Problem-Solving Discussion Strategy: Explanation
This activity asks learners to work together to solve a problem (or two).
They must discuss whatever is at issue, exploring solutions as a group before arriving at some kind of consensus.
It works as follows:
The teacher introduces the topic and explains its relevance.
The class is divided into groups of four or five.
At this point, the teacher has three possible options:
- Present each group with the same problem.
- Present each group with the same set of problems.
- Present each group with a different problem.
The first option means groups will be able to compare any solutions they come up with, either through a whole-class discussion or by teaming up with another group.
This will help them to think about the different ways in which the problem can be solved.
The second option means learners will have their thinking drawn in various directions, helping them to view the topic more broadly and to make connections between different parts of it.
The likelihood is that groups will work at varying speeds. This will lead to some fragmentation of the task and to learners having a range of experiences.
The third option involves a division of labour.
Each group deals with a separate aspect of the topic.
The results can be shared through a whole-class discussion. Learners will come to understand one aspect of the topic in depth and several aspects at a more surface level.
Whichever method you choose, learners in every group will be discussing problems connected to the topic.
This will see them thinking analytically, evaluatively and, potentially, creatively as well (as they search for solutions to the problem or come up with new ideas in response to the problem).
It may be necessary to provide learners with additional information so they can understand where a problem comes from, who it affects, and why it needs solving. It will depend on the type of problems you are using (for example, in a subject like maths, this may be less relevant than in, say, geography).
The material can be in the form of a hand-out or a resource pack.
No extra information is required if learners are already familiar with the topic or if the problem is self-explanatory.
The teacher sets a time-limit, explaining that a solution for the problem must be found before the clock stops. This creates a sense of urgency and focuses learners’ minds.
Sometimes, it can also be useful to provide success criteria against which solutions will be judged. The relevance of this tends to depend on what the problem is and what subject learners are studying.
When the time is up, solutions are shared using the methods noted above, or through individual group presentations followed by questions and comments.
Problem-Solving Discussion Strategy: Example
Topic: Forces
Let us imagine that, in this case, learners have already spent a few lessons studying forces.
The problems the teacher sets therefore do not need to be accompanied by any additional materials.
The teacher might choose to set one problem for all the groups to try and solve:
- A car manufacturer is having difficulty working out which tyres to use on their newest model. They ask you to design an experiment that would allow them to rate different tyres against each other. They would also like a set of criteria they could use to decide which tyres they should choose.
Or they might choose to set a series of problems. Groups could work their way through these one-by-one, or they could be distributed one per group:
- How might you conduct an experiment to find out the strength of gravity on a planet other than the Earth?
- Design a product that would prevent the force of a car crash being transferred to any passengers inside the vehicle.
- Why are nuts hard to crack?
- How could you find out which type of saw was best suited to cutting through a specific type of wood?
- Design a testing area you could use to work out the amount of force required to move a lorry at a range of different speeds and with a range of different loads.
In each of the problems, the teacher has made sure there are various points that learners can discuss.
Constructing problems in this way means groups can maintain a debate for the duration of the activity. There will be enough for them to talk about!
Problem-Solving Discussion Strategy: Extensions and Developments
- Have a ‘super-problem’ ready in case a group finishes solving their first problem inside the designated time. This could be an extension of the original problem or something altogether different. Present it to learners as a reward and a challenge.
- Half-way through the activity, ask one learner from each group to stand up and walk around the room. They should listen in to the discussions other groups are having and then report back to their home group. This is a good way to help groups get access to fresh thinking, which they can use to solve their problems in a different way or move their discussions forwards.
