problem solving in class

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Teaching problem solving.

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Tips and Techniques

Expert vs. novice problem solvers, communicate.

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

Encourage Independence

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

Be sensitive

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

Encourage Thoroughness and Patience

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

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

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

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

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

1. Brainstorm bonanza

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

2. Problem-solving as a group

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

3. Clue me in

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

4. Survivor scenarios

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

5. Moral dilemma

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

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

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Teaching Problem-Solving Skills

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

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

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

Principles for teaching problem solving

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

Woods’ problem-solving model

Define the problem.

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

Think about it

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

Plan a solution

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

Carry out the plan

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

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

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

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

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

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6 Tips for Teaching Math Problem-Solving Skills

Solving word problems is tougher than computing with numbers, but elementary teachers can guide students to do the deep thinking involved.

A growing concern with students is the ability to problem-solve, especially with complex, multistep problems. Data shows that students struggle more when solving word problems than they do with computation , and so problem-solving should be considered separately from computation. Why?

Consider this. When we’re on the way to a new destination and we plug in our location to a map on our phone, it tells us what lane to be in and takes us around any detours or collisions, sometimes even buzzing our watch to remind us to turn. When I experience this as a driver, I don’t have to do the thinking. I can think about what I’m going to cook for dinner, not paying much attention to my surroundings other than to follow those directions. If I were to be asked to go there again, I wouldn’t be able to remember, and I would again seek help.

If we can switch to giving students strategies that require them to think instead of giving them too much support throughout the journey to the answer, we may be able to give them the ability to learn the skills to read a map and have several ways to get there.

Here are six ways we can start letting students do this thinking so that they can go through rigorous problem-solving again and again, paving their own way to the solution. 

1. Link problem-solving to reading

When we can remind students that they already have many comprehension skills and strategies they can easily use in math problem-solving, it can ease the anxiety surrounding the math problem. For example, providing them with strategies to practice, such as visualizing, acting out the problem with math tools like counters or base 10 blocks, drawing a quick sketch of the problem, retelling the story in their own words, etc., can really help them to utilize the skills they already have to make the task less daunting.

We can break these skills into specific short lessons so students have a bank of strategies to try on their own. Here's an example of an anchor chart that they can use for visualizing . Breaking up comprehension into specific skills can increase student independence and help teachers to be much more targeted in their problem-solving instruction. This allows students to build confidence and break down the barriers between reading and math to see they already have so many strengths that are transferable to all problems.

2. Avoid boxing students into choosing a specific operation

It can be so tempting to tell students to look for certain words that might mean a certain operation. This might even be thoroughly successful in kindergarten and first grade, but just like when our map tells us where to go, that limits students from becoming deep thinkers. It also expires once they get into the upper grades, where those words could be in a problem multiple times, creating more confusion when students are trying to follow a rule that may not exist in every problem.

We can encourage a variety of ways to solve problems instead of choosing the operation first. In first grade, a problem might say, “Joceline has 13 stuffed animals and Jordan has 17. How many more does Jordan have?” Some students might choose to subtract, but a lot of students might just count to find the amount in between. If we tell them that “how many more” means to subtract, we’re taking the thinking out of the problem altogether, allowing them to go on autopilot without truly solving the problem or using their comprehension skills to visualize it. 

3. Revisit ‘representation’

The word “representation” can be misleading. It seems like something to do after the process of solving. When students think they have to go straight to solving, they may not realize that they need a step in between to be able to support their understanding of what’s actually happening in the problem first.

Using an anchor chart like one of these ( lower grade , upper grade ) can help students to choose a representation that most closely matches what they’re visualizing in their mind. Once they sketch it out, it can give them a clearer picture of different ways they could solve the problem.

Think about this problem: “Varush went on a trip with his family to his grandmother’s house. It was 710 miles away. On the way there, three people took turns driving. His mom drove 214 miles. His dad drove 358 miles. His older sister drove the rest. How many miles did his sister drive?”

If we were to show this student the anchor chart, they would probably choose a number line or a strip diagram to help them understand what’s happening.

If we tell students they must always draw base 10 blocks in a place value chart, that doesn’t necessarily match the concept of this problem. When we ask students to match our way of thinking, we rob them of critical thinking practice and sometimes confuse them in the process. 

4. Give time to process

Sometimes as educators, we can feel rushed to get to everyone and everything that’s required. When solving a complex problem, students need time to just sit with a problem and wrestle with it, maybe even leaving it and coming back to it after a period of time.

This might mean we need to give them fewer problems but go deeper with those problems we give them. We can also speed up processing time when we allow for collaboration and talk time with peers on problem-solving tasks. 

5. Ask questions that let Students do the thinking

Questions or prompts during problem-solving should be very open-ended to promote thinking. Telling a student to reread the problem or to think about what tools or resources would help them solve it is a way to get them to try something new but not take over their thinking.

These skills are also transferable across content, and students will be reminded, “Good readers and mathematicians reread.” 

6. Spiral concepts so students frequently use problem-solving skills

When students don’t have to switch gears in between concepts, they’re not truly using deep problem-solving skills. They already kind of know what operation it might be or that it’s something they have at the forefront of their mind from recent learning. Being intentional within their learning stations and assessments about having a variety of rigorous problem-solving skills will refine their critical thinking abilities while building more and more resilience throughout the school year as they retain content learning in the process. 

Problem-solving skills are so abstract, and it can be tough to pinpoint exactly what students need. Sometimes we have to go slow to go fast. Slowing down and helping students have tools when they get stuck and enabling them to be critical thinkers will prepare them for life and allow them multiple ways to get to their own destination.

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

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

October 31, 2017

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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Developing Problem-Solving Skills for Kids | Strategies & Tips

We've made teaching problem-solving skills for kids a whole lot easier! Keep reading and comment below with any other tips you have for your classroom!

Problem-Solving Skills for Kids: The Real Deal

Picture this: You've carefully created an assignment for your class. The step-by-step instructions are crystal clear. During class time, you walk through all the directions, and the response is awesome. Your students are ready! It's finally time for them to start working individually and then... 8 hands shoot up with questions. You hear one student mumble in the distance, "Wait, I don't get this" followed by the dreaded, "What are we supposed to be doing again?"

When I was a new computer science teacher, I would have this exact situation happen. As a result, I would end up scrambling to help each individual student with their problems until half the class period was eaten up. I assumed that in order for my students to learn best, I needed to be there to help answer questions immediately so they could move forward and complete the assignment.

Here's what I wish I had known when I started teaching coding to elementary students - the process of grappling with an assignment's content can be more important than completing the assignment's product. That said, not every student knows how to grapple, or struggle, in order to get to the "aha!" moment and solve a problem independently. The good news is, the ability to creatively solve problems is not a fixed skill. It can be learned by students, nurtured by teachers, and practiced by everyone!

Your students are absolutely capable of navigating and solving problems on their own. Here are some strategies, tips, and resources that can help:

Problem-Solving Skills for Kids: Student Strategies

These are strategies your students can use during independent work time to become creative problem solvers.

1. Go Step-By-Step Through The Problem-Solving Sequence 

Post problem-solving anchor charts and references on your classroom wall or pin them to your Google Classroom - anything to make them accessible to students. When they ask for help, invite them to reference the charts first.

2. Revisit Past Problems

If a student gets stuck, they should ask themself, "Have I ever seen a problem like this before? If so, how did I solve it?" Chances are, your students have tackled something similar already and can recycle the same strategies they used before to solve the problem this time around.

3. Document What Doesn’t Work

Sometimes finding the answer to a problem requires the process of elimination. Have your students attempt to solve a problem at least two different ways before reaching out to you for help. Even better, encourage them write down their "Not-The-Answers" so you can see their thought process when you do step in to support. Cool thing is, you likely won't need to! By attempting to solve a problem in multiple different ways, students will often come across the answer on their own.

4. "3 Before Me"

Let's say your students have gone through the Problem Solving Process, revisited past problems, and documented what doesn't work. Now, they know it's time to ask someone for help. Great! But before you jump into save the day, practice "3 Before Me". This means students need to ask 3 other classmates their question before asking the teacher. By doing this, students practice helpful 21st century skills like collaboration and communication, and can usually find the info they're looking for on the way.

Problem-Solving Skills for Kids: Teacher Tips

These are tips that you, the teacher, can use to support students in developing creative problem-solving skills for kids.

