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Strategies to develop problem-solving skills in students.

• November 14, 2023

Students need the freedom to brainstorm, develop solutions and make mistakes — this is truly the only way to prepare them for life outside the classroom. When students are immersed in a learning environment that only offers them step-by-step guides and encourages them to focus solely on memorisation, they are not gaining the skills necessary to help them navigate in the complex, interconnected environment of the real world.

Choosing a school that emphasises the importance of future-focussed skills will ensure your child has the abilities they need to survive and thrive anywhere in the world. What are future-focussed skills? Students who are prepared for the future need to possess highly developed communication skills, self-management skills, research skills, thinking skills, social skills and problem-solving skills. In this blog, I would like to focus on problem-solving skills.

What Are Problem-Solving Skills?

The Forage defines problem-solving skills as those that allow an individual to identify a problem, come up with solutions, analyse the options and collaborate to find the best solution for the issue.

Importance of Problem-Solving in the Classroom Setting

Learning how to solve problems effectively and positively is a crucial part of child development. When children are allowed to solve problems in a classroom setting, they can test those skills in a safe and nurturing environment. Generally, when they face age-appropriate issues, they can begin building those skills in a healthy and positive manner.

Without exposure to challenging situations and scenarios, children will not be equipped with the foundational problem-solving skills needed to tackle complex issues in the real world. Experts predict that problem-solving skills will eventually be more sought after in job applicants than hard skills related to that specific profession. Students must be given opportunities in school to resolve conflicts, address complex problems and come up with their own solutions in order to develop these skills.

Benefits of Problem-Solving Skills for Students

Learning how to solve problems offers students many advantages, such as:

Improving Academic Results

When students have a well-developed set of problem-solving skills, they are often better critical and analytical thinkers as well. They are able to effectively use these 21st-century skills when completing their coursework, allowing them to become more successful in all academic areas. By prioritising problem-solving strategies in the classroom, teachers often find that academic performance improves.

Developing Confidence

Giving students the freedom to solve problems and create their own solutions is essentially permitting them to make their own choices. This sense of independence — and the natural resilience that comes with it — allows students to become confident learners who aren’t intimidated by new or challenging situations. Ultimately, this prepares them to take on more complex challenges in the future, both on a professional and social level.

Preparing Students for Real-World Challenges

The challenges we are facing today are only growing more complex, and by the time students have graduated, they are going to be facing issues that we may not even have imagined. By arming them with real-world problem-solving experience, they will not feel intimidated or stifled by those challenges; they will be excited and ready to address them. They will know how to discuss their ideas with others, respect various perspectives and collaborate to develop a solution that best benefits everyone involved.

The Best Problem-Solving Strategies for Students

No single approach or strategy will instil a set of problem-solving skills in students.  Every child is different, so educators should rely on a variety of strategies to develop this core competency in their students.  It is best if these skills are developed naturally.

These are some of the best strategies to support students problem-solving skills:

Project-Based Learning

By providing students with project-based learning experiences and allowing plenty of time for discussion, educators can watch students put their problem-solving skills into action inside their classrooms. This strategy is one of the most effective ways to fine-tune problem-solving skills in students.  During project-based learning, teachers may take notes on how the students approach a problem and then offer feedback to students for future development. Teachers can address their observations of interactions during project-based learning at the group level or they can work with students on an individual basis to help them become more effective problem-solvers.

Encourage Discussion and Collaboration in the Classroom Setting

Another strategy to encourage the development of problem-solving skills in students is to allow for plenty of discussion and collaboration in the classroom setting.  When students interact with one another, they are naturally developing problem solving skills.  Rather than the teacher delivering information and requiring the students to passively receive information, students can share thoughts and ideas with one another.  Getting students to generate their own discussion and communication requires thinking skills. 

Utilising an Inquiry-Based approach to Learning

Students should be presented with situations in which their curiosity is sparked and they are motivated to inquire further. Teachers should ask open-ended questions and encourage students to develop responses which require problem-solving. By providing students with complex questions for which a variety of answers may be correct, teachers get students to consider different perspectives and deal with potential disagreement, which requires problem-solving skills to resolve.

