Strategies for Problem Solving Instruction

1
Strategies for Problem Solving Instruction

• As recommended by Patricia L. Smith and Tillman
  J. Ragan
• Presented by Sherry Ryan ET 572
• July 26, 2000

2
Nutrition for Type II Diabetics

• Example to illustrate designing instruction for
  problem-solving learning objectives
• Overall goal of workshop
• Help Type II Diabetics control their condition
  and lead healthier lives through improved
  nutrition

3
Learning Objectives

• Given a diabetes food pyramid and a list of
  foods, learners will be able to place each food
  in the correct category
• Given a list of foods, learners will be able to
  match each to the effect they will have on a
  diabetic's body
• Working in pairs, learners will be able to answer
  9 out of 10 questions correctly on the American
  Diabetes Association "Feed Your Brain" quiz
• Given three sample menus, learners will be able
  to pick out the problems in each, and explain
  their negative effects
• Given three sample recipes, learners will be able
  to choose the recipe that best fits the daily
  recommended guidelines for a Type II Diabetic

4
Learning Objectives

• Given a diabetes food pyramid and a list of
  foods, learners will be able to place each food
  in the correct category
• Given a list of foods, learners will be able to
  match each to the effect they will have on a
  diabetic's body
• Working in pairs, learners will be able to answer
  9 out of 10 questions correctly on the American
  Diabetes Association "Feed Your Brain" quiz
• Given three sample menus, learners will be able
  to pick out the problems in each, and explain
  their negative effects
• Given three sample recipes, learners will be able
  to choose the recipe that best fits the daily
  recommended guidelines for a Type II Diabetic

5
Introduction and Reviewing Prior Knowledge

• Use and interesting and challenging problem, but
  not too complex
• Real-life example with pay-off
• Review declarative knowledge and principles
  related to problem, plus appropriate
  problem-solving strategies
• Will have just been presented, review in form of
  coaching and feedback for practice exercises

6
Processing Information

• Generative vs. Supplantive?
• In-between approach--talking out loud through
  problem solving, then students work in pairs with
  instructor coaching and feedback
• Start with simplified version of a problem
• Encourage learners to define problem space
• Provide guidance on applying appropriate
  principles to solve problems

7
Practice and Feedback

• Include as much practice as possible to build
  confidence and skill
• Start with problems with easy-to-recognize
  differences between given and goal states, then
  gradually introduce more complexity

8
Learning Transfer and Assessment

• Guided-discovery method (think aloud modeling
  followed by coached practice) helps encourage
  learning transfer
• Assessment should require learners to solve
  problems that the instruction has targeted
• Assessments can also ask learners to evaluate the
  appropriateness of provided solutions

9
Conclusion

• Problem-solving is a powerful skill
• Many terminal learning objectives are
  problem-solving objectives
• To design effective problem-solving instruction,
  consider different facets and approaches to
  content and design
• Just as learning to do effective problem-solving
  requires practice, so does designing effective
  problem-solving instruction