1. Ask Open Ended Questions

When a student asks for help, it can be tempting to give them the answer they're looking for so you can both move on. But what this actually does is prevent the student from developing the skills needed to solve the problem on their own. Instead of giving answers, try using open-ended questions and prompts. Here are some examples:

2. Encourage Grappling

Grappling  is everything a student might do when faced with a problem that does not have a clear solution. As explained in this article from Edutopia , this doesn't just mean perseverance! Grappling is more than that - it includes critical thinking, asking questions, observing evidence, asking more questions, forming hypotheses, and constructing a deep understanding of an issue.

There are lots of ways to provide opportunities for grappling. Anything that includes the Engineering Design Process is a good one! Examples include:

• Engineering or Art Projects
• Design-thinking challenges
• Computer science projects
• Science experiments

3. Emphasize Process Over Product

For elementary students, reflecting on the process of solving a problem helps them develop a growth mindset . Getting an answer "wrong" doesn't need to be a bad thing! What matters most are the steps they took to get there and how they might change their approach next time. As a teacher, you can support students in learning this reflection process.

4. Model The Strategies Yourself! 

As creative problem-solving skills for kids are being learned, there will likely be moments where they are frustrated or unsure. Here are some easy ways you can model what creative problem-solving looks and sounds like.

• Ask clarifying questions if you don't understand something
• Admit when don't know the correct answer
• Talk through multiple possible outcomes for different situations 
• Verbalize how you’re feeling when you find a problem

Practicing these strategies with your students will help create a learning environment where grappling, failing, and growing is celebrated!

Problem-Solving Skill for Kids

Did we miss any of your favorites? Comment and share them below!

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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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Problem based learning: a teacher's guide

December 10, 2021

Find out how teachers use problem-based learning models to improve engagement and drive attainment.

Main, P (2021, December 10). Problem based learning: a teacher's guide. Retrieved from https://www.structural-learning.com/post/problem-based-learning-a-teachers-guide

What is problem-based learning?

Problem-based learning (PBL) is a style of teaching that encourages students to become the drivers of their learning process . Problem-based learning involves complex learning issues from real-world problems and makes them the classroom's topic of discussion ; encouraging students to understand concepts through problem-solving skills rather than simply learning facts. When schools find time in the curriculum for this style of teaching it offers students an authentic vehicle for the integration of knowledge .

Embracing this pedagogical approach enables schools to balance subject knowledge acquisition with a skills agenda . Often used in medical education, this approach has equal significance in mainstream education where pupils can apply their knowledge to real-life problems. 

PBL is not only helpful in learning course content , but it can also promote the development of problem-solving abilities , critical thinking skills , and communication skills while providing opportunities to work in groups , find and analyse research materials , and take part in life-long learning .

PBL is a student-centred teaching method in which students understand a topic by working in groups. They work out an open-ended problem , which drives the motivation to learn. These sorts of theories of teaching do require schools to invest time and resources into supporting self-directed learning. Not all curriculum knowledge is best acquired through this process, rote learning still has its place in certain situations. In this article, we will look at how we can equip our students to take more ownership of the learning process and utilise more sophisticated ways for the integration of knowledge .

Philosophical Underpinnings of PBL

Problem-Based Learning (PBL), with its roots in the philosophies of John Dewey, Maria Montessori, and Jerome Bruner, aligns closely with the social constructionist view of learning. This approach positions learners as active participants in the construction of knowledge, contrasting with traditional models of instruction where learners are seen as passive recipients of information.

Dewey, a seminal figure in progressive education, advocated for active learning and real-world problem-solving, asserting that learning is grounded in experience and interaction. In PBL, learners tackle complex, real-world problems, which mirrors Dewey's belief in the interconnectedness of education and practical life.

Montessori also endorsed learner-centric, self-directed learning, emphasizing the child's potential to construct their own learning experiences. This parallels with PBL’s emphasis on self-directed learning, where students take ownership of their learning process.

Jerome Bruner’s theories underscored the idea of learning as an active, social process. His concept of a 'spiral curriculum' – where learning is revisited in increasing complexity – can be seen reflected in the iterative problem-solving process in PBL.

Webb’s Depth of Knowledge (DOK) framework aligns with PBL as it encourages higher-order cognitive skills. The complex tasks in PBL often demand analytical and evaluative skills (Webb's DOK levels 3 and 4) as students engage with the problem, devise a solution, and reflect on their work.

The effectiveness of PBL is supported by psychological theories like the information processing theory, which highlights the role of active engagement in enhancing memory and recall. A study by Strobel and Van Barneveld (2009) found that PBL students show improved retention of knowledge, possibly due to the deep cognitive processing involved.

As cognitive scientist Daniel Willingham aptly puts it, "Memory is the residue of thought." PBL encourages learners to think critically and deeply, enhancing both learning and retention.

Here's a quick overview:

• John Dewey : Emphasized learning through experience and the importance of problem-solving.
• Maria Montessori : Advocated for child-centered, self-directed learning.
• Jerome Bruner : Underlined learning as a social process and proposed the spiral curriculum.
• Webb’s DOK : Supports PBL's encouragement of higher-order thinking skills.
• Information Processing Theory : Reinforces the notion that active engagement in PBL enhances memory and recall.

This deep-rooted philosophical and psychological framework strengthens the validity of the problem-based learning approach, confirming its beneficial role in promoting valuable cognitive skills and fostering positive student learning outcomes.

What are the characteristics of problem-based learning?

Adding a little creativity can change a topic into a problem-based learning activity. The following are some of the characteristics of a good PBL model:

• The problem encourages students to search for a deeper understanding of content knowledge;
• Students are responsible for their learning. PBL has a student-centred learning approach . Students' motivation increases when responsibility for the process and solution to the problem rests with the learner;
• The problem motivates pupils to gain desirable learning skills and to defend well-informed decisions ;
• The problem connects the content learning goals with the previous knowledge. PBL allows students to access, integrate and study information from multiple disciplines that might relate to understanding and resolving a specific problem—just as persons in the real world recollect and use the application of knowledge that they have gained from diverse sources in their life.
• In a multistage project, the first stage of the problem must be engaging and open-ended to make students interested in the problem. In the real world, problems are poorly-structured. Research suggests that well-structured problems make students less invested and less motivated in the development of the solution. The problem simulations used in problem-based contextual learning are less structured to enable students to make a free inquiry.

• In a group project, the problem must have some level of complexity that motivates students towards knowledge acquisition and to work together for finding the solution. PBL involves collaboration between learners. In professional life, most people will find themselves in employment where they would work productively and share information with others. PBL leads to the development of such essential skills . In a PBL session, the teacher would ask questions to make sure that knowledge has been shared between pupils;
• At the end of each problem or PBL, self and peer assessments are performed. The main purpose of assessments is to sharpen a variety of metacognitive processing skills and to reinforce self-reflective learning.
• Student assessments would evaluate student progress towards the objectives of problem-based learning. The learning goals of PBL are both process-based and knowledge-based. Students must be assessed on both these dimensions to ensure that they are prospering as intended from the PBL approach. Students must be able to identify and articulate what they understood and what they learned.

Why is Problem-based learning a significant skill?

Using Problem-Based Learning across a school promotes critical competence, inquiry , and knowledge application in social, behavioural and biological sciences. Practice-based learning holds a strong track record of successful learning outcomes in higher education settings such as graduates of Medical Schools.

Educational models using PBL can improve learning outcomes by teaching students how to implement theory into practice and build problem-solving skills. For example, within the field of health sciences education, PBL makes the learning process for nurses and medical students self-centred and promotes their teamwork and leadership skills. Within primary and secondary education settings, this model of teaching, with the right sort of collaborative tools , can advance the wider skills development valued in society.

At Structural Learning, we have been developing a self-assessment tool designed to monitor the progress of children. Utilising these types of teaching theories curriculum wide can help a school develop the learning behaviours our students will need in the workplace.

Curriculum wide collaborative tools include Writers Block and the Universal Thinking Framework . Along with graphic organisers, these tools enable children to collaborate and entertain different perspectives that they might not otherwise see. Putting learning in action by using the block building methodology enables children to reach their learning goals by experimenting and iterating. 

How is problem-based learning different from inquiry-based learning?

The major difference between inquiry-based learning and PBL relates to the role of the teacher . In the case of inquiry-based learning, the teacher is both a provider of classroom knowledge and a facilitator of student learning (expecting/encouraging higher-order thinking). On the other hand, PBL is a deep learning approach, in which the teacher is the supporter of the learning process and expects students to have clear thinking, but the teacher is not the provider of classroom knowledge about the problem—the responsibility of providing information belongs to the learners themselves.

As well as being used systematically in medical education, this approach has significant implications for integrating learning skills into mainstream classrooms .

Using a critical thinking disposition inventory, schools can monitor the wider progress of their students as they apply their learning skills across the traditional curriculum. Authentic problems call students to apply their critical thinking abilities in new and purposeful ways. As students explain their ideas to one another, they develop communication skills that might not otherwise be nurtured.

Depending on the curriculum being delivered by a school, there may well be an emphasis on building critical thinking abilities in the classroom. Within the International Baccalaureate programs, these life-long skills are often cited in the IB learner profile . Critical thinking dispositions are highly valued in the workplace and this pedagogical approach can be used to harness these essential 21st-century skills.

What are the Benefits of Problem-Based Learning?

Student-led Problem-Based Learning is one of the most useful ways to make students drivers of their learning experience. It makes students creative, innovative, logical and open-minded. The educational practice of Problem-Based Learning also provides opportunities for self-directed and collaborative learning with others in an active learning and hands-on process. Below are the most significant benefits of problem-based learning processes:

• Self-learning: As a self-directed learning method, problem-based learning encourages children to take responsibility and initiative for their learning processes . As children use creativity and research, they develop skills that will help them in their adulthood.
• Engaging : Students don't just listen to the teacher, sit back and take notes. Problem-based learning processes encourages students to take part in learning activities, use learning resources , stay active , think outside the box and apply critical thinking skills to solve problems.
• Teamwork : Most of the problem-based learning issues involve students collaborative learning to find a solution. The educational practice of PBL builds interpersonal skills, listening and communication skills and improves the skills of collaboration and compromise.
• Intrinsic Rewards: In most problem-based learning projects, the reward is much bigger than good grades. Students gain the pride and satisfaction of finding an innovative solution, solving a riddle, or creating a tangible product.
• Transferable Skills: The acquisition of knowledge through problem-based learning strategies don't just help learners in one class or a single subject area. Students can apply these skills to a plethora of subject matter as well as in real life.
• Multiple Learning Opportunities : A PBL model offers an open-ended problem-based acquisition of knowledge, which presents a real-world problem and asks learners to come up with well-constructed responses. Students can use multiple sources such as they can access online resources, using their prior knowledge, and asking momentous questions to brainstorm and come up with solid learning outcomes. Unlike traditional approaches , there might be more than a single right way to do something, but this process motivates learners to explore potential solutions whilst staying active.

Embracing problem-based learning

Problem-based learning can be seen as a deep learning approach and when implemented effectively as part of a broad and balanced curriculum , a successful teaching strategy in education. PBL has a solid epistemological and philosophical foundation and a strong track record of success in multiple areas of study. Learners must experience problem-based learning methods and engage in positive solution-finding activities. PBL models allow learners to gain knowledge through real-world problems, which offers more strength to their understanding and helps them find the connection between classroom learning and the real world at large.

As they solve problems, students can evolve as individuals and team-mates. One word of caution, not all classroom tasks will lend themselves to this learning theory. Take spellings , for example, this is usually delivered with low-stakes quizzing through a practice-based learning model. PBL allows students to apply their knowledge creatively but they need to have a certain level of background knowledge to do this, rote learning might still have its place after all.

Key Concepts and considerations for school leaders

1. Problem Based Learning (PBL)

Problem-based learning (PBL) is an educational method that involves active student participation in solving authentic problems. Students are given a task or question that they must answer using their prior knowledge and resources. They then collaborate with each other to come up with solutions to the problem. This collaborative effort leads to deeper learning than traditional lectures or classroom instruction .

Key question: Inside a traditional curriculum , what opportunities across subject areas do you immediately see?

2. Deep Learning

Deep learning is a term used to describe the ability to learn concepts deeply. For example, if you were asked to memorize a list of numbers, you would probably remember the first five numbers easily, but the last number would be difficult to recall. However, if you were taught to understand the concept behind the numbers, you would be able to remember the last number too.

Key question: How will you make sure that students use a full range of learning styles and learning skills ?

3. Epistemology

Epistemology is the branch of philosophy that deals with the nature of knowledge . It examines the conditions under which something counts as knowledge.

Key question:  As well as focusing on critical thinking dispositions, what subject knowledge should the students understand?

4. Philosophy

Philosophy is the study of general truths about human life. Philosophers examine questions such as “What makes us happy?”, “How should we live our lives?”, and “Why does anything exist?”

Key question: Are there any opportunities for embracing philosophical enquiry into the project to develop critical thinking abilities ?

5. Curriculum

A curriculum is a set of courses designed to teach specific subjects. These courses may include mathematics , science, social studies, language arts, etc.

Key question: How will subject leaders ensure that the integrity of the curriculum is maintained?

6. Broad and Balanced Curriculum

Broad and balanced curricula are those that cover a wide range of topics. Some examples of these types of curriculums include AP Biology, AP Chemistry, AP English Language, AP Physics 1, AP Psychology , AP Spanish Literature, AP Statistics, AP US History, AP World History, IB Diploma Programme, IB Primary Years Program, IB Middle Years Program, IB Diploma Programme .

Key question: Are the teachers who have identified opportunities for a problem-based curriculum?

7. Successful Teaching Strategy

Successful teaching strategies involve effective communication techniques, clear objectives, and appropriate assessments. Teachers must ensure that their lessons are well-planned and organized. They must also provide opportunities for students to interact with one another and share information.

Key question: What pedagogical approaches and teaching strategies will you use?

8. Positive Solution Finding

Positive solution finding is a type of problem-solving where students actively seek out answers rather than passively accept what others tell them.

Key question: How will you ensure your problem-based curriculum is met with a positive mindset from students and teachers?

9. Real World Application

Real-world application refers to applying what students have learned in class to situations that occur in everyday life.

Key question: Within your local school community , are there any opportunities to apply knowledge and skills to real-life problems?

10. Creativity

Creativity is the ability to think of ideas that no one else has thought of yet. Creative thinking requires divergent thinking, which means thinking in different directions.

Key question: What teaching techniques will you use to enable children to generate their own ideas ?

11. Teamwork

Teamwork is the act of working together towards a common goal. Teams often consist of two or more people who work together to achieve a shared objective.

Key question: What opportunities are there to engage students in dialogic teaching methods where they talk their way through the problem?

12. Knowledge Transfer

Knowledge transfer occurs when teachers use their expertise to help students develop skills and abilities .

Key question: Can teachers be able to track the success of the project using improvement scores?

13. Active Learning

Active learning is any form of instruction that engages students in the learning process. Examples of active learning include group discussions, role-playing, debates, presentations, and simulations .

Key question: Will there be an emphasis on learning to learn and developing independent learning skills ?

14. Student Engagement

Student engagement is the degree to which students feel motivated to participate in academic activities.

Key question: Are there any tools available to monitor student engagement during the problem-based curriculum ?

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Creative problem solving tools and skills for students and teachers

Creative Problem Solving: What Is It?

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

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

Why Are Creative Problem-Solving Skills Important?

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

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

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

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

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

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

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

The Underlying Principles of CPS

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

●       Assume Nothing

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

●       Problems Are Opportunities

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

●       Suspend Judgment

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

Cognitive Approaches: Convergent vs Divergent Thinking

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

— Alex Osborn

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

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

Divergent Thinking focuses more on the generation of multiple ideas and on the connections between those ideas. It sees problems as design opportunities and encourages the use of resources and materials in original ways. Divergent thinking encourages the taking of creative risks and is flexible rather than analytical in its approach. If it was a single question, it’d be ‘ Why not ?’

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

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

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

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

The Creative Problem-Solving Process

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

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

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

However, things can sometimes get a little complex for some of the younger students. So, in this case, it may be beneficial to teach the individual parts of the process in isolation first.

1. Clarify:

Before beginning to seek creative solutions to a problem, it is important to clarify the exact nature of that problem. To do this, students should do the following three things:

i. Identify the Problem

The first step in bringing creativity to problem-solving is to identify the problem, challenge, opportunity, or goal and clearly define it.

ii. Gather Data

Gather data and research information and background to ensure a clear understanding.

iii. Formulate Questions

Enhance awareness of the nature of the problem by creating questions that invite solutions.

Explore new ideas to answer the questions raised. It’s time to get creative here. The more ideas generated, the greater the chance of producing a novel and useful idea. At this stage in particular, students should be engaged in divergent thinking as described above.

The focus here shifts from ideas to solutions. Once multiple ideas have been generated, convergent thinking can be used to narrow these down to the most suitable solution. The best idea should be closely analyzed in all its aspects and further ideas generated to make subsequent improvements. This is the stage to refine the initial idea and make it into a really workable solution.

4. Implement

Create a plan to implement the chosen solution. Students need to identify the required resources for the successful implementation of the solution. They need to plan for the actions that need to be taken, when they need to be taken, and who needs to take them.

Summary of Creative Problem Solving Process

In each stage of the CPS Process, students should be encouraged to employ divergent and convergent thinking in turn. Divergent thinking should be used to generate multiple ideas with convergent thinking then used to narrow these ideas down to the most feasible options. We will discuss how students go about this, but let’s first take a quick look at the role of a group facilitator.

The Importance of Group Facilitator

CPS is best undertaken in groups and, for larger and more complex projects, it’s even more effective when a facilitator can be appointed for the group.

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

• Stay focused on the task at hand
• Move through the various stages efficiently
• Select appropriate tools and strategies

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

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

The Creative Problem-Solving Process: Tools and Strategies

There are several activities available to help students move through each stage. These will help students to stay on track, remove barriers and blocks, be creative, and reach a consensus as they progress through the CPS process.

  The following tools and strategies can help provide groups with some structure and can be applied at various stages of the problem-solving process. For convenience, they have been categorized according to whether they make demands on divergent or convergent thinking as discussed earlier.

Divergent Thinking Tools:

  ●       Brainstorming

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

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

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

●       5 W’s and an H

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

●       Reverse Assumptions

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

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

Convergent Thinking Tools

●       How-How Diagram

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

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

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

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

●       The Evaluation Matrix

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

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

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

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

For example:

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

 ●       Pair & Share

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

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

Now, direct the pairs of students to join up with another pair to make groups of 4. In these groups of 4, students discuss their collective 6 ideas to come up with a new list of the top 3 ideas.

Repeat this process until the whole class comes together as one big group to agree on the top 3 ideas overall.

Establish a Culture of Creative Problem Solving in the Classroom

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

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

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

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

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

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

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

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

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

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

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

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

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

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• ELEMENTARY TEACHING , SOCIAL EMOTIONAL LEARNING IN THE CLASSROOM

SEL Problem Solving: How to Teach Students to be Problem Solvers in 2024

If you are an elementary teacher looking to learn how to help your students solve problems independently, then you found the right place! Problem solving skills prepare kids to face dilemmas and obstacles with confidence. Students who have problem solving skills are more independent than students who do not. In this post, we’ll go into detail about what problem solving skills are and why they are important. In addition, we’ll share tips and ideas for how to teach problem solving skills in an elementary classroom setting. Read all about helping students solve problems in and out of the classroom below!

What Does Solving Problems Mean?

Solving problems means brainstorming solutions to the problem after identifying and analyzing the problem and why it occurred. It is important to brainstorm different solutions by looking at all angles of the problem and creating a list of possible solutions. Then you can pick the solution that fits the best.

Why is it Important for Kids to Solve Problems?

It is important for kids to solve problems by brainstorming different solutions so that they can pick the best solution. This teaches them that there can be many different solutions to a problem and they vary in effectiveness. Teaching kids to solve problems helps them be independent in making choices. 

How Do I Know If I Need to Teach Problem Solving in My Classroom?

The students in your 1st, 2nd, 3rd, 4th or 5th grade classroom would benefit from problem solving lessons and activities if any of these statements are true:

• Student confidence is lacking.
• Students are getting into conflicts with each other.
• They come to you to solve problems they could have solved on their own.
• Students are becoming easily frustrated.
• Recess is a hard time for your class.

5 Reasons To Promote Problem Solving In Your Elementary Classroom

Below are 5 reasons to promote problem solving in your elementary classroom.

1. Problem solving builds confidence 

Students’ confidence will grow as they learn problem solving skills because they will believe in their own abilities to solve problems. The more experience they have using their problem solving skills, the more confident they will become. Instead of going to others to solve problems for them, they will look inside themselves at their own abilities. 

2. Problem solving creates stronger friendships

Students who can problem solve create stronger friendships because they won’t let arguments or running into issues stop them from being friends with a person. Instead they work with their friend to get through their problem together and get through the bump in the road, instead of giving up on the friendship. 

3. Problem solving skills increase emotional intelligence 

Having emotional intelligence is incredibly helpful when solving problems. As students learn problem solving skills, they will use emotional intelligence to think about the feelings of others involved in the conflict. They will also think about how the problem is affecting others. 

4. Problem solving skills create more independent kids

Students who can problem solve become more independent than kids who cannot because they will try to solve their problems first instead of going to an adult. They won’t look at adults as being the only people who can solve their problems. They will be equipped with the skill set to tackle the problems they are experiencing by themselves or with peers. However, it is important to make the distinction with kids between problems they can solve on their own and problems they need an adult for. 

5. Teaching problem solving skills causes students to be more reflective 

Reflecting is part of the problem solving process. Students need to reflect on the problem and what caused it when deciding how to solve the problem. Once students choose the best solution to their problem, they need to reflect on whether or not the solution was effective. 

5 Tips and Ideas for Teaching Problem Solving Skills 

Below are tips and ideas for teaching problem solving.

1. Read Aloud Picture Books about Problem Solving Skills 

Picture books are a great way to introduce and teach an SEL topic. It gets students thinking about the topic and activating their background knowledge. Check out this list of picture books for teaching problem solving skills !

2. Watch Videos about Problem Solving Skills 

There are tons of free online videos out there that promote social emotional learning. It’s a fun and engaging way to teach SEL skills that your students will enjoy. Check out these videos for teaching problem solving skills !

3. Explicitly Teach Vocabulary Related to Problem Solving Skills 

Vocabulary words can help students develop understanding of problem solving and create connections through related words. Our problem solving SEL unit includes ten vocabulary cards with words related to the SEL topic. It is important for students to be able to see, hear, and use relevant vocabulary while learning. One idea for how to use them is to create an SEL word wall as students learn the words.

4. Provide Practice Opportunities

When learning any skill, students need time to practice. Social emotional learning skills are no different! Our problem solving SEL unit includes scenario cards, discussion cards, choice boards, games, and much more. These provide students with opportunities to practice the skills independently, with partners or small groups, or as a whole class.

5. Integrate Other Content Areas

Integrating other content areas with this topic is a great way to approach this SEL topic. Our problem solving SEL unit includes reading, writing, and art activities.

Skills Related to Problem Solving

Problem-solving, in the context of social emotional learning (SEL) or character education, refers to the process of identifying, analyzing, and resolving challenges or obstacles in a thoughtful and effective manner. While “problem-solving” is the commonly used term, there are other words and phrases that can convey a similar meaning. These alternative words highlight different aspects of finding solutions, critical thinking, and decision-making. Here are some other words used in the context of problem-solving:

• Troubleshooting: Identifying and resolving problems or difficulties by analyzing their root causes.
• Critical thinking: Applying logical and analytical reasoning to evaluate and solve problems.
• Decision-making: Considering options and making choices to address and solve problems effectively.
• Analytical problem-solving: Using data, evidence, and systematic thinking to address challenges and find solutions.
• Creative problem-solving: Generating innovative ideas and approaches to overcome obstacles and find solutions.
• Resourcefulness: Finding effective solutions using available resources and thinking outside the box.
• Solution-oriented: Focusing on identifying and implementing solutions rather than dwelling on problems.
• Adaptability: Adjusting strategies and approaches to fit changing circumstances and overcome challenges.
• Strategic thinking: Planning and organizing actions to achieve desired outcomes and resolve problems.
• Systems thinking: Considering the interconnectedness and relationships between different elements when solving problems.

These terms encompass the concept of problem-solving and reflect the qualities of critical thinking, decision-making, and finding effective solutions within the context of social emotional learning (SEL) or character education.

Download the SEL Activities

Click an image below to either get this individual problem solving unit or get ALL 30 SEL units

In closing, we hope you found this information about teaching problem solving skills helpful! If you did, then you may also be interested in these posts.

• SEL Best Practices for Elementary Teachers
• Social Emotional Learning Activities
• 75+ SEL Videos for Elementary Teachers
• Teaching SEL Skills with Picture Books
• How to Create a Social Emotional Learning Environment

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Problem Solving in the Classroom

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Success Story

Last week during our class meetings, I noticed a disturbing habit developing among my students. Sometimes they don't want to switch seats and move away from their best friends, and sometimes they want to be the last one standing (when we do an activity that has us sit down after our turn). Then we talked about how this might make everyone else feel and how it might affect our class community. We agreed that this was a problem because it did not make everyone feel welcome. Finally, I asked them for suggestions to solve the problem.

We have been working on problem solving all year. I started by teaching my students that solutions always need to be related, respectful, reasonable, and helpful. This is a challenge for students who often think of punishments before solutions. As we started talking about possible solutions to this problem, the first few solutions were not surprisingly more like punishments, such as, having the culprits sit out of future greetings and activities until they were being kind, or skipping offenders in the circle. However, the more we talked, the more they began to consider ways to prevent the problem from even occurring. Eventually we settled on two possible preventative solutions:

1) they could come to the circle separately and choose a place to sit away from close friends so they wouldn't be tempted to resist moving.

2) we could make assigned seats around the circle so that no one would feel uncomfortable about moving if necessary.

At this point, I told the class I would consider both solutions. It seems that I've taught them well about how to solve problems fairly because immediately one student suggested that I let the class vote. It was hard to argue with her logic and truthfully both solutions were acceptable. So this morning we had a vote. I had the kids close their eyes and raise their hands. They voted (20-3) to have assigned seats. When they opened their eyes and I announced the winning solution they started fist pumping with excitement.

I couldn't help but smile. I could never have imagined such a positive reaction to the idea of assigned seats for class activities. In fact, I suspect that had I forced the idea of assigned seats on them as a "punishment" or consequence, I would have heard lots of complaints and frustration. Yet when they could appreciate the problem and come to the solution on their own, they were more than willing to accept the idea. We immediately created a chart with assigned circle seats and by the afternoon they were already reminding each other where they needed to sit. Love it! Sarah Werstuik, Washington, D.C.

Teach Students the 4 Problem-Solving Steps

Another way to solve problems in the classroom is to teach students the 4 Problem-Solving Steps.

Post a copy of the 4 Problem-Solving Steps where students can refer to it (maybe next to a "peace table").

Problem-Solving Steps

• Do something else. (Find another game or activity.)
• Leave long enough for a cooling-off period, then follow-up with the next steps.
• Tell the other person how you feel. Let him or her know you don’t like what is happening.
• Listen to what the other person says about how he or she feels and what he or she doesn’t like.
• Share what you think you did to contribute to the problem.
• Tell the other person what you are willing to do differently.
• Work out a plan for sharing or taking turns.
• Put it on the class meeting agenda. (This can also be a first choice and is not meant as a last resort.)
• Talk it over with a parent, teacher, or friend.

After discussing these skills, have the children role-play the following hypothetical situations. Have them solve each of the situations four different ways (one for each of the steps).

• Fighting over whose turn it is to use the tetherball.
• Shoving in line.
• Calling people bad names.
• Fighting over whose turn it is to sit by the window in the car or bus.

Teachers can put the Four Problem-Solving Steps on a laminated poster for students to refer to. Some teachers require that children use these steps before they put a problem on the agenda. Other teachers prefer the class meeting process because it teaches other skills. Instead of making one better than the other (class meeting or one-on-one), let children choose which option they would prefer at the moment.

This tool and many others can be found in the Positive Discipline Teacher Tool Cards .

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Benefits of Problem-Solving in the K-12 Classroom

Posted October 5, 2022 by Miranda Marshall

From solving complex algebra problems to investigating scientific theories, to making inferences about written texts, problem-solving is central to every subject explored in school. Even beyond the classroom, problem-solving is ranked among the most important skills for students to demonstrate on their resumes, with 82.9% of employers considering it a highly valued attribute. On an even broader scale, students who learn how to apply their problem-solving skills to the issues they notice in their communities – or even globally –  have the tools they need to change the future and leave a lasting impact on the world around them.

Problem-solving can be taught in any content area and can even combine cross-curricular concepts to connect learning from all subjects. On top of building transferrable skills for higher education and beyond, read on to learn more about five amazing benefits students will gain from the inclusion of problem-based learning in their education:

• Problem-solving is inherently student-centered.

Student-centered learning refers to methods of teaching that recognize and cater to students’ individual needs. Students learn at varying paces, have their own unique strengths, and even further, have their own interests and motivations – and a student-centered approach recognizes this diversity within classrooms by giving students some degree of control over their learning and making them active participants in the learning process.

Incorporating problem-solving into your curriculum is a great way to make learning more student-centered, as it requires students to engage with topics by asking questions and thinking critically about explanations and solutions, rather than expecting them to absorb information in a lecture format or through wrote memorization.

• Increases confidence and achievement across all school subjects.

As with any skill, the more students practice problem-solving, the more comfortable they become with the type of critical and analytical thinking that will carry over into other areas of their academic careers. By learning how to approach concepts they are unfamiliar with or questions they do not know the answers to, students develop a greater sense of self-confidence in their ability to apply problem-solving techniques to other subject areas, and even outside of school in their day-to-day lives.

The goal in teaching problem-solving is for it to become second nature, and for students to routinely express their curiosity, explore innovative solutions, and analyze the world around them to draw their own conclusions.

• Encourages collaboration and teamwork.

Since problem-solving often involves working cooperatively in teams, students build a number of important interpersonal skills alongside problem-solving skills. Effective teamwork requires clear communication, a sense of personal responsibility, empathy and understanding for teammates, and goal setting and organization – all of which are important throughout higher education and in the workplace as well.

• Increases metacognitive skills.

Metacognition is often described as “thinking about thinking” because it refers to a person’s ability to analyze and understand their own thought processes. When making decisions, metacognition allows problem-solvers to consider the outcomes of multiple plans of action and determine which one will yield the best results.

Higher metacognitive skills have also widely been linked to improved learning outcomes and improved studying strategies. Metacognitive students are able to reflect on their learning experiences to understand themselves and the world around them better.

• Helps with long-term knowledge retention.

Students who learn problem-solving skills may see an improved ability to retain and recall information. Specifically, being asked to explain how they reached their conclusions at the time of learning, by sharing their ideas and facts they have researched, helps reinforce their understanding of the subject matter.

Problem-solving scenarios in which students participate in small-group discussions can be especially beneficial, as this discussion gives students the opportunity to both ask and answer questions about the new concepts they’re exploring.

At all grade levels, students can see tremendous gains in their academic performance and emotional intelligence when problem-solving is thoughtfully planned into their learning.

Interested in helping your students build problem-solving skills, but aren’t sure where to start? Future Problem Solving Problem International (FPSPI) is an amazing academic competition for students of all ages, all around the world, that includes helpful resources for educators to implement in their own classrooms!

Learn more about this year’s competition season from this recorded webinar:    https://youtu.be/AbeKQ8_Sm8U and/or email [email protected] to get started!

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Educationise

11 Activities That Promote Critical Thinking In The Class

Ignite your child’s curiosity with our exclusive “Learning Adventures Activity Workbook for Kids” a perfect blend of education and adventure!

Critical thinking activities encourage individuals to analyze, evaluate, and synthesize information to develop informed opinions and make reasoned decisions. Engaging in such exercises cultivates intellectual agility, fostering a deeper understanding of complex issues and honing problem-solving skills for navigating an increasingly intricate world. Through critical thinking, individuals empower themselves to challenge assumptions, uncover biases, and constructively contribute to discourse, thereby enriching both personal growth and societal progress.

Critical thinking serves as the cornerstone of effective problem-solving, enabling individuals to dissect challenges, explore diverse perspectives, and devise innovative solutions grounded in logic and evidence. For engaging problem solving activities, read our article problem solving activities that enhance student’s interest.

52 Critical Thinking Flashcards for Problem Solving

What is Critical Thinking?

Critical thinking is a 21st-century skill that enables a person to think rationally and logically in order to reach a plausible conclusion. A critical thinker assesses facts and figures and data objectively and determines what to believe and what not to believe. Critical thinking skills empower a person to decipher complex problems and make impartial and better decisions based on effective information.

More Articles from Educationise

• 10 Innovative Strategies for Promoting Critical Thinking in the Classroom
• How to Foster Critical Thinking Skills in Students? Creative Strategies and Real-World Examples
• 9 Must-Have AI Tools for Teachers to Create Interactive Learning Materials
• The Future of Education: 8 Predictions for the Next Decade
• The Latest in EdTech: 5 Innovative Tools and Technologies for the Classroom
• 8 Free Math Problem Solving Websites and Applications

Importance of Acquiring Critical Thinking Skills

Critical thinking skills cultivate habits of mind such as strategic thinking, skepticism, discerning fallacy from the facts, asking good questions and probing deep into the issues to find the truth. Acquiring critical thinking skills was never as valuable as it is today because of the prevalence of the modern knowledge economy. Today, information and technology are the driving forces behind the global economy. To keep pace with ever-changing technology and new inventions, one has to be flexible enough to embrace changes swiftly.

Today critical thinking skills are one of the most sought-after skills by the companies. In fact, critical thinking skills are paramount not only for active learning and academic achievement but also for the professional career of the students. The lack of critical thinking skills catalyzes memorization of the topics without a deeper insight, egocentrism, closed-mindedness, reduced student interest in the classroom and not being able to make timely and better decisions.

Benefits of Critical Thinking Skills in Education

Certain strategies are more eloquent than others in teaching students how to think critically. Encouraging critical thinking in the class is indispensable for the learning and growth of the students. In this way, we can raise a generation of innovators and thinkers rather than followers. Some of the benefits offered by thinking critically in the classroom are given below:

• It allows a student to decipher problems and think through the situations in a disciplined and systematic manner
• Through a critical thinking ability, a student can comprehend the logical correlation between distinct ideas
• The student is able to rethink and re-justify his beliefs and ideas based on facts and figures
• Critical thinking skills make the students curious about things around them
• A student who is a critical thinker is creative and always strives to come up with out of the box solutions to intricate problems

Read our article: How to Foster Critical Thinking Skills in Students? Creative Strategies and Real-World Examples

• Critical thinking skills assist in the enhanced student learning experience in the classroom and prepares the students for lifelong learning and success
• The critical thinking process is the foundation of new discoveries and inventions in the world of science and technology
• The ability to think critically allows the students to think intellectually and enhances their presentation skills, hence they can convey their ideas and thoughts in a logical and convincing manner
• Critical thinking skills make students a terrific communicator because they have logical reasons behind their ideas

Critical Thinking Lessons and Activities

11 Activities that Promote Critical Thinking in the Class

We have compiled a list of 11 activities that will facilitate you to promote critical thinking abilities in the students. We have also covered problem solving activities that enhance student’s interest in our another article. Click here to read it.

1. Worst Case Scenario

Divide students into teams and introduce each team with a hypothetical challenging scenario. Allocate minimum resources and time to each team and ask them to reach a viable conclusion using those resources. The scenarios can include situations like stranded on an island or stuck in a forest. Students will come up with creative solutions to come out from the imaginary problematic situation they are encountering. Besides encouraging students to think critically, this activity will enhance teamwork, communication and problem-solving skills of the students.

Read our article: 10 Innovative Strategies for Promoting Critical Thinking in the Classroom

2. If You Build It

It is a very flexible game that allows students to think creatively. To start this activity, divide students into groups. Give each group a limited amount of resources such as pipe cleaners, blocks, and marshmallows etc. Every group is supposed to use these resources and construct a certain item such as building, tower or a bridge in a limited time. You can use a variety of materials in the classroom to challenge the students. This activity is helpful in promoting teamwork and creative skills among the students.

It is also one of the classics which can be used in the classroom to encourage critical thinking. Print pictures of objects, animals or concepts and start by telling a unique story about the printed picture. The next student is supposed to continue the story and pass the picture to the other student and so on.

4. Keeping it Real

In this activity, you can ask students to identify a real-world problem in their schools, community or city. After the problem is recognized, students should work in teams to come up with the best possible outcome of that problem.

5. Save the Egg

Make groups of three or four in the class. Ask them to drop an egg from a certain height and think of creative ideas to save the egg from breaking. Students can come up with diverse ideas to conserve the egg like a soft-landing material or any other device. Remember that this activity can get chaotic, so select the area in the school that can be cleaned easily afterward and where there are no chances of damaging the school property.

6. Start a Debate

In this activity, the teacher can act as a facilitator and spark an interesting conversation in the class on any given topic. Give a small introductory speech on an open-ended topic. The topic can be related to current affairs, technological development or a new discovery in the field of science. Encourage students to participate in the debate by expressing their views and ideas on the topic. Conclude the debate with a viable solution or fresh ideas generated during the activity through brainstorming.

7. Create and Invent

This project-based learning activity is best for teaching in the engineering class. Divide students into groups. Present a problem to the students and ask them to build a model or simulate a product using computer animations or graphics that will solve the problem. After students are done with building models, each group is supposed to explain their proposed product to the rest of the class. The primary objective of this activity is to promote creative thinking and problem-solving skills among the students.

8. Select from Alternatives

This activity can be used in computer science, engineering or any of the STEM (Science, Technology, Engineering, Mathematics) classes. Introduce a variety of alternatives such as different formulas for solving the same problem, different computer codes, product designs or distinct explanations of the same topic.

Form groups in the class and ask them to select the best alternative. Each group will then explain its chosen alternative to the rest of the class with reasonable justification of its preference. During the process, the rest of the class can participate by asking questions from the group. This activity is very helpful in nurturing logical thinking and analytical skills among the students.

9. Reading and Critiquing

Present an article from a journal related to any topic that you are teaching. Ask the students to read the article critically and evaluate strengths and weaknesses in the article. Students can write about what they think about the article, any misleading statement or biases of the author and critique it by using their own judgments.

In this way, students can challenge the fallacies and rationality of judgments in the article. Hence, they can use their own thinking to come up with novel ideas pertaining to the topic.

10. Think Pair Share

In this activity, students will come up with their own questions. Make pairs or groups in the class and ask the students to discuss the questions together. The activity will be useful if the teacher gives students a topic on which the question should be based.

For example, if the teacher is teaching biology, the questions of the students can be based on reverse osmosis, human heart, respiratory system and so on. This activity drives student engagement and supports higher-order thinking skills among students.

11. Big Paper – Silent Conversation

Silence is a great way to slow down thinking and promote deep reflection on any subject. Present a driving question to the students and divide them into groups. The students will discuss the question with their teammates and brainstorm their ideas on a big paper. After reflection and discussion, students can write their findings in silence. This is a great learning activity for students who are introverts and love to ruminate silently rather than thinking aloud.

Finally, for students with critical thinking, you can go to GS-JJ.co m to customize exclusive rewards, which not only enlivens the classroom, but also promotes the development and training of students for critical thinking.

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4 thoughts on “ 11 Activities That Promote Critical Thinking In The Class ”

• Pingback: What is Growth Mindset? 50+ Motivational Quotes on Growth Mindset - Educationise
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Thanks for the great article! Especially with the post-pandemic learning gap, these critical thinking skills are essential! It’s also important to teach them a growth mindset. If you are interested in that, please check out The Teachers’ Blog!

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Engaging Students in Class Discussions

Class discussions can be enjoyable, challenging, uncomfortable, stimulating, complex, and enlightening. Facilitating discussions is among the most important of all teaching methods because it encourages students to apply, test, and extend their learning in dialogue. Discussion is essentially structured application with immediate feedback, with rapid iteration. It is the place where novices take steps towards speaking with the facility of experts, where students can begin to think of themselves as invited into the discipline.

It is also perhaps the most challenging art for the teacher to master. Facilitating a discussion with all it entails – asking the right questions, listening and responding fully to participants while simultaneously fitting each comment into your overall plan and also thinking of how to connect it to the next step or idea, all while keeping it related it to the essential learning of the course but also allowing for the organic emergence of fresh ideas – requires concentration and creativity.

Below, we offer some guidance and suggestions to consider when incorporating discussion into your teaching strategy. 

Benefits of Discussion as a Teaching Strategy

When deciding when and how to use discussions, consider some of the benefits and types of learning that can occur and how discussions might support student learning in your course. Discussions can help students to:

• practice using vocabulary, frameworks, or theories of a discipline
• use evidence and examples to support an argument 
• connect and engage intellectually with a subject
• encounter, consider, and analyze a diverse range of perspectives
• build a learning community where students are co-creating knowledge

Short, medium, and long discussions and class size considerations  Depending on your course, you may want to plan class discussions regularly or only on certain days for key topics. Some discussions may take an entire class period, for example, within a small seminar class; however you can also include short or medium-length discussions within your course, alternating with periods of lecturing. For medium and large sized classes, pair or small group discussions can work especially well, since it can be challenging to hold a discussion with the entire class.

Short discussion: Turn to your neighbor (1-5 minutes) . Students turn to a person sitting next to them to discuss a question prompt. Sometimes this technique can be paired with answering a polling question or raising hands. This works in any class size, but is especially a good option for large classes in rooms with fixed seating.

Medium-length discussion: Think-Pair-Share (10-20 minutes) . Students first think or work on a problem individually, then pair up or form small groups for discussion. At the end, you can ask students to share what they discussed with the whole class. Note that the larger the group size, the more time they will need to discuss. For example, in a group of four, if everyone talks for two minutes, they will need at least eight minutes to discuss. This strategy can work in all class sizes, but pairs may be best in classrooms with fixed seating in rows.

Long discussion (20-60 minutes). This type of discussion allows for more in-depth and nuanced consideration of a complex topic. These types of discussions tend to work well in smaller classes and need more active facilitation by the instructor . You may consider starting class with a warm-up strategy . Other techniques such as gallery walks, concept mapping, or case studies are well suited for these longer discussions . To prepare for a long discussion we suggest writing a list of main question prompts or activity directions and sharing them ahead of time to allow students who may want extra time to prepare or think about the questions. Follow-up questions and further discussion can emerge from the main prompts. Preparing a handout or slide with questions can create structure.

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Preparing the Students and Environment for Discussion

Build rapport: Spend time early in the semester building connections within the classroom, learning about your students, and helping them learn about each other. Icebreakers and structured activities can help with this. Give students several low-stakes practice opportunities to express themselves, develop confidence, and build interpersonal skills and familiarity with the rest of the class before graded discussions even start. This also works to develop a supportive and welcoming environment full of sharing, listening, and showing respect. Their regular comments and contributions need to feel valued and honored by you and their classmates. In small and medium sized classes, using name tents or name tags can help people refer to each other by name during discussions.

Communicate guidelines and structure : Discussion structure might look different in various courses so clarify the format of your discussions. Share guidelines for discussions, explaining their purpose. Outline your goals for these discussions and how students can succeed.

• Build community agreements together : Your learning community can create a shared  contribution of outlined behaviors to maintain respect and decrease instances of incivility.
• Communicate expectations and grading criteria : It can help to provide accountability for students to prepare for discussion, participate in the discussion itself, as well as reflect at the end of the discussion. Accountability could be in the form of a pre-class reading quiz on Canvas , annotating the readings before class using social annotation tools, posting questions or reflections on an online discussion board , completing in-class handouts, taking a photo of individual or group work in class, and uploading it to Canvas, or filling out an index card at the end of class with the answer to a reflection question.
• As the instructor, you should also plan how you will grade this work. You might grade some work as complete/incomplete or if your participation grading is more complex, providing a detailed rubric with success criteria is essential. Here is one example of a discussion rubric .

Model effective discussion : Depending on the course level or major, you might have students who haven’t really experienced or witnessed college-level discussions before. You can describe the difference between conversation in class and academic conversation which involves students using specific vocabulary, phrases, and statements in your discipline that allow them to articulate and practice critical thinking. To demonstrate and practice what effective discussions look like before going into a graded experience you can participate in frequent academic discussion activities, such as energizer activities that share values or opinions, scenarios, and case studies that generate perspectives, conversational starter activities that practice generating questions, listening activities, or pre-class activities such as social annotation or discussion boards on the reading.

Practice foundational skills : Use these low-stakes practice opportunities to develop several pre-skills before diving into the full discussions.

Foundational skills with activities to practice :

• Active listening : Peer summaries, listening circles, note-taking challenges, paraphrasing exercises
• Asking good questions : conversational starter activities
• Recognizing assumptions : Case study analysis, assumption checklists, role reversal, debate prep, media literacy exercises
• Backing up claims with credible evidence : evidence-based writing prompts, fact-checking assignments, annotated bibliographies, research competitions, source evaluation tasks. The Cornell Library has guides on evaluating sources and media literacy or could work with you on developing guides or activities specifically for your course.
• Assessing other people’s claims : peer review workshops, logical fallacy hunts, claim analysis discussions, critical reading exercises, mock trials
• Sharing purposefully with an audience in mind : audience-specific writing, oral presentations with feedback, role-play scenarios, creative projects, audience analysis
• Building upon a conversation : structured group discussions, dialogue journals, collaborative storytelling
• Challenging each other with respect : debate sessions, conflict resolution role-play, critique guidelines, and reflection exercises.

Build students’ content knowledge : When entering your course, students might have little context or prior knowledge on the topic. How much do students need to know before engaging in your critical discussion? You can decide, based on your learning outcomes, how much content knowledge you’d like them to develop. Consider giving them guidance on how to read and evaluate academic or other sources or provide reading questions. Communicate to students if you want readings or outside material referenced in the discussion. Social annotation can be a great pedagogical tool for getting students to engage in critical reading.

Assess and adjust the physical space : Is the physical space conducive to hosting effective discussions? Visit the classroom ahead of time to see how the space will work for your intended discussions – you may need to see if you can make adjustments to the room, adjust your teaching plan, or look into requesting a different room. For example, in a room with fixed seats in rows, you might use paired discussions (talk to your neighbor) as a strategy. Consider the following:

• Acoustics : can they hear others in the class? Is the room echoey? Would it help for you to use a microphone?
• Orientation : choosing a U-shape or circle layout that supports the type of discussion if it is possible to move the furniture.
• Distractions : consider lighting, movement outside of windows, temperature, air quality, scent, uncomfortable seating or tables in the way, and distractions from other students. Some of these will not be under your control, but you can check in with students if there are factors that can be adjusted that would make them more comfortable.

For more on engaging students with class discussion, visit Facilitating Discussion and Encouraging Student Participation in Discussions.

References and Further Reading:

Eberly Center, Teaching Excellence & Educational Innovation (2024) Discussions. Carnegie Mellon.

Davis, B. G. (1993) Tools for Teaching. San Francisco: Jossey-Bass.

Brookfield, S. D. and S. Preskill. (1999). Discussion as a Way of Teaching: Tools and Techniques for Democratic Classrooms. San Francisco: Jossey-Bass.

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Creative Problem Solving

• DES 1111, 3 credits
• Faculty Coordinator: Brad Hokanson
• Sponsoring U of M Department: Design, Housing, and Apparel
• Fulfills U of M Requirement(s): Meets U of M degree credit requirements for all majors such as departmental major, minor, or elective requirements; course is required for BS in Retail Merchandising
• Teacher Applications: Apply to Teach a Course

U of M Catalog Description

University Catalog Link

Development of creative capability applicable to all fields of study. Problem solving techniques. Theory of creativity/innovation.

Class size limit: 34

Sample Syllabus

Recommended Course Description for High School Registration Guides

This course provides the chance to explore and engage with contemporary and historic practice in the creative fields, principally in art and design through a series of personal and creative activities. This course promotes the exploration of new media as well as traditional practice through personal involvement in creativity and creative practice. Central to the mission of the course is the development of your personal traits of creativity, thoughtful analysis, ingenuity, experimentation and the ability to solve problems. The goal of this course is to create a lasting, permanent, and integrated connection between the student, their own creativity, and the creative fields.

This course provides the chance for students to develop their own creativity and problem solving skills through a series of personal and inventive activities.

Central to the mission of the course is the development of your personal traits of creativity, thoughtful analysis, ingenuity, experimentation and the ability to solve problems. The goal is to create a lasting, permanent, and integrated connection between the student, their own creativity, and their own areas of study.Open and valuable to students having a wide range of interests, the course develops a skill that is valuable in all fields, creativity. 

Student Qualifications

Juniors or seniors from all fields with 3.0 GPA or instructor approval are welcome to apply. Open to 10th graders only with instructor permission.

Instructor Qualifications

Instructors apply and are selected by faculty in accordance with the U of M policy governing Academic Appointments with Teaching Functions. Once approved, an instructor is appointed as a Teaching Specialist 9754 (University Job Title and Code) in the College of Continuing and Professional Studies. Instructor qualifications are determined by the sponsoring University department.

Visit the Apply to Teach a Course page for course-specific qualifications and application steps.

Required: Johnson, S. 2009. Where Good Ideas Come From: The Natural History of Innovation , Riverhead Trade, NY. (Cost is approximately $11 for a paperback, $15 for an ebook on Amazon in 2024)

Optional: Hokanson, B. 2017. Developing Creative Thinking Skills in Learners , Routledge, NY. (Cost is approximately $29 for a paperback, $28 for an ebook on Amazon in 2024)

Frequently Asked Questions

Is there a training and mentoring system for teachers new to CIS?

The faculty coordinator welcomes phone or email check-ins with individual teachers during the term to supplement the workshops during the school year and summer. A cohort listserv facilitates easy communications. New teachers also benefit from an orientation to College in the Schools that will familiarize them with the support available through CIS as well as prepare them for administrative tasks such as registering students and posting grades.

High school class schedules vary: can this course be taught by teachers on a block schedule?

The course is flexible and can be taught in a variety of schedules. A minimum of three sessions per week is required, but the course can be paced to accommodate a five class sessions a week schedule as well.

What happens at typical teacher workshops?

CIS teachers attend professional development workshops each term and in the summer to stay current with U of M curricula and the CIS program, to learn about innovative research and developments in the field, network, and share materials. Workshops serve as faculty meetings with course and program development discussions with special attention dedicated to content, pedagogy, assessment, and grading of the college courses.

What happens at typical student field days?

Students will visit the College of Design and view opportunities for study in the College, including graphic design, architecture, and product design.

High Schools Offering This Course

• Academy for Sciences and Agriculture (Vadnais Heights)
• Anoka High School
• Benilde-St. Margaret's (Saint Louis Park)
• Minnetonka High School

How might students be using generative AI?

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

Some possible student uses of generative AI include the following:

Academic writing and essays

Sample uses

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

Implications

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

Research and information gathering

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

Study assistance and exam preparation

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

Coding and problem solving

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

Creative projects

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

Language learning and translation

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

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

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

• Programs and Courses

Wicked Problems in Health Science

An undergraduate course offered by the School of Medicine and Psychology .

• Code HLTH3004
• Unit Value 6 units
• Offered by School of Medicine and Psychology
• ANU College ANU Joint Colleges of Science
• Course subject Health Science
• Areas of interest Health Medicine and the Body, Public Health, Health
• Academic career UGRD
• Christine Phillips
• Mode of delivery In Person
• Offered in Second Semester 2025 See Future Offerings
• STEM Course
• Critical Thinking
• Transdisciplinary

• Introduction

Learning Outcomes

Indicative assessment, inherent requirements, requisite and incompatibility, prescribed texts, preliminary reading, other information.

• Offerings and Dates

Wicked problems are complex, but not insoluble, problems that address important social and cultural issues. They require intensive cross-boundary collaboration to develop solutions to this problem, in this context, for this population. This course is designed to develop the ability of students to work together in a transdisciplinary fashion to understand the debates and challenges underpinning a selected wicked problem. Examples of wicked problems addressed in this course include antimicrobial resistance, anti-vaccination movements, effects of climate change on health, gender-based violence, and racial health disparities.

Students will learn to identify a wicked problem, and to articulate together different ways of understanding the wicked problem and possible approaches to solving. Skills developed will include dialogic methods to appreciate different disciplinary perspectives; problem-setting as a problem-solving approach; recognising emergent new wicked and tame problems. While learning about wicked problems, they will also be able to learn from a series of introductory lectures by experts describing exemplar wicked problems. Finally students will work in transdisciplinary groups to develop a contextualised approach to problem-solving for an assigned wicked problem.

Upon successful completion, students will have the knowledge and skills to:

• Critically and reflectively analyse a body of cognate literature as relevant to the assigned wicked problem and prioritise, synthesise and order such a body of work;
• Identify and communicate core ideas in key literature or other material on the assigned wicked problem to their peers;
• Plan and implement a research project;
• Communicate creatively and collaboratively to a relevant audience;
• Synthesise a problem and analyse relevant challenges to propose a solution.

A quota will apply to admission to this course.  Students must register an expression of interest to enrol. Selection is based on (i) the quality of the EoI, demonstrating those students whose transcripts indicate a willingness to explore learning outside their majors/minors, and (ii) relevant disciplinary and sub-disciplinary knowledge bases. The final participant list is drawn from all colleges of the university. The intent is to select students who show potential to engage actively in the course, and also bring with them diverse sets of academic, social and cultural knowledge, adding richness to the cohort’s learning.

• Annotated bibliography (10) [LO 1]
• Key papers presentation (10) [LO 2]
• Research plan (15) [LO 1,2,3]
• Presentation (40) [LO 1,2,3,4]
• Exegesis (15) [LO 1,2,3,4,5]
• Group collaboration (10) [LO 1,2,3,4,5]

The ANU uses Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. While the use of Turnitin is not mandatory, the ANU highly recommends Turnitin is used by both teaching staff and students. For additional information regarding Turnitin please visit the ANU Online website.

The expected workload will consist of approximately 130 hours throughout the semester including:

• Face-to face component which may consist of 2 x 2 hours seminars per week for the first four weeks (total 16 hours) and 1 x 1 hour consultation per week over 8 weeks (total 8 hours).
• Approximately 106 hours of self-directed study which will include preparation for presentations and other assessment tasks.

There are no inherent requirements.

You will need to contact the School of Medicine and Psychology to request a permission code to enrol in this course.

There are no prescribed texts.

Relevant material will be provided to students.

Tuition fees are for the academic year indicated at the top of the page.  

Commonwealth Support (CSP) Students If you have been offered a Commonwealth supported place, your fees are set by the Australian Government for each course. At ANU 1 EFTSL is 48 units (normally 8 x 6-unit courses). More information about your student contribution amount for each course at Fees . 

If you are a domestic graduate coursework student with a Domestic Tuition Fee (DTF) place  or international student you will be required to pay course tuition fees (see below). Course tuition fees are indexed annually. Further information for domestic and international students about tuition and other fees can be found at  Fees .

Where there is a unit range displayed for this course, not all unit options below may be available.

Offerings, Dates and Class Summary Links

ANU utilises MyTimetable to enable students to view the timetable for their enrolled courses, browse, then self-allocate to small teaching activities / tutorials so they can better plan their time. Find out more on the Timetable webpage .

Second Semester

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DU Professor Helps Solve Famous 70-Year-Old Math Problem

Jordyn reiland.

[email protected]

Assistant Professor Mandi Schaeffer Fry is the first faculty member to be published in the Annals of Mathematics since the 1880s.

University of Kaiserslautern Professor Gunter Malle, University of Denver Assistant Professor Mandi Schaeffer Fry and University of Valencia Professor Gabriel Navarro pose for a photo after announcing their theorem in Oberwolfach, Germany.

Whether it be flying trapeze, participating in competitive weightlifting or solving math problems that have confounded academics for decades, Mandi Schaeffer Fry enjoys chasing the next adventure.

Schaeffer Fry, who joined the University of Denver’s Department of Mathematics in the fall of 2023, will be the first faculty member since the 1880s to be published in the Annals of Mathematics , widely seen as the industry’s most prestigious journal.

In 2022, Schaeffer Fry helped complete a problem that dates to 1955—mathematician Richard Brauer’s Height Zero Conjecture.

“Maybe one of the most challenging parts, other than the math itself, was the knowledge of the weight that this would have on the field,” Schaeffer Fry says. “If you’re going to make an announcement like this, you have to be darn sure that it’s absolutely correct.”

Over the years, number crunchers have worked on the problem at universities across the globe, and some found partial solutions; however, the problem was not completed until now.

“Mandi’s accomplishment is exciting. Solving Brauer's Height Zero Conjecture is remarkable,” Mathematics Department Chair Alvaro Arias says. 

The work is also a testament to DU’s achievement as a Research 1 (R1) institution.

Fry and her collaborators—University of Kaiserslautern Professor Gunter Malle, University of Valencia Professor Gabriel Navarro and Rutgers University Professor Pham Huu Tiep—worked around the clock over the course of three months in eight-hour shifts during the summer of 2022 to find a solution.

In April, that work was accepted for publication in the Annals of Mathematics.

'Brauer's Height Zero Conjecture (BHZ) was the first conjecture leading to the part of my field studying 'local-global' problems in the representation theory of finite groups, which seek to relate properties of groups with properties of certain nice smaller subgroups, letting us 'zoom in' on the group using just a specific prime number and simplify things," Schaeffer Fry says. 

"The BHZ gives us a way to tell from the character table of a group (a table of data that encodes lots, but not all, information about the group) whether or not certain of these subgroups, called defect groups, have the commutativity property," she adds.

This paper was especially meaningful to Schaeffer Fry as she had always wanted to work with Malle, Tiep and Navarro as they have been her primary mentors. Tiep was her PhD advisor and this was the first time they had worked together since then.

Fry believes she has solidified her place in the field and knows she’ll likely never top this accomplishment, but she’s always looking for the next adventure—whether that’s in or out of the classroom.

Flying high and pumping iron

When Schaeffer Fry isn’t on DU’s campus working with students or conducting research, you can find her flying trapeze and competitive weightlifting.

Schaeffer Fry became involved in competitive weightlifting during graduate school, and, in the last year of her PhD at the University of Arizona, she defended her dissertation one day and got on a plane and competed at the national level for “university-aged” athletes—which included Olympians.

While she now lifts weights more casually, Schaeffer Fry competed last September in an over-35 competition and qualified for the USA Weightlifting Masters National Championships.

It was a “field trip” during a conference in Berkeley, California, in 2018 that led Fry to become enamored with flying trapeze.

In fact, she enjoyed it so much she signed up to be a member of Imperial Flyers, an amateur flying trapeze cooperative located in Westminster. Once she found out about the sport, her previous experience as a gymnast made it a natural fit.

Not only is she working on her own intermediate tricks, she’s also a “teaching assistant” at Fly Mile High, the state’s only flying trapeze and aerial fitness school.

“It’s exhilarating; it’s gotten me a bit over my fear of heights,” she says.

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