Activities for Teaching Tolerance in the Classroom
• 5 Problem-Solving Activities for Elementary Classrooms
• 10 Ways to Motivate Students Outside the Classroom
• Motivating Introverted Students to Excel in the Classroom
• How to Engage Gifted and Talented Students in the Classroom

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Tagged as: Assessment Tools ,  Engaging Activities

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New Designs for School 5 Steps to Teaching Students a Problem-Solving Routine

Jeff Heyck-Williams (He, His, Him) Director of the Two Rivers Learning Institute in Washington, DC

We’ve all had the experience of truly purposeful, authentic learning and know how valuable it is. Educators are taking the best of what we know about learning, student support, effective instruction, and interpersonal skill-building to completely reimagine schools so that students experience that kind of purposeful learning all day, every day.

Students can use the 5 steps in this simple routine to solve problems across the curriculum and throughout their lives.

When I visited a fifth-grade class recently, the students were tackling the following problem:

If there are nine people in a room and every person shakes hands exactly once with each of the other people, how many handshakes will there be? How can you prove your answer is correct using a model or numerical explanation?

There were students on the rug modeling people with Unifix cubes. There were kids at one table vigorously shaking each other’s hand. There were kids at another table writing out a diagram with numbers. At yet another table, students were working on creating a numeric expression. What was common across this class was that all of the students were productively grappling around the problem.

On a different day, I was out at recess with a group of kindergarteners who got into an argument over a vigorous game of tag. Several kids were arguing about who should be “it.” Many of them insisted that they hadn’t been tagged. They all agreed that they had a problem. With the assistance of the teacher they walked through a process of identifying what they knew about the problem and how best to solve it. They grappled with this very real problem to come to a solution that all could agree upon.

Then just last week, I had the pleasure of watching a culminating showcase of learning for our 8th graders. They presented to their families about their project exploring the role that genetics plays in our society. Tackling the problem of how we should or should not regulate gene research and editing in the human population, students explored both the history and scientific concerns about genetics and the ethics of gene editing. Each student developed arguments about how we as a country should proceed in the burgeoning field of human genetics which they took to Capitol Hill to share with legislators. Through the process students read complex text to build their knowledge, identified the underlying issues and questions, and developed unique solutions to this very real problem.

Problem-solving is at the heart of each of these scenarios, and an essential set of skills our students need to develop. They need the abilities to think critically and solve challenging problems without a roadmap to solutions. At Two Rivers Public Charter School in Washington, D.C., we have found that one of the most powerful ways to build these skills in students is through the use of a common set of steps for problem-solving. These steps, when used regularly, become a flexible cognitive routine for students to apply to problems across the curriculum and their lives.

The Problem-Solving Routine

At Two Rivers, we use a fairly simple routine for problem solving that has five basic steps. The power of this structure is that it becomes a routine that students are able to use regularly across multiple contexts. The first three steps are implemented before problem-solving. Students use one step during problem-solving. Finally, they finish with a reflective step after problem-solving.

Problem Solving from Two Rivers Public Charter School

Before Problem-Solving: The KWI

The three steps before problem solving: we call them the K-W-I.

The “K” stands for “know” and requires students to identify what they already know about a problem. The goal in this step of the routine is two-fold. First, the student needs to analyze the problem and identify what is happening within the context of the problem. For example, in the math problem above students identify that they know there are nine people and each person must shake hands with each other person. Second, the student needs to activate their background knowledge about that context or other similar problems. In the case of the handshake problem, students may recognize that this seems like a situation in which they will need to add or multiply.

The “W” stands for “what” a student needs to find out to solve the problem. At this point in the routine the student always must identify the core question that is being asked in a problem or task. However, it may also include other questions that help a student access and understand a problem more deeply. For example, in addition to identifying that they need to determine how many handshakes in the math problem, students may also identify that they need to determine how many handshakes each individual person has or how to organize their work to make sure that they count the handshakes correctly.

The “I” stands for “ideas” and refers to ideas that a student brings to the table to solve a problem effectively. In this portion of the routine, students list the strategies that they will use to solve a problem. In the example from the math class, this step involved all of the different ways that students tackled the problem from Unifix cubes to creating mathematical expressions.

This KWI routine before problem solving sets students up to actively engage in solving problems by ensuring they understand the problem and have some ideas about where to start in solving the problem. Two remaining steps are equally important during and after problem solving.

The power of teaching students to use this routine is that they develop a habit of mind to analyze and tackle problems wherever they find them.

During Problem-Solving: The Metacognitive Moment

The step that occurs during problem solving is a metacognitive moment. We ask students to deliberately pause in their problem-solving and answer the following questions: “Is the path I’m on to solve the problem working?” and “What might I do to either stay on a productive path or readjust my approach to get on a productive path?” At this point in the process, students may hear from other students that have had a breakthrough or they may go back to their KWI to determine if they need to reconsider what they know about the problem. By naming explicitly to students that part of problem-solving is monitoring our thinking and process, we help them become more thoughtful problem solvers.

After Problem-Solving: Evaluating Solutions

As a final step, after students solve the problem, they evaluate both their solutions and the process that they used to arrive at those solutions. They look back to determine if their solution accurately solved the problem, and when time permits they also consider if their path to a solution was efficient and how it compares to other students’ solutions.

The power of teaching students to use this routine is that they develop a habit of mind to analyze and tackle problems wherever they find them. This empowers students to be the problem solvers that we know they can become.

Jeff Heyck-Williams (He, His, Him)

Director of the two rivers learning institute.