Model Appropriate Problem-Solving Skills

One of the simplest ways to instil effective problem-solving skills in students is to model appropriate and respectful strategies and behaviour when resolving a conflict or addressing an issue. Teachers can showcase their problem-solving skills by:

• Identifying a problem when they come across one for the class to see
• Brainstorming possible solutions with students
• Collaborating with students to decide on the best solution
• Testing that solution and examining the results with the students
• Adapting as necessary to improve results or achieve the desired goal

Prioritise Student Agency in Learning

Recent research shows that self-directed learning is one of the most effective ways to nurture 21st-century competency development in young learners. Learning experiences that encourage student agency often require problem-solving skills.  When creativity and innovation are needed, students often encounter unexpected problems along the way that must be solved. Through self-directed learning, students experience challenges in a natural situation and can fine-tune their problem-solving skills along the way.  Self-directed learning provides them with a foundation in problem-solving that they can build upon in the future, allowing them to eventually develop more advanced and impactful problem-solving skills for real life.

21st-Century Skill Development at OWIS Singapore

Problem-solving has been identified as one of the core competencies that young learners must develop to be prepared to meet the dynamic needs of a global environment.  At OWIS Singapore, we have implemented an inquiry-driven, skills-based curriculum that allows students to organically develop critical future-ready skills — including problem-solving.  Our hands-on approach to education enables students to collaborate, explore, innovate, face-challenges, make mistakes and adapt as necessary.  As such, they learn problem-solving skills in an authentic manner.

For more information about 21st-century skill development, schedule a campus tour today.

About Author

David swanson, latest blogs.

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Why Every Educator Needs to Teach Problem-Solving Skills

Strong problem-solving skills will help students be more resilient and will increase their academic and career success .

Want to learn more about how to measure and teach students’ higher-order skills, including problem solving, critical thinking, and written communication?

Problem-solving skills are essential in school, careers, and life.

Problem-solving skills are important for every student to master. They help individuals navigate everyday life and find solutions to complex issues and challenges. These skills are especially valuable in the workplace, where employees are often required to solve problems and make decisions quickly and effectively.

Problem-solving skills are also needed for students’ personal growth and development because they help individuals overcome obstacles and achieve their goals. By developing strong problem-solving skills, students can improve their overall quality of life and become more successful in their personal and professional endeavors.

Problem-Solving Skills Help Students…

   develop resilience.

Problem-solving skills are an integral part of resilience and the ability to persevere through challenges and adversity. To effectively work through and solve a problem, students must be able to think critically and creatively. Critical and creative thinking help students approach a problem objectively, analyze its components, and determine different ways to go about finding a solution.  

This process in turn helps students build self-efficacy . When students are able to analyze and solve a problem, this increases their confidence, and they begin to realize the power they have to advocate for themselves and make meaningful change.

When students gain confidence in their ability to work through problems and attain their goals, they also begin to build a growth mindset . According to leading resilience researcher, Carol Dweck, “in a growth mindset, people believe that their most basic abilities can be developed through dedication and hard work—brains and talent are just the starting point. This view creates a love of learning and a resilience that is essential for great accomplishment.”

    Set and Achieve Goals

Students who possess strong problem-solving skills are better equipped to set and achieve their goals. By learning how to identify problems, think critically, and develop solutions, students can become more self-sufficient and confident in their ability to achieve their goals. Additionally, problem-solving skills are used in virtually all fields, disciplines, and career paths, which makes them important for everyone. Building strong problem-solving skills will help students enhance their academic and career performance and become more competitive as they begin to seek full-time employment after graduation or pursue additional education and training.

  Resolve Conflicts

In addition to increased social and emotional skills like self-efficacy and goal-setting, problem-solving skills teach students how to cooperate with others and work through disagreements and conflicts. Problem-solving promotes “thinking outside the box” and approaching a conflict by searching for different solutions. This is a very different (and more effective!) method than a more stagnant approach that focuses on placing blame or getting stuck on elements of a situation that can’t be changed.

While it’s natural to get frustrated or feel stuck when working through a conflict, students with strong problem-solving skills will be able to work through these obstacles, think more rationally, and address the situation with a more solution-oriented approach. These skills will be valuable for students in school, their careers, and throughout their lives.

    Achieve Success

We are all faced with problems every day. Problems arise in our personal lives, in school and in our jobs, and in our interactions with others. Employers especially are looking for candidates with strong problem-solving skills. In today’s job market, most jobs require the ability to analyze and effectively resolve complex issues. Students with strong problem-solving skills will stand out from other applicants and will have a more desirable skill set.

In a recent opinion piece published by The Hechinger Report , Virgel Hammonds, Chief Learning Officer at KnowledgeWorks, stated “Our world presents increasingly complex challenges. Education must adapt so that it nurtures problem solvers and critical thinkers.” Yet, the “traditional K–12 education system leaves little room for students to engage in real-world problem-solving scenarios.” This is the reason that a growing number of K–12 school districts and higher education institutions are transforming their instructional approach to personalized and competency-based learning, which encourage students to make decisions, problem solve and think critically as they take ownership of and direct their educational journey.

