When we say we want prepare students to be problem-solvers, what does that mean? Perhaps even more important, how is this accomplished? I, by no means, want to produce a full blueprint here but simply outline the issue. Ultimately, training students to be problem-solvers must be such an integral part of what we do that it is not a separate component of what we do but the sum.
Generally speaking, we spend too much time as educators providing our students with answers. Too often we dwell in the lower realms of cognition, namely knowledge and comprehension. Foundational areas, true, but we must move up to higher levels of application, analysis, evaluation, and synthesis. (Footnote) In short, we want to train students to have 3 higher level cognitive skills: analysis, evaluation, and synthesis. I use this order in place of the traditional Bloom’s Taxonomy.
I believe 2 things are necessary to be a problem-solver: the requisite skills and the mindset.
First, we must give our students the skills necessary to be problem-solvers. I believe that this starts with methodology. Problem-solving is a cognitive process. This process must become SOP for our students.
We will use a modified Simplex model as developed by Min Basadur in The Power of Innovation: How to Make Innovation a Way of Life and Put Creative Solutions in Place. There are eight steps in this process:
1. Find the Problem
2. Find the Facts
3. Define the Problem
4. Find Ideas
5. Select and evaluate Solutions
6. Plan
7. Sell the Idea
8. Act
Each one of these steps has multiple subcomponents and prerequisite skills. We must purposely teach our students these things and employ the practice of them in everything we do.
It means deductive and inductive reasoning, the Socratic Method, root cause analysis, cost-benefit analysis, cause and effect diagrams, flow charts, sequencing, Pareto, risk analysis, weighted decision making matrix, means-end analysis, Venn diagrams, Bayesian reasoning, and on and on.
Then we can confidently attest that our students:
1. Understand and apply the basic principles of presenting an argument.
2. Understand and apply basic principles of logic and reasoning.
3. Effectively use mental processes that are based on identifying similarities and differences.
4. Understand and apply basic principles of hypothesis testing and scientific inquiry.
5. Apply basic troubleshooting and problem-solving techniques.
6. Apply decision-making techniques.
Each of these is considered a prevalent component of thinking and life-skills assessment.
I once had a colleague on an executive leadership team that called problems “opportunities for solution.” That is a problem-solver mindset.
It is much more than being able to offer an opinion. As Americans we have opinions on everything, but we shout these from the comfort of the spectator section. Problem-solvers get in the game.
As believers we have been given dominion for the purpose of being problem-solvers. If something is broken – fix it. If something is ill – cure it. If something is wrong – correct it. Or better yet, “For I was hungry and you gave me food, I was thirsty and you gave me drink, I was a stranger and you welcomed me, I was naked and you clothed me, I was sick and you visited me, I was in prison and you came to me.” We are to take light into the darkness. We live in a fallen world and we are to reclaim it for the Kingdom; for His glory.
Enough of my soap box.
Students that are problem-solvers will have no problem (pun intended) getting into the school of their choice and more importantly staying employed.
Next time I will write about Shannon Forest students as communicators.