Jeff Heyck-Williams is the director of the Two Rivers Learning Institute and a founder of Two Rivers Public Charter School. He has led work around creating school-wide cultures of mathematics, developing assessments of critical thinking and problem-solving, and supporting project-based learning.

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Engaging Problem-Solving Activities That Spark Student Interest

In today’s educational landscape, fostering critical thinking and problem-solving skills is paramount. As educators, we aim to cultivate a generation of students who excel not only academically but also in navigating real-world challenges with creativity and confidence. In this article, we’ll explore a range of engaging problem-solving activities crafted to captivate students’ interest and promote active learning across various subjects. From STEM design challenges to literature-based dilemmas, these hands-on activities are meticulously tailored to inspire curiosity, collaboration, and critical thinking in the classroom .

1. Escape Room Challenge: The Lost Treasure

Follow the steps below to implement this activity in the class:

• Introduce the escape room challenge and set the scene with a captivating treasure hunt theme.
• Transform the classroom into an immersive escape room environment with hidden clues and puzzles.
• Divide students into teams and provide instructions for the challenge, emphasizing teamwork and problem-solving skills.
• Allow teams to explore the room and uncover hidden clues and puzzles.
• Encourage observation and collaboration as teams work together to solve challenges.
• Present teams with a variety of puzzles and obstacles to overcome.
• Challenge them to solve each puzzle to progress through the adventure.
• Set a time limit for the challenge to create urgency and excitement.
• Encourage teams to work efficiently to unlock the secrets of the treasure before time runs out.
• Foster effective communication and teamwork among team members.
• Emphasize the importance of listening and leveraging each other’s strengths.
• Throughout the challenge, students will develop critical thinking, communication, and problem-solving skills.
• Encourage reflection on their strategies and teamwork dynamics.
• Celebrate each team’s success upon completing the challenge.
• Facilitate a debrief session for students to share insights and reflect on their experiences.

With this guide, you can create an engaging escape room challenge that promotes teamwork, critical thinking, and problem-solving skills in a fun and immersive learning environment.

2. STEM Design Challenge: Build a Bridge

Here is the step by step breakdown of this activity:

• Present the STEM design challenge to students, explaining that they will be tasked with building a bridge using simple materials.
• Supply students with materials such as popsicle sticks, straws, tape, string, and basic construction tools.
• Encourage students to inspect the materials and plan their bridge designs accordingly.
• Prompt students to brainstorm ideas and sketch their bridge designs before starting construction.
• Encourage them to consider factors like structural stability, weight distribution, and material durability.
• Instruct students to begin building their bridges based on their designs.
• Remind them to apply principles of engineering and physics as they construct their bridges.
• As students build their bridges, they’ll encounter challenges and obstacles.
• Encourage them to apply problem-solving strategies and make adjustments to their designs as needed.
• Throughout the construction process, facilitate discussions among students.
• Encourage them to reflect on their design choices and problem-solving approaches.
• Provide opportunities for students to test their bridges using various weight loads or simulated environmental conditions.
• Encourage them to observe how their bridges perform and make further adjustments if necessary.

8. Bridge-Building Showcase:

• Conclude the challenge with a bridge-building showcase where students present their creations to their peers.
• Encourage students to discuss their design process, challenges faced, and lessons learned.

9. Celebrate Achievements:

• Celebrate students’ achievements and highlight the importance of their creativity and engineering prowess.
• Encourage a spirit of inquiry and innovation as students showcase their bridge designs.

10. Reflect and Conclude:

• Conclude the STEM design challenge with a reflection session.
• Prompt students to reflect on their experiences and discuss the skills they’ve developed throughout the challenge.

By following these step-by-step instructions, students will engage in a hands-on STEM design challenge that fosters critical thinking, creativity, collaboration , and resilience while deepening their understanding of engineering and physics principles.

3. Mystery Box Inquiry: What’s Inside?

Follow these steps to carry out this activity in the class:

• Introduction and Setup: Introduce the Mystery Box Inquiry activity and set up a closed mystery box in the classroom.
• Group Formation and Instructions: Divide students into small groups and provide instructions emphasizing teamwork and critical thinking.
• Engage the Senses: Encourage students to gather around the mystery box and use their senses (touch, smell, hearing) to gather clues about its contents.
• Making Observations: Instruct students to carefully observe the exterior of the mystery box and record their observations.
• Formulating Hypotheses: Prompt students to formulate hypotheses about what might be inside the mystery box based on their observations.
• Testing Hypotheses: Invite students to test their hypotheses by proposing various scenarios and explanations.
• Refining Problem-Solving Strategies: Encourage students to refine their problem-solving strategies based on new information and insights.
• Group Discussion and Conclusion: Gather the groups for a discussion, allowing students to share their observations, hypotheses, and insights. Conclude by revealing the contents of the mystery box and discussing the problem-solving process.
• Reflection and Extension: Provide students with an opportunity to reflect on their experience and optionally extend the activity by challenging them to design their own mystery box inquiries.

By following these steps, you can facilitate an engaging Mystery Box Inquiry activity that prompts students to make astute observations, test hypotheses, and refine their problem-solving strategies effectively.

4. Real-World Problem Simulation: Environmental Crisis

• Introduce the environmental crisis scenario.
• Explain its significance and real-world implications.
• Divide students into teams with varied skill sets.
• Assign roles like researcher, negotiator, presenter.
• Task teams with researching causes, impacts, and solutions.
• Provide access to relevant resources.
• Encourage teams to negotiate with stakeholders.
• Prompt the development of comprehensive strategies.
• Organize a debate or town hall-style discussion.
• Facilitate analysis of proposed solutions.
• Allow teams to implement proposed solutions.
• Monitor progress and outcomes.
• Conclude with a group reflection session.
• Discuss lessons learned and the importance of problem-solving skills.

This is one of the problem solving activities that can create a simulated environmental crisis scenario, fostering collaboration, critical thinking, and problem-solving skills in students.

5. Mathematical Escape Puzzle: Crack the Code

• Introduce the escape puzzle, explaining the goal of unlocking a hidden code through math equations and logic puzzles.
• Set up materials in the classroom.
• Explain students’ task: solving math equations and logic puzzles to unlock the code.
• Provide puzzle materials to teams or individuals.
• Instruct on effective use.
• Prompt students to solve provided math equations and logic puzzles.
• Encourage collaboration and problem-solving among students.
• Offer guidance as needed.
• Monitor student progress and provide assistance when required.
• Celebrate successful completion of puzzles.
• Guide students through unlocking the hidden code.
• Conclude with a reflective discussion on math concepts and problem-solving skills applied.

By following these steps, you can engage students in a challenging Mathematical Escape Puzzle that reinforces math skills and promotes problem-solving abilities.

6. Literature-Based Problem Solving Activity: Character Dilemmas

• Choose literature pieces with rich character development and moral dilemmas that are suitable for your students’ age and maturity level.
• Present the Literature-Based Problem Solving activity to students, explaining that they will engage in thought-provoking analysis and ethical reflection inspired by characters in literature.
• Assign readings or excerpts from the selected literature to students.
• Instruct students to analyze the characters’ motivations, actions, and the ethical dilemmas they face.
• Encourage students to prepare for discussions by taking notes on key points, character motivations, and possible solutions to the dilemmas.
• Host lively discussions where students explore the moral dilemmas presented in the literature.
• Encourage students to express their thoughts, opinions, and interpretations while respecting diverse perspectives.
• Organize persuasive debates where students defend their viewpoints and propose solutions to the character dilemmas.
• Encourage students to use evidence from the literature to support their arguments.
• Prompt students to apply problem-solving skills to analyze the consequences of different decisions and actions within the literature.
• Encourage critical thinking as students navigate complex ethical situations.
• Guide students in applying the lessons learned from literature to real-world scenarios.
• Encourage reflection on how the problem-solving skills and ethical considerations explored in the activity can be applied in their own lives.
• Conclude the Literature-Based Problem Solving activity by summarizing key insights and takeaways from the discussions and debates.
• Encourage students to reflect on how their understanding of moral dilemmas and problem-solving skills has evolved through the activity.

It is one of the problem solving activities through which students will engage in thought-provoking analysis, ethical reflection, and problem-solving inspired by characters in literature, fostering critical thinking and ethical decision-making skills in a meaningful and engaging way.

Engaging problem solving activities are the cornerstone of active learning, fostering essential skills for success in today’s dynamic world. By seamlessly integrating these hands-on experiences into the classroom, educators inspire curiosity, collaboration, and critical thinking in their students. Whether through STEM design challenges, literature-based dilemmas, or coding adventures, these activities empower students to become adept problem solvers, equipped to navigate the challenges of tomorrow with confidence and ingenuity. Embrace the transformative potential of engaging problem-solving activities to unleash the full spectrum of educational possibilities and prepare students for a future brimming with possibilities.

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18 Problem-Based Learning Examples

Problem-based learning (PBL) is a student-centered teaching method where students are given the opportunity to solve open-ended real-world problems. The teacher provides limited guidance and is usually referred to as a “facilitator”.

The burden of responsibility for the majority of the work rests squarely on the shoulders of the students.

Problem-Based Learning Examples

• Broad problem posing: A teacher writes the question on the board: “Are organic fertilizers better than commercial fertilizers?” The question is purposively broad and requires student teams to clarify the question before even beginning to address it.
• Solving problems through inquiry: Problem-based learning has strong overlaps with inquiry based learning, where the teacher presents a problem and the students must develop a study to inquire about answers.
• Divergent thinking problems: Students in the first grade have to create a way to communicate with another group without speaking if both are lost in a forest.
• Product development: The professor of a Design course has student teams create product packaging that complies with rigorous environmental standards.
• Real-life problem solving: Students in second grade are given the task of studying the causes of potholes and creating ways to fill them.  
• Role playing a problem: IT majors play the role of government compliance officers and evaluate various social media apps regarding free-speech and privacy regulations.
• Solving real-life mathematical problems: Fourth graders use math to estimate crop yields of a hypothetical farm and then represent the results graphically.
• Multidisciplinary problem solving: Business majors work with students in a nutrition course to create a pizzeria franchise.
• Authentic learning scenarios: Medical students are given a clinical scenario that includes the patient’s chart, X-rays and results of various tests. They work in groups to diagnosis the patient’s disease and design a treatment program.
• Solving hypothetical problems: Anthropology students create a public holiday for an underserved class or people in a foreign country.
• Solving social problems: Students in a Civil Engineering course have to design housing for the poor in an isolated region using only local materials.
• Escape rooms: The popular trend of escape rooms can be seen as a form of problem-based learning. Learners must solve the problem of ‘how to escape’.
• Solving a riddle: The teacher presents students with a riddle, which they must work together to solve. This may require the application of curriculum-based outcomes like using certain math equations.
• Situated learning: Students work on problems in the workplace or ‘real life’ rather than in the classroom, helping them to see how the theory gets applied in a real world context.
• Turning exams into challenges: Instead of using paper-based exams, the teacher poses a challenge and the students need to present a report on the solution to the challenge.
• Creating an app: Students in a university programming class don’t just demonstrate their knowledge of programming; they have to create an app that solves a real-life problem.
• Developing an environmental regeneration plan: Students identify problems with the current ecosystem and then create a plan to solve the problem. Next, they can actually put the plan into action and report on results.
• Working on a social problem: Students are presented with a social problem that can be solved through policy. Students must come up with a social policy that maximizes benefits while also working through potential side-effects and collateral of an intervention.

Benefits of Problem Based Learning

There are numerous benefits of PBL for students. According to Nilson (2010), PBL promotes:

• development of critical thinking skills
• problem-solving abilities
• communication skills
• how to handle project management demands
• oral and written communication
• researching and information literacy
• self-awareness
• understanding of group dynamics
• leadership and teamwork
• self-directed learning

Case Studies

1. invasive species.

Students in environmental studies are given a problem-based assignment on an invasive species. The teacher provides a little early support as possible, simply instructing each group to identify the species and develop an action plan to mitigate its impact.

The students form work teams and conduct a brainstorming session on which invasive species exist in a nearby habitat. Then they examine the impact of the species in great detail, identifying the origin of the species, how it effects other plant and wildlife, human activities connected to the problem, and trajectories of consequences in the future.

Once that thorough analysis has occurred, students then begin exploring possible solutions. They have to construct a detailed plan of action and carefully consider the short and long-term effects of each step.

The plan should include government policy, educational programs, and scientific research programs that should be put in place to monitor their plan’s results.

2. Collaborative PBL: Home for the Handicapped

Real-world problems often require an interdisciplinary approach. That means professionals from different backgrounds and perspectives have to collaborate, which is sometimes easier said than done.

In this project, architecture and product design students have to work together to design a house suitable for the handicapped. This means that the floorplan must be easily navigated and that furniture and appliances have to be modified.

The project can be as demanding as the instructors require, from simply making the plans on paper, to actually constructing mock-ups of products and having them tested by affected individuals.

3. Cybersecurity

Issues related to cybersecurity as a result of globalization and technological dependence continue to escalate. Therefore, in addition to teaching future programmers about how to write gaming code, students also need to develop expertise in more serious issues.

Cybersecurity presents an opportunity for students to work in teams on a real-world issue that can have serious consequences. Students are assigned to develop a protocol to protect a nuclear reactor or financial depository.

The programs they design have to be able to handle a variety of potential threats, both internal and external. To make the assignment more realistic, the instructor will activate several programs designed to attack the organization the students are supposed to protect.

Not only do the students need to create programs that defend the organization, but they also must devise protocols to activate in case of a successful breach.

4. Design a Board Game

Students are eager to express their creativity and enjoy working independent of a lot of rules and restrictions. These characteristics are well-suited for PBL activities and result in greater student engagement and deep learning.

Recognizing these features of PBL has led to one teacher giving the students the task of designing their own board game. The facilitator/teacher leaves everything up to the students, and only supplies a set of dice.

The students then hold a class-wide brainstorming session on possible game themes. Once a list is generated, they divide up into teams based on common interests. The facilitator distributes the dice to each group and then steps aside.

The students then get to work on formulating the rules of the game and working out the process of how to play. Eventually they get to the point of being ready to construct a game prototype.

At the end, each team gets to play each other’s games and then engage in a reflection activity. Reflection can involve a worksheet or class discussion, as students consider their performance in the task and key learning outcomes they may have experienced.

5. Increasing Voter Registration

Voter turnout has been low in the U.S. for quite some time. For a democracy, this is not only a problem of people’s voices not being heard, but it can reflect feelings of disappointment in the political process as well.

To address these issues, students in a political science course must work together to understand the issues impacting low voter turnout and devise an action plan to address those factors.

The students start by researching the causal factors through a variety of methods. They might read the relevant literature on the subject, and/or conduct interviews and surveys involving non-voters.

By thoroughly understanding the issues, they can then formulate a plan to encourage voter turnout. That plan is completely up to them. It is important that the facilitator/course instructor provide as little intervention or assistance as possible.

Problem-based learning is a great way for students to learn. Instead of reading a textbook, writing term papers, or listening to hours of lectures, student take an active role in the learning process.

It starts with the instructor, referred to as a facilitator, simply presenting an open-ended problem in a real-world scenario. The students are then given an opportunity to work collaboratively to examine the problem and develop a solution.

Students benefit from this type of learning activity in numerous ways. They learn how to work with others, gain experience and insights into leadership and group dynamics, and develop critical thinking and problem-solving skills.

But perhaps the most significant benefit, is that students become more engaged and enthusiastic about the learning process.

Ali, S. S. (2019). Problem based learning: A student-centered approach. English language teaching , 12(5), 73-78.

Duch, B. J., Groh, S. E, & Allen, D. E. (Eds.). (2001). The power of problem-based learning . Sterling, VA: Stylus.

Hmelo-Silver, C.E., Eberbach, C. (2012). Learning theories and problem-based learning. In: Bridges, S., McGrath, C., Whitehill, T. (Eds.), Problem-based learning in clinical education (pp. 3-17). Innovation and Change in Professional Education, vol 8. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-2515-7_1

Malmia, W., et al. (2019). Problem-based learning as an effort to improve student learning outcomes. Int. J. Sci. Technol. Res, 8 (9), 1140-1143.

Moust, J., Bouhuijs, P., & Schmidt, H. (2021). Introduction to problem-based learning: A guide for students. London: Routledge.

Nilson, L. B. (2010).  Teaching at its best: A research-based resource for college instructors  (2nd ed.).  San Francisco, CA: Jossey-Bass. 

Wirkala, C., & Kuhn, D. (2011). Problem-based learning in K–12 education: Is it effective and how does it achieve its effects? American Educational Research Journal, 48 (5), 1157–1186. https://doi.org/10.3102/0002831211419491

Dave Cornell (PhD)

Dr. Cornell has worked in education for more than 20 years. His work has involved designing teacher certification for Trinity College in London and in-service training for state governments in the United States. He has trained kindergarten teachers in 8 countries and helped businessmen and women open baby centers and kindergartens in 3 countries.

• Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ 25 Positive Punishment Examples
• Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ 25 Dissociation Examples (Psychology)
• Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ 15 Zone of Proximal Development Examples
• Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ Perception Checking: 15 Examples and Definition

Chris Drew (PhD)

This article was peer-reviewed and edited by Chris Drew (PhD). The review process on Helpful Professor involves having a PhD level expert fact check, edit, and contribute to articles. Reviewers ensure all content reflects expert academic consensus and is backed up with reference to academic studies. Dr. Drew has published over 20 academic articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education and holds a PhD in Education from ACU.

• Chris Drew (PhD) #molongui-disabled-link 25 Positive Punishment Examples
• Chris Drew (PhD) #molongui-disabled-link 25 Dissociation Examples (Psychology)
• Chris Drew (PhD) #molongui-disabled-link 15 Zone of Proximal Development Examples
• Chris Drew (PhD) #molongui-disabled-link Perception Checking: 15 Examples and Definition

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10 Problem-Solving Scenarios for High School Students

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 or communicating your personal boundaries to relatives, problem-solving skills are one of the important skills you need to acquire throughout the journey of life.

Do you think these skills are in-built with other high school students? Certainly not.

It takes innovative learning methodologies just like problem-solving scenarios that help you immerse in the subject matter with precision. With problem-solving scenarios, you come across a range of problems that help you build critical thinking skills, logical reasoning, and analytical techniques.

The article will take you through scenarios that are a combination of various problems that need to be addressed strategically and carefully. As you read ahead, make sure to brainstorm solutions and choose the best one that fits the scenario. 

Helpful scenarios to build a problem-solving attitude in high schoolers

Learning through scenarios helps students look at situations from a completely analytical perspective. Problem-solving scenarios offer a combination of various situations that test the thinking skills and growth mindset of high school students. The below-mentioned scenarios are perfect for implementing problem-solving skills simply by allowing open discussions and contributions by students.

1. Uninvited Guests

You have arranged a party at your home after successfully winning the competition at the Science Fair. You invite everyone involved in the project however, one of your friends brings his cousin’s brother along. However, you have limited soft drink cans considering the number of invited people. How would you manage this situation without making anyone feel left out?

2. Communication Issues

A new teacher has joined the high school to teach about environmental conservation. She often involves students in different agriculture activities and workshops. However, one of your friends, John, is not able to understand the subject matter. He is unable to communicate his doubts to the teachers. How would you motivate him to talk to the teacher without the fear of judgment?

3. Friendship or Personal Choice?

The history teacher announced an exciting assignment opportunity that helps you explore ancient civilizations. You and your friend are pretty interested in doing the project as a team. One of your other friends, Jason, wants to join the team with limited knowledge and interest in the topic. Would you respect the friendship or deny him so you can score better on the assignment?

4. Peer Pressure 

It is common for high schoolers to follow what their friends do. However, lately, your friends have discovered different ways of showing off their skills. While they do all the fun things, there are certain activities you are not interested in doing. It often puts you in trouble whether to go with friends or take a stand for what is right. Would you take the help of peer mentoring activities in school or try to initiate a direct conversation with them?

5. Team Building 

Mr. Jason, the science teacher, assigns different projects and forms teams with random classmates. There are 7 people in each team who need to work towards project completion. As the group starts working, you notice that some members do not contribute at all. How will you ensure that everyone participates and coordinates with the team members?

6. Conflict Resolution 

The drama club and the English club are famous clubs in the school. Both clubs organize various events for the students. This time, both clubs have a tiff because of the event venue. Both clubs need the same auditorium for the venue on the same date. How would you mediate to solve the issue and even make sure that club members are on good terms with each other? 

7. Stress Management 

Your school often conducts different activities or asks students stress survey questions to ensure their happiness and well-being. However, one of your friends always misses them. He gets frustrated and seems stressed throughout the day. What would you do to ensure that your friend gets his issue acknowledged by teachers?

8. Time Management 

Your friend is always enthusiastic about new competitions in high school. He is running here and there to enroll and get certificates. In this case, he often misses important lectures and activities in class. Moreover, his parents complain that he misses swimming class too. How would you explain to him the importance of prioritizing and setting goals to solve this issue?

9. Educational Resources 

You and your friends are avid readers and often take advice from books. While most must-read books for bibliophiles are read by you, it is important to now look for other books. However, you witness that the school library lacks other important books on philosophy and the non-fiction category. How would you escalate this issue to the higher authorities by addressing the needs of students?

10. Financial Planning

Finance is an important factor and that is why your parents help you plan your pocket money and budgeting. Off lately, they have stopped doing so considering that you can manage on your own. However, after a few months, you have started spending more on games and high-end school supplies. You realize that your spending habits are leading to loss of money and reduced savings. How shall you overcome this situation?

Wrapping Up 

Involving students in different learning practices and innovative ways inspires them to think out of the box and make use of imagination skills. With the usage of different problem-solving scenarios, high school students get an opportunity to delve into realistic examples and consequences of different incidents.

Such scenarios offer an excellent way to promote understanding, critical thinking skills and enhance creativity. Ensure to use different activities and games for creating a comprehensive learning environment.

Sananda Bhattacharya, Chief Editor of TheHighSchooler, is dedicated to enhancing operations and growth. With degrees in Literature and Asian Studies from Presidency University, Kolkata, she leverages her educational and innovative background to shape TheHighSchooler into a pivotal resource hub. Providing valuable insights, practical activities, and guidance on school life, graduation, scholarships, and more, Sananda’s leadership enriches the journey of high school students.

Explore a plethora of invaluable resources and insights tailored for high schoolers at TheHighSchooler, under the guidance of Sananda Bhattacharya’s expertise. You can follow her on Linkedin

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30 Problem Solving Scenarios for Speech Therapy Practice

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Problem solving scenarios.

• Your friends came over to your house for a movie night. One of your friends brought another friend so there are more people than you planned for. You want to pass out the drinks but you only have five cans of soda and you need 6 for everyone to have one. What could you do?
• After basketball practice you go back to the locker room with your team to shower and change. When you are done dressing, you can't find your shoes. What could you do?
• You have been waiting all day for lunch to come because you are starving. Finally class gets over and you get to go to lunch. Except when you go to get to your lunch, it's not there. You probably left it at home. What could you do?
• There is a guy in your class who is always mean to you. He always bumps you when he walks by and he calls you names. He knocks stuff out of your hands and makes you feel stupid. You don't think you can take it anymore. What could you do?
• You really want to invite this new girl/guy to come to your birthday party, but you have never talked to them before. You are worried they will say no. What could you do?
• You rode the bus to school today and on the way in people are pointing and laughing at you. You go in the bathroom and see that you have pink gum all over the back of your pants. What could you do?
• You wake up and see that your alarm never went off. So you are starting your morning 15 minutes later than you planned. It is a really important day at school and you cannot be late. What could you do?
• You are giving a group presentation in front of class and it's your turn to talk. All of the sudden you sneeze. You cover it with your hand, but now your hand is full of stuff you sneezed out. What could you do?
• You are eating dinner at a fancy restaurant with your parents and their friends. You have a really messy dinner and accidentally flip a noodle into the lady's lap. They are busy talking and don't notice it. What could you do?
• You are taking a test and there is no talking allowed. You are writing your answers on the paper and your pencil breaks. What could you do?
• You are taking a test and the guy behind you asks you for help. He wants to know what you put for question number two. What could you do?
• You are at a birthday party and you have waited in line for a long time for your turn to hit the pinata. It is finally going to be your turn and it looks like the next hit will break the pinata. But you suddenly have to go to the bathroom. What could you do?
• You are hanging outside with your friend and she decides to pick your neighbor's flowers. She gives you the pretty handful of flowers and right then your neighbor opens the door. She asks you why you picked her flowers. What could you do?
• You borrowed your sister's skates one day without asking and they broke while you were using them. What could you do?
• You are eating at a friend's house and the mom piles your plate full of food. It looks really good and you want to eat it all but you can't because you just ate a snack. What could you do so you don't hurt her feelings?

SEE ALSO:   The Best Free App for Speech Therapy

• Your teacher was working at her desk.  You wanted to ask her a question, but she didn't see your hand raised. What should you do?
• You started to do your work, but you weren't sure if you were doing it right. What should you do?
• You were playing tether-ball and were the champion so far.  In the next game, you slightly touched the rope.  Only one student saw you touch the rope. What will you do?
• The teacher is giving directions, but your friend sitting next to you keeps talking.  You can't hear the directions. What should you do?
• You didn't do your homework.  Your teacher was upset with you. What should you do?
• You finished eating and felt a burp coming. What are you going to do?
• You were waiting to swing.  When it was your turn, another boy jumped in front of you and took the swing. What would you do?
• You waited a long time, but your mom didn't come to pick you up after school. What should you do?
• A bully threatened to beat you up after school. What should you do?
• A boy on the playground keeps pushing you and making you mad. What would you do?
• You were sitting in class doing your work and you hear the fire alarm. What should you do?
• An adult you didn't know came on to the playground and asked if you would help look for his lost dog. What would you do?
• You forgot your lunch at home. What would you do?
• The person sitting behind you keeps tapping your chair with his foot. What should you do?
• You finished your work early. What should you do?

This list of functional words was professionally selected to be the most useful for a child or adult who has difficulty with problem solving scenarios.

We encourage you to use this list when practicing at home.

Home practice will make progress toward meeting individual language goals much faster.

Speech-Language Pathologists (SLPs) are only able to see students/clients 30-60 mins (or less) per week. This is not enough time or practice for someone to handle Problem solving scenarios.

Every day that your loved one goes without practice it becomes more difficult to help them. 

SEE ALSO:   The Best Books for Speech Therapy Practice

We know life is busy , but if you're reading this you're probably someone who cares about helping their loved one as much as you can.

Practice 5-10 minutes whenever you can, but try to do it on a consistent basis (daily).

Please, please, please use this list to practice.

It will be a great benefit to you and your loved one's progress.

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26 Expert-Backed Problem Solving Examples – Interview Answers

Published: February 13, 2023

Interview Questions and Answers

Actionable advice from real experts:

Biron Clark

Former Recruiter

Contributor

Dr. Kyle Elliott

Career Coach

Hayley Jukes

Editor-in-Chief

Biron Clark , Former Recruiter

Kyle Elliott , Career Coach

Hayley Jukes , Editor

As a recruiter , I know employers like to hire people who can solve problems and work well under pressure.

 A job rarely goes 100% according to plan, so hiring managers are more likely to hire you if you seem like you can handle unexpected challenges while staying calm and logical.

But how do they measure this?