Problem-Solving Skills Can Be Measured and Taught

Research shows that problem-solving skills can be measured and taught. One effective method is through performance-based assessments which require students to demonstrate or apply their knowledge and higher-order skills to create a response or product or do a task.

What Are Performance-Based Assessments?

With the No Child Left Behind Act (2002), the use of standardized testing became the primary way to measure student learning in the U.S. The legislative requirements of this act shifted the emphasis to standardized testing, and this led to a  decline in nontraditional testing methods .

But   many educators, policy makers, and parents have concerns with standardized tests. Some of the top issues include that they don’t provide feedback on how students can perform better, they don’t value creativity, they are not representative of diverse populations, and they can be disadvantageous to lower-income students.

While standardized tests are still the norm, U.S. Secretary of Education Miguel Cardona is encouraging states and districts to move away from traditional multiple choice and short response tests and instead use performance-based assessment, competency-based assessments, and other more authentic methods of measuring students abilities and skills rather than rote learning. 

Performance-based assessments  measure whether students can apply the skills and knowledge learned from a unit of study. Typically, a performance task challenges students to use their higher-order skills to complete a project or process. Tasks can range from an essay to a complex proposal or design.

Preview a Performance-Based Assessment

Want a closer look at how performance-based assessments work?  Preview CAE’s K–12 and Higher Education assessments and see how CAE’s tools help students develop critical thinking, problem-solving, and written communication skills.

Performance-Based Assessments Help Students Build and Practice Problem-Solving Skills

In addition to effectively measuring students’ higher-order skills, including their problem-solving skills, performance-based assessments can help students practice and build these skills. Through the assessment process, students are given opportunities to practically apply their knowledge in real-world situations. By demonstrating their understanding of a topic, students are required to put what they’ve learned into practice through activities such as presentations, experiments, and simulations. 

This type of problem-solving assessment tool requires students to analyze information and choose how to approach the presented problems. This process enhances their critical thinking skills and creativity, as well as their problem-solving skills. Unlike traditional assessments based on memorization or reciting facts, performance-based assessments focus on the students’ decisions and solutions, and through these tasks students learn to bridge the gap between theory and practice.

Performance-based assessments like CAE’s College and Career Readiness Assessment (CRA+) and Collegiate Learning Assessment (CLA+) provide students with in-depth reports that show them which higher-order skills they are strongest in and which they should continue to develop. This feedback helps students and their teachers plan instruction and supports to deepen their learning and improve their mastery of critical skills.

Explore CAE’s Problem-Solving Assessments

CAE offers performance-based assessments that measure student proficiency in higher-order skills including problem solving, critical thinking, and written communication.

• College and Career Readiness Assessment (CCRA+) for secondary education and
• Collegiate Learning Assessment (CLA+) for higher education.

Our solution also includes instructional materials, practice models, and professional development.

We can help you create a program to build students’ problem-solving skills that includes:

• Measuring students’ problem-solving skills through a performance-based assessment    
• Using the problem-solving assessment data to inform instruction and tailor interventions
• Teaching students problem-solving skills and providing practice opportunities in real-life scenarios
• Supporting educators with quality professional development

Get started with our problem-solving assessment tools to measure and build students’ problem-solving skills today! These skills will be invaluable to students now and in the future.

Ready to Get Started?

Learn more about cae’s suite of products and let’s get started measuring and teaching students important higher-order skills like problem solving..

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Engaging Problem Solving Activities That Spark Student Interest

In this article, we’ll explore a range of engaging problem solving activities crafted to captivate students’ interest and promote active learning across various subjects. From STEM design challenges to literature-based dilemmas, these hands-on activities are meticulously tailored to inspire curiosity, collaboration, and critical thinking in the classroom .

What are Problem Solving Skills?

Problem-solving skills refer to the ability to identify challenges, analyze potential solutions, and implement strategies to resolve issues effectively. These skills involve a combination of cognitive processes, such as critical thinking, creativity, and logical reasoning, that help individuals tackle complex problems in a systematic way.

Developing problem solving skills is essential not only in academic settings but also in everyday life and the workplace. They enhance decision-making, promote adaptability, and encourage the capacity to approach obstacles from multiple perspectives, enabling individuals to arrive at the most effective solutions.

Problem Solving Skills Examples

When exploring examples of problem solving skills, it’s important to understand how various abilities contribute to effective resolution of issues. These problem solving skills examples encompass a range of techniques and strategies that enable individuals to tackle challenges efficiently. Let’s explore these examples one by one:

• Analytical Thinking : The ability to break down complex problems into smaller, manageable components, making it easier to understand and solve the issue systematically.
• Creativity : Using innovative thinking to generate unique solutions to problems, often by approaching challenges from a new or unconventional perspective.
• Critical Thinking : Assessing situations logically, evaluating evidence, and making informed decisions by considering all aspects of the problem before acting. This is a common example of problem solving skills. This is a classic example of problem solving skills, demonstrating how the ability to analyze, evaluate, and address challenges can lead to effective solutions.
• Decision-Making : The ability to weigh different options, assess their potential outcomes, and choose the best course of action to resolve an issue effectively. It exemplifies the essential skills of solving problems, including the ability to weigh different options, assess their potential outcomes, and choose the best course of action to achieve a successful resolution.
• Communication : Sharing ideas clearly and effectively with others, listening to different viewpoints, and collaborating to reach a solution collectively.
• Adaptability : Being flexible in adjusting to new information or changes in circumstances, allowing one to modify their approach when the original plan is no longer effective.
• Research : Gathering relevant information and resources to better understand the problem and find informed solutions based on facts and evidence.
• Collaboration : Working together with others, leveraging diverse skills and knowledge, to solve a problem more efficiently than working alone.
• Time Management : Prioritizing tasks and managing time efficiently to ensure problems are solved within deadlines or before they escalate.

From problem-solving skills examples such as analytical thinking and creativity, which help break down and innovate solutions, to critical thinking and decision-making, which guide the evaluation of options and implementation of the best strategies, each skill plays a pivotal role.

Additionally, skills like communication, adaptability, research, collaboration, and time management are crucial for addressing problems in a comprehensive manner. Understanding and developing these skills can greatly enhance one’s ability to navigate complex issues and achieve successful outcomes.

Problem Solving Activities for Students

In today’s educational landscape, fostering critical thinking and problem solving skills is paramount. As educators, we aim to cultivate a generation of students who excel not only academically but also in navigating real-world challenges with creativity and confidence. Here is the list of problem-solving activities that can help enhance these essential skills.

1. Escape Room Challenge: The Lost Treasure

“Escape Room Challenge: The Lost Treasure” offers compelling problem solving activities for students, immersing them in a thrilling adventure that enhances their critical thinking and teamwork skills as they work to solve puzzles and uncover hidden clues. This interactive experience also serves as one of the best team building problem solving activities, fostering collaboration and communication among participants.

Follow the steps below to implement this activity in the class:

• Introduce the escape room challenge and set the scene with a captivating treasure hunt theme.
• Transform the classroom into an immersive escape room environment with hidden clues and puzzles.
• Divide students into teams and provide instructions for the challenge, emphasizing teamwork and problem solving skills.
• Allow teams to explore the room and uncover hidden clues and puzzles.
• Encourage observation and collaboration as teams work together to solve challenges.
• Present teams with a variety of puzzles and obstacles to overcome.
• Challenge them to solve each puzzle to progress through the adventure.
• Set a time limit for the challenge to create urgency and excitement.
• Encourage teams to work efficiently to unlock the secrets of the treasure before time runs out.
• Foster effective communication and teamwork among team members.
• Emphasize the importance of listening and leveraging each other’s strengths.
• Throughout the challenge, students will develop critical thinking, communication, and problem solving skills.
• Encourage reflection on their strategies and teamwork dynamics.
• Celebrate each team’s success upon completing the challenge.
• Facilitate a debrief session for students to share insights and reflect on their experiences.

With this guide, you can create an engaging escape room challenge that promotes teamwork, critical thinking, and problem solving skills in a fun and immersive learning environment. Incorporating problem solving activities for kids like this one will not only keep them entertained but also sharpen their cognitive abilities as they tackle exciting challenges.

2. STEM Design Challenge: Build a Bridge

“STEM Design Challenge: Build a Bridge” is one of the most engaging problem solving activities for middle school students, offering a fun problem solving experience that enhances their engineering skills and encourages teamwork and innovation

Here is the step by step breakdown of this activity:

• Present the STEM design challenge to students, explaining that they will be tasked with building a bridge using simple materials.
• Supply students with materials such as popsicle sticks, straws, tape, string, and basic construction tools.
• Encourage students to inspect the materials and plan their bridge designs accordingly.
• Prompt students to brainstorm ideas and sketch their bridge designs before starting construction.
• Encourage them to consider factors like structural stability, weight distribution, and material durability.
• Instruct students to begin building their bridges based on their designs.
• Remind them to apply principles of engineering and physics as they construct their bridges.
• As students build their bridges, they’ll encounter challenges and obstacles.
• Encourage them to apply problem solving strategies and make adjustments to their designs as needed.
• Throughout the construction process, facilitate discussions among students.
• Encourage them to reflect on their design choices and problem solving approaches.
• Provide opportunities for students to test their bridges using various weight loads or simulated environmental conditions.
• Encourage them to observe how their bridges perform and make further adjustments if necessary.

8. Bridge-Building Showcase:

• Conclude the challenge with a bridge-building showcase where students present their creations to their peers.
• Encourage students to discuss their design process, challenges faced, and lessons learned.

9. Celebrate Achievements:

• Celebrate students’ achievements and highlight the importance of their creativity and engineering prowess.
• Encourage a spirit of inquiry and innovation as students showcase their bridge designs.

10. Reflect and Conclude:

• Conclude the STEM design challenge with a reflection session.
• Prompt students to reflect on their experiences and discuss the skills they’ve developed throughout the challenge.

By following these step-by-step instructions, students will engage in a hands-on STEM design challenge that fosters critical thinking, creativity, collaboration , and resilience while deepening their understanding of engineering and physics principles.

3. Mystery Box Inquiry: What’s Inside?

It is one of the ideal problem solving group activities that offers creative ways to improve problem solving skills in students, encouraging teamwork and critical thinking as they work together to uncover the secrets hidden within the box.

Incorporating problem solving team-building activities like this fosters collaboration and enhances communication, essential skills for both academic and personal growth. These engaging team problem solving activities challenge participants to think critically and combine their strengths to achieve a common goal.

Follow these steps to carry out this activity in the class:

• Introduction and Setup: Introduce the Mystery Box Inquiry activity and set up a closed mystery box in the classroom.
• Group Formation and Instructions: Divide students into small groups and provide instructions emphasizing teamwork and critical thinking.
• Engage the Senses: Encourage students to gather around the mystery box and use their senses (touch, smell, hearing) to gather clues about its contents.
• Making Observations: Instruct students to carefully observe the exterior of the mystery box and record their observations.
• Formulating Hypotheses: Prompt students to formulate hypotheses about what might be inside the mystery box based on their observations.
• Testing Hypotheses: Invite students to test their hypotheses by proposing various scenarios and explanations.
• Refining Problem Solving Strategies: Encourage students to refine their problem solving strategies based on new information and insights.
• Group Discussion and Conclusion: Gather the groups for a discussion, allowing students to share their observations, hypotheses, and insights. Conclude by revealing the contents of the mystery box and discussing the problem solving process.
• Reflection and Extension: Provide students with an opportunity to reflect on their experience and optionally extend the activity by challenging them to design their own mystery box inquiries.

By following these steps, you can facilitate an engaging Mystery Box Inquiry activity that prompts students to make astute observations, test hypotheses, and refine their problem solving strategies effectively. Through teamwork and problem solving activities, students learn to communicate ideas, share diverse perspectives, and develop strategies that lead to creative and successful solutions.

Incorporating hands on problem-solving activities like this not only enhances critical thinking but also strengthens teamwork, as students collaborate and combine their efforts to solve challenges together.

4. Real-World Problem Simulation: Environmental Crisis

Real-World Problem Simulation: Environmental Crisis” is one of the most engaging problem solving activities for high school students, designed as a group problem solving challenge that immerses students in the complexities of environmental issues, encouraging collaboration and critical thinking to find innovative solutions.

• Introduce the environmental crisis scenario.
• Explain its significance and real-world implications.
• Divide students into teams with varied skill sets.
• Assign roles like researcher, negotiator, presenter.
• Task teams with researching causes, impacts, and solutions.
• Provide access to relevant resources.
• Encourage teams to negotiate with stakeholders.
• Prompt the development of comprehensive strategies.
• Organize a debate or town hall-style discussion.
• Facilitate analysis of proposed solutions.
• Allow teams to implement proposed solutions.
• Monitor progress and outcomes.
• Conclude with a group reflection session.
• Discuss lessons learned and the importance of problem solving skills.

This is one of the problem solving activities for students that can create a simulated environmental crisis scenario, fostering collaboration, critical thinking, and problem solving skills in students.

5. Mathematical Escape Puzzle: Crack the Code

Mathematical Escape Puzzle: Crack the Code” is one of the most intriguing problem solving activities in the classroom, offering an exciting blend of problem solving games for students and challenging puzzles that test their mathematical skills and teamwork. This activity presents a unique problem solving challenge for students, motivating them to collaborate and think critically to solve complex equations and unlock the code.

• Introduce the escape puzzle, explaining the goal of unlocking a hidden code through math equations and logic puzzles.
• Set up materials in the classroom.
• Explain students’ task: solving math equations and logic puzzles to unlock the code.
• Provide puzzle materials to teams or individuals.
• Instruct on effective use.
• Prompt students to solve provided math equations and logic puzzles.
• Encourage collaboration and problem solving among students.
• Offer guidance as needed.
• Monitor student progress and provide assistance when required.
• Celebrate successful completion of puzzles.
• Guide students through unlocking the hidden code.
• Conclude with a reflective discussion on math concepts and problem solving skills applied.

By following these steps, you can engage students in a challenging Mathematical Escape Puzzle that reinforces math skills and promotes problem solving abilities.

6. Literature-Based Problem Solving Activity: Character Dilemmas

Literature-Based Problem Solving Activity: Character Dilemmas” is an engaging problem solving activity for students that enhances problem solving skills in students by challenging them to analyze and resolve complex character dilemmas in literature. This activity not only deepens their understanding of the narrative but also sharpens their ability to think critically and collaboratively.

• Choose literature pieces with rich character development and moral dilemmas that are suitable for your students’ age and maturity level.
• Present the Literature-Based Problem Solving activity to students, explaining that they will engage in thought-provoking analysis and ethical reflection inspired by characters in literature.
• Assign readings or excerpts from the selected literature to students.
• Instruct students to analyze the characters’ motivations, actions, and the ethical dilemmas they face.
• Encourage students to prepare for discussions by taking notes on key points, character motivations, and possible solutions to the dilemmas.
• Host lively discussions where students explore the moral dilemmas presented in the literature.
• Encourage students to express their thoughts, opinions, and interpretations while respecting diverse perspectives.
• Organize persuasive debates where students defend their viewpoints and propose solutions to the character dilemmas.
• Encourage students to use evidence from the literature to support their arguments.
• Prompt students to apply problem solving skills to analyze the consequences of different decisions and actions within the literature.
• Encourage critical thinking as students navigate complex ethical situations.
• Guide students in applying the lessons learned from literature to real-world scenarios.
• Encourage reflection on how the problem solving skills and ethical considerations explored in the activity can be applied in their own lives.
• Conclude the Literature-Based Problem Solving activity by summarizing key insights and takeaways from the discussions and debates.
• Encourage students to reflect on how their understanding of moral dilemmas and problem solving skills has evolved through the activity.

It is one of the problem solving activities through which students will engage in thought-provoking analysis, ethical reflection, and problem solving inspired by characters in literature, fostering critical thinking and ethical decision-making skills in a meaningful and engaging way.

Engaging problem solving activities for students are the cornerstone of active learning, fostering essential skills for success in today’s dynamic world. By seamlessly integrating these hands-on experiences into the classroom, educators inspire curiosity, collaboration, and critical thinking in their students.

Whether through STEM design challenges, literature-based dilemmas, or coding adventures, these problem solving exercises empower students to become adept problem solvers, equipped to navigate the challenges of tomorrow with confidence and ingenuity. Embrace the transformative potential of engaging problem solving activities to unleash the full spectrum of educational possibilities and prepare students for a future brimming with possibilities.

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Center for Teaching

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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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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• 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.

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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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Don’t Just Tell Students to Solve Problems. Teach Them How.

The positive impact of an innovative UC San Diego problem-solving educational curriculum continues to grow

• Daniel Kane - [email protected]

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Problem solving is a critical skill for technical education and technical careers of all types. But what are best practices for teaching problem solving to high school and college students? 

The University of California San Diego Jacobs School of Engineering is on the forefront of efforts to improve how problem solving is taught. This UC San Diego approach puts hands-on problem-identification and problem-solving techniques front and center. Over 1,500 students across the San Diego region have already benefited over the last three years from this program. In the 2023-2024 academic year, approximately 1,000 upper-level high school students will be taking the problem solving course in four different school districts in the San Diego region. Based on the positive results with college students, as well as high school juniors and seniors in the San Diego region, the project is getting attention from educators across the state of California, and around the nation and the world.

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In Summer 2023, th e 27 community college students who took the unique problem-solving course developed at the UC San Diego Jacobs School of Engineering thrived, according to Alex Phan PhD, the Executive Director of Student Success at the UC San Diego Jacobs School of Engineering. Phan oversees the project. 

Over the course of three weeks, these students from Southwestern College and San Diego City College poured their enthusiasm into problem solving through hands-on team engineering challenges. The students brimmed with positive energy as they worked together. 

What was noticeably absent from this laboratory classroom: frustration.

“In school, we often tell students to brainstorm, but they don’t often know where to start. This curriculum gives students direct strategies for brainstorming, for identifying problems, for solving problems,” sai d Jennifer Ogo, a teacher from Kearny High School who taught the problem-solving course in summer 2023 at UC San Diego. Ogo was part of group of educators who took the course themselves last summer.

The curriculum has been created, refined and administered over the last three years through a collaboration between the UC San Diego Jacobs School of Engineering and the UC San Diego Division of Extended Studies. The project kicked off in 2020 with a generous gift from a local philanthropist.

Not getting stuck

One of the overarching goals of this project is to teach both problem-identification and problem-solving skills that help students avoid getting stuck during the learning process. Stuck feelings lead to frustration – and when it’s a Science, Technology, Engineering and Math (STEM) project, that frustration can lead students to feel they don’t belong in a STEM major or a STEM career. Instead, the UC San Diego curriculum is designed to give students the tools that lead to reactions like “this class is hard, but I know I can do this!” –  as Ogo, a celebrated high school biomedical sciences and technology teacher, put it. 

Three years into the curriculum development effort, the light-hearted energy of the students combined with their intense focus points to success. On the last day of the class, Mourad Mjahed PhD, Director of the MESA Program at Southwestern College’s School of Mathematics, Science and Engineering came to UC San Diego to see the final project presentations made by his 22 MESA students.

“Industry is looking for students who have learned from their failures and who have worked outside of their comfort zones,” said Mjahed. The UC San Diego problem-solving curriculum, Mjahed noted, is an opportunity for students to build the skills and the confidence to learn from their failures and to work outside their comfort zone. “And from there, they see pathways to real careers,” he said. 

What does it mean to explicitly teach problem solving? 

This approach to teaching problem solving includes a significant focus on learning to identify the problem that actually needs to be solved, in order to avoid solving the wrong problem. The curriculum is organized so that each day is a complete experience. It begins with the teacher introducing the problem-identification or problem-solving strategy of the day. The teacher then presents case studies of that particular strategy in action. Next, the students get introduced to the day’s challenge project. Working in teams, the students compete to win the challenge while integrating the day’s technique. Finally, the class reconvenes to reflect. They discuss what worked and didn't work with their designs as well as how they could have used the day’s problem-identification or problem-solving technique more effectively. 

The challenges are designed to be engaging – and over three years, they have been refined to be even more engaging. But the student engagement is about much more than being entertained. Many of the students recognize early on that the problem-identification and problem-solving skills they are learning can be applied not just in the classroom, but in other classes and in life in general. 

Gabriel from Southwestern College is one of the students who saw benefits outside the classroom almost immediately. In addition to taking the UC San Diego problem-solving course, Gabriel was concurrently enrolled in an online computer science programming class. He said he immediately started applying the UC San Diego problem-identification and troubleshooting strategies to his coding assignments. 

Gabriel noted that he was given a coding-specific troubleshooting strategy in the computer science course, but the more general problem-identification strategies from the UC San Diego class had been extremely helpful. It’s critical to “find the right problem so you can get the right solution. The strategies here,” he said, “they work everywhere.”

Phan echoed this sentiment. “We believe this curriculum can prepare students for the technical workforce. It can prepare students to be impactful for any career path.”

The goal is to be able to offer the course in community colleges for course credit that transfers to the UC, and to possibly offer a version of the course to incoming students at UC San Diego. 

As the team continues to work towards integrating the curriculum in both standardized high school courses such as physics, and incorporating the content as a part of the general education curriculum at UC San Diego, the project is expected to impact thousands more students across San Diego annually. 

Portrait of the Problem-Solving Curriculum

On a sunny Wednesday in July 2023, an experiential-learning classroom was full of San Diego community college students. They were about half-way through the three-week problem-solving course at UC San Diego, held in the campus’ EnVision Arts and Engineering Maker Studio. On this day, the students were challenged to build a contraption that would propel at least six ping pong balls along a kite string spanning the laboratory. The only propulsive force they could rely on was the air shooting out of a party balloon.

A team of three students from Southwestern College – Valeria, Melissa and Alondra – took an early lead in the classroom competition. They were the first to use a plastic bag instead of disposable cups to hold the ping pong balls. Using a bag, their design got more than half-way to the finish line – better than any other team at the time – but there was more work to do. 

As the trio considered what design changes to make next, they returned to the problem-solving theme of the day: unintended consequences. Earlier in the day, all the students had been challenged to consider unintended consequences and ask questions like: When you design to reduce friction, what happens? Do new problems emerge? Did other things improve that you hadn’t anticipated? 

Other groups soon followed Valeria, Melissa and Alondra’s lead and began iterating on their own plastic-bag solutions to the day’s challenge. New unintended consequences popped up everywhere. Switching from cups to a bag, for example, reduced friction but sometimes increased wind drag. 

Over the course of several iterations, Valeria, Melissa and Alondra made their bag smaller, blew their balloon up bigger, and switched to a different kind of tape to get a better connection with the plastic straw that slid along the kite string, carrying the ping pong balls. 

One of the groups on the other side of the room watched the emergence of the plastic-bag solution with great interest. 

“We tried everything, then we saw a team using a bag,” said Alexander, a student from City College. His team adopted the plastic-bag strategy as well, and iterated on it like everyone else. They also chose to blow up their balloon with a hand pump after the balloon was already attached to the bag filled with ping pong balls – which was unique. 

“I don’t want to be trying to put the balloon in place when it's about to explode,” Alexander explained. 

Asked about whether the structured problem solving approaches were useful, Alexander’s teammate Brianna, who is a Southwestern College student, talked about how the problem-solving tools have helped her get over mental blocks. “Sometimes we make the most ridiculous things work,” she said. “It’s a pretty fun class for sure.” 

Yoshadara, a City College student who is the third member of this team, described some of the problem solving techniques this way: “It’s about letting yourself be a little absurd.”

Alexander jumped back into the conversation. “The value is in the abstraction. As students, we learn to look at the problem solving that worked and then abstract out the problem solving strategy that can then be applied to other challenges. That’s what mathematicians do all the time,” he said, adding that he is already thinking about how he can apply the process of looking at unintended consequences to improve both how he plays chess and how he goes about solving math problems.

Looking ahead, the goal is to empower as many students as possible in the San Diego area and  beyond to learn to problem solve more enjoyably. It’s a concrete way to give students tools that could encourage them to thrive in the growing number of technical careers that require sharp problem-solving skills, whether or not they require a four-year degree. 

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15 Problem solving activities for students

In this guide

• 1. The detective game
• 2. Help ‘em out
• 3. What if…
• 4. Move IT!
• 5. The build
• 6. Just survive
• 7. Good old scavenger hunt maybe with a twist
• 9. Tower of terror
• 10. Community problem solving
• 11. Community problem solving documentary
• 12. Digital storytelling
• 13. Minefield/Lead the blind
• 14. Design sprints
• 15. Debates

Problem solving entails identifying, analyzing, and addressing challenges or obstacles using critical thinking, creativity, analytical skills, and reasoning. The World Economic Forum consistently ranks critical thinking and problem solving as top skills for the future in their list of essential abilities. 

Why is problem solving an important skill for students?

In a 2020 report, the World Economic Forum emphasized the growing significance of critical thinking and problem-solving skills in the upcoming years ( Whiting, 2020 ). These skills are vital not only for academic success but also for navigating challenges beyond the classroom. Let’s explore four key benefits of problem-solving skills for students.

• Student centered learning: Problem solving encourages student engagement by encouraging hands-on exploration and discovery. Students fully engage with a topic, they are not expected to simply absorb and memorize information. It recognizes and honors students’ individual learning pace, as well as their unique strengths, interests, and motivations. 
• Enhanced critical thinking: By tackling problems from diverse perspectives and evaluating information from various sources and viewing the problem from various angles, students are able to develop improved critical thinking skills.  Problem solving also cultivates systems thinking, enabling students to grasp the interconnectedness of systems, complex issues, and devise holistic solutions. 
• Confidence building: Through regular practice, students gain confidence in their problem solving skills, equipping them to address challenges across a wide variety of subject areas and real-life scenarios. “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.” (Marshall, 2022)
• Teamwork and communication: Engaging in problem solving activities nurtures essential teamwork skills such as communication and collaboration. