CRITICAL THINKING/PROBLEM SOLVING (created by Brad Bostick)
Problem Solving and Decision Making
We solve problems and make decisions everyday/all the day: at home, at work, at play, even at the grocery store!
Some problems and decisions are very challenging, and require a lot of thought, emotion, and research. The steps of this guide are designed to help you make good decisionsThis procedure looks as if one moves neatly from step to step. This isn't the case. These steps simply provide a structure for working on the problem.
They overlap: you may have to return to earlier steps, or work them simultaneously,
to find the best solution.
Examples of problem solving:
We solve problems and make decisions everyday/all the day: at home, at work, at play, even at the grocery store!
Some problems and decisions are very challenging, and require a lot of thought, emotion, and research. The steps of this guide are designed to help you make good decisionsThis procedure looks as if one moves neatly from step to step. This isn't the case. These steps simply provide a structure for working on the problem.
They overlap: you may have to return to earlier steps, or work them simultaneously,
to find the best solution.
Examples of problem solving:
- Information gathering occurs in all steps from recognition of the problem to implementation of its solution
- New information may force you to redefine the problem
- Alternatives may be unworkable, and you'll have to find new ones
- Some steps may be combined or abbreviated
EXPLANATION:
Problem Solving:
Define the Problem
What prevents you from reaching your goal?
You may need to state the problem in broad terms since the exact problem may not be obvious.
Gather Information
Stakeholders
Individuals, groups, organizations that are affected by the problem, or its solution. Begin with yourself. Decision makers and those close to us are very important to identify.
Facts & data
The boundaries or constraints of the situation are difficult to change. They include lack of funds or other resources. If a solution is surrounded by too many constraints, the constraints themselves may be the problem.
Opinions and Assumptions
Opinions of decision makers, committees or groups, or other powerful groups will be important to the success of your decision. It is important to recognize truth, bias, or prejudice in the opinion.
Assumptions can save time and work since is often difficult to get "all the facts." Recognize that some things are accepted on faith. Assumptions also have a risk factor, must be recognized for what they are, and should be discarded when they are proven wrong.
The PDF below takes these concepts and presents them in language that is kid-friendly:
Define the Problem
What prevents you from reaching your goal?
You may need to state the problem in broad terms since the exact problem may not be obvious.
- you may lack information to define it
- you can confuse symptoms with underlying causes
Gather Information
Stakeholders
Individuals, groups, organizations that are affected by the problem, or its solution. Begin with yourself. Decision makers and those close to us are very important to identify.
Facts & data
- Research
- Results from experimentation and studies
- Interviews of "experts" and trusted sources
- Observed events, past or present, either personally observed or reported
The boundaries or constraints of the situation are difficult to change. They include lack of funds or other resources. If a solution is surrounded by too many constraints, the constraints themselves may be the problem.
Opinions and Assumptions
Opinions of decision makers, committees or groups, or other powerful groups will be important to the success of your decision. It is important to recognize truth, bias, or prejudice in the opinion.
Assumptions can save time and work since is often difficult to get "all the facts." Recognize that some things are accepted on faith. Assumptions also have a risk factor, must be recognized for what they are, and should be discarded when they are proven wrong.
The PDF below takes these concepts and presents them in language that is kid-friendly:
| pbl_critical_thinking_skills_in_kid_language_2011.pdf |
EXAMPLES:
http://edutechwiki.unige.ch/en/Ace_Training_Ltd._A_complete_Case_Study_of_Problem-based_learning
http://www.amphi.com/teachers/pgreenleaf/edtech/pbllesson.html
http://www.azpbl.org/category/national-news/
http://www.amphi.com/teachers/pgreenleaf/edtech/pbllesson.html
http://www.azpbl.org/category/national-news/
MODIFY YOUR UNIT:
Consider these questions:
- What is the problem?
- Is it my problem?
- Can I solve it? Is it worth solving?
- Is this the real problem, or merely a symptom of a larger one?
- If this is an old problem, what's wrong with the previous solution?
- Does it need an immediate solution, or can it wait?
- Is it likely to go away by itself?
- Can I risk ignoring it?
- Does the problem have ethical dimensions?
- What conditions must the solution satisfy?
- Will the solution affect something that must remain unchanged?
JUSTIFICATION: Record in your PBL journal the following, under a header marked Critical Thinking/Problem Solving:
What changes did you make in your unit to address this element of PBL?
What value did this change provide?
What perspective(s) were important in your decision to make these changes? (use 3S and 4C models)
Did you purposefully eliminate anything?
What value did this change provide?
What perspective(s) were important in your decision to make these changes? (use 3S and 4C models)
Did you purposefully eliminate anything?