Hiring managers will ask you interview questions about your problem-solving skills, and they might also look for examples of problem-solving on your resume and cover letter. 

In this article, I’m going to share a list of problem-solving examples and sample interview answers to questions like, “Give an example of a time you used logic to solve a problem?” and “Describe a time when you had to solve a problem without managerial input. How did you handle it, and what was the result?”

• Problem-solving involves identifying, prioritizing, analyzing, and solving problems using a variety of skills like critical thinking, creativity, decision making, and communication.
• Describe the Situation, Task, Action, and Result ( STAR method ) when discussing your problem-solving experiences.
• Tailor your interview answer with the specific skills and qualifications outlined in the job description.
• Provide numerical data or metrics to demonstrate the tangible impact of your problem-solving efforts.

What are Problem Solving Skills? 

Problem-solving is the ability to identify a problem, prioritize based on gravity and urgency, analyze the root cause, gather relevant information, develop and evaluate viable solutions, decide on the most effective and logical solution, and plan and execute implementation. 

Problem-solving encompasses other skills that can be showcased in an interview response and your resume. Problem-solving skills examples include:

• Critical thinking
• Analytical skills
• Decision making
• Research skills
• Technical skills
• Communication skills
• Adaptability and flexibility

Why is Problem Solving Important in the Workplace?

Problem-solving is essential in the workplace because it directly impacts productivity and efficiency. Whenever you encounter a problem, tackling it head-on prevents minor issues from escalating into bigger ones that could disrupt the entire workflow. 

Beyond maintaining smooth operations, your ability to solve problems fosters innovation. It encourages you to think creatively, finding better ways to achieve goals, which keeps the business competitive and pushes the boundaries of what you can achieve. 

Effective problem-solving also contributes to a healthier work environment; it reduces stress by providing clear strategies for overcoming obstacles and builds confidence within teams. 

Examples of Problem-Solving in the Workplace

• Correcting a mistake at work, whether it was made by you or someone else
• Overcoming a delay at work through problem solving and communication
• Resolving an issue with a difficult or upset customer
• Overcoming issues related to a limited budget, and still delivering good work through the use of creative problem solving
• Overcoming a scheduling/staffing shortage in the department to still deliver excellent work
• Troubleshooting and resolving technical issues
• Handling and resolving a conflict with a coworker
• Solving any problems related to money, customer billing, accounting and bookkeeping, etc.
• Taking initiative when another team member overlooked or missed something important
• Taking initiative to meet with your superior to discuss a problem before it became potentially worse
• Solving a safety issue at work or reporting the issue to those who could solve it
• Using problem solving abilities to reduce/eliminate a company expense
• Finding a way to make the company more profitable through new service or product offerings, new pricing ideas, promotion and sale ideas, etc.
• Changing how a process, team, or task is organized to make it more efficient
• Using creative thinking to come up with a solution that the company hasn’t used before
• Performing research to collect data and information to find a new solution to a problem
• Boosting a company or team’s performance by improving some aspect of communication among employees
• Finding a new piece of data that can guide a company’s decisions or strategy better in a certain area

Problem-Solving Examples for Recent Grads/Entry-Level Job Seekers

• Coordinating work between team members in a class project
• Reassigning a missing team member’s work to other group members in a class project
• Adjusting your workflow on a project to accommodate a tight deadline
• Speaking to your professor to get help when you were struggling or unsure about a project
• Asking classmates, peers, or professors for help in an area of struggle
• Talking to your academic advisor to brainstorm solutions to a problem you were facing
• Researching solutions to an academic problem online, via Google or other methods
• Using problem solving and creative thinking to obtain an internship or other work opportunity during school after struggling at first

How To Answer “Tell Us About a Problem You Solved”

When you answer interview questions about problem-solving scenarios, or if you decide to demonstrate your problem-solving skills in a cover letter (which is a good idea any time the job description mentions problem-solving as a necessary skill), I recommend using the STAR method.

STAR stands for:

It’s a simple way of walking the listener or reader through the story in a way that will make sense to them. 

Start by briefly describing the general situation and the task at hand. After this, describe the course of action you chose and why. Ideally, show that you evaluated all the information you could given the time you had, and made a decision based on logic and fact. Finally, describe the positive result you achieved.

Note: Our sample answers below are structured following the STAR formula. Be sure to check them out!

EXPERT ADVICE

Dr. Kyle Elliott , MPA, CHES Tech & Interview Career Coach caffeinatedkyle.com

How can I communicate complex problem-solving experiences clearly and succinctly?

Before answering any interview question, it’s important to understand why the interviewer is asking the question in the first place.

When it comes to questions about your complex problem-solving experiences, for example, the interviewer likely wants to know about your leadership acumen, collaboration abilities, and communication skills, not the problem itself.

Therefore, your answer should be focused on highlighting how you excelled in each of these areas, not diving into the weeds of the problem itself, which is a common mistake less-experienced interviewees often make.

Tailoring Your Answer Based on the Skills Mentioned in the Job Description

As a recruiter, one of the top tips I can give you when responding to the prompt “Tell us about a problem you solved,” is to tailor your answer to the specific skills and qualifications outlined in the job description. 

Once you’ve pinpointed the skills and key competencies the employer is seeking, craft your response to highlight experiences where you successfully utilized or developed those particular abilities. 

For instance, if the job requires strong leadership skills, focus on a problem-solving scenario where you took charge and effectively guided a team toward resolution. 

By aligning your answer with the desired skills outlined in the job description, you demonstrate your suitability for the role and show the employer that you understand their needs.

Amanda Augustine expands on this by saying:

“Showcase the specific skills you used to solve the problem. Did it require critical thinking, analytical abilities, or strong collaboration? Highlight the relevant skills the employer is seeking.”  

Interview Answers to “Tell Me About a Time You Solved a Problem”

Now, let’s look at some sample interview answers to, “Give me an example of a time you used logic to solve a problem,” or “Tell me about a time you solved a problem,” since you’re likely to hear different versions of this interview question in all sorts of industries.

The example interview responses are structured using the STAR method and are categorized into the top 5 key problem-solving skills recruiters look for in a candidate.

1. Analytical Thinking

Situation: In my previous role as a data analyst , our team encountered a significant drop in website traffic.

Task: I was tasked with identifying the root cause of the decrease.

Action: I conducted a thorough analysis of website metrics, including traffic sources, user demographics, and page performance. Through my analysis, I discovered a technical issue with our website’s loading speed, causing users to bounce. 

Result: By optimizing server response time, compressing images, and minimizing redirects, we saw a 20% increase in traffic within two weeks.

2. Critical Thinking

Situation: During a project deadline crunch, our team encountered a major technical issue that threatened to derail our progress.

Task: My task was to assess the situation and devise a solution quickly.

Action: I immediately convened a meeting with the team to brainstorm potential solutions. Instead of panicking, I encouraged everyone to think outside the box and consider unconventional approaches. We analyzed the problem from different angles and weighed the pros and cons of each solution.

Result: By devising a workaround solution, we were able to meet the project deadline, avoiding potential delays that could have cost the company $100,000 in penalties for missing contractual obligations.

3. Decision Making

Situation: As a project manager , I was faced with a dilemma when two key team members had conflicting opinions on the project direction.

Task: My task was to make a decisive choice that would align with the project goals and maintain team cohesion.

Action: I scheduled a meeting with both team members to understand their perspectives in detail. I listened actively, asked probing questions, and encouraged open dialogue. After carefully weighing the pros and cons of each approach, I made a decision that incorporated elements from both viewpoints.

Result: The decision I made not only resolved the immediate conflict but also led to a stronger sense of collaboration within the team. By valuing input from all team members and making a well-informed decision, we were able to achieve our project objectives efficiently.

4. Communication (Teamwork)

Situation: During a cross-functional project, miscommunication between departments was causing delays and misunderstandings.

Task: My task was to improve communication channels and foster better teamwork among team members.

Action: I initiated regular cross-departmental meetings to ensure that everyone was on the same page regarding project goals and timelines. I also implemented a centralized communication platform where team members could share updates, ask questions, and collaborate more effectively.

Result: Streamlining workflows and improving communication channels led to a 30% reduction in project completion time, saving the company $25,000 in operational costs.

5. Persistence 

Situation: During a challenging sales quarter, I encountered numerous rejections and setbacks while trying to close a major client deal.

Task: My task was to persistently pursue the client and overcome obstacles to secure the deal.

Action: I maintained regular communication with the client, addressing their concerns and demonstrating the value proposition of our product. Despite facing multiple rejections, I remained persistent and resilient, adjusting my approach based on feedback and market dynamics.

Result: After months of perseverance, I successfully closed the deal with the client. By closing the major client deal, I exceeded quarterly sales targets by 25%, resulting in a revenue increase of $250,000 for the company.

Tips to Improve Your Problem-Solving Skills

Throughout your career, being able to showcase and effectively communicate your problem-solving skills gives you more leverage in achieving better jobs and earning more money .

So to improve your problem-solving skills, I recommend always analyzing a problem and situation before acting.

 When discussing problem-solving with employers, you never want to sound like you rush or make impulsive decisions. They want to see fact-based or data-based decisions when you solve problems.

Don’t just say you’re good at solving problems. Show it with specifics. How much did you boost efficiency? Did you save the company money? Adding numbers can really make your achievements stand out.

To get better at solving problems, analyze the outcomes of past solutions you came up with. You can recognize what works and what doesn’t.

Think about how you can improve researching and analyzing a situation, how you can get better at communicating, and deciding on the right people in the organization to talk to and “pull in” to help you if needed, etc.

Finally, practice staying calm even in stressful situations. Take a few minutes to walk outside if needed. Step away from your phone and computer to clear your head. A work problem is rarely so urgent that you cannot take five minutes to think (with the possible exception of safety problems), and you’ll get better outcomes if you solve problems by acting logically instead of rushing to react in a panic.

You can use all of the ideas above to describe your problem-solving skills when asked interview questions about the topic. If you say that you do the things above, employers will be impressed when they assess your problem-solving ability.

More Interview Resources

• 3 Answers to “How Do You Handle Stress?”
• How to Answer “How Do You Handle Conflict?” (Interview Question)
• Sample Answers to “Tell Me About a Time You Failed”

About the Author

Biron Clark is a former executive recruiter who has worked individually with hundreds of job seekers, reviewed thousands of resumes and LinkedIn profiles, and recruited for top venture-backed startups and Fortune 500 companies. He has been advising job seekers since 2012 to think differently in their job search and land high-paying, competitive positions. Follow on Twitter and LinkedIn .

Read more articles by Biron Clark

About the Contributor

Kyle Elliott , career coach and mental health advocate, transforms his side hustle into a notable practice, aiding Silicon Valley professionals in maximizing potential. Follow Kyle on LinkedIn .

About the Editor

Hayley Jukes is the Editor-in-Chief at CareerSidekick with five years of experience creating engaging articles, books, and transcripts for diverse platforms and audiences.

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Problem-Solving in Elementary School

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?”

You can watch the Moss Elementary Problem Solvers video and see aspects of this process in action.

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?”

The Benefits

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.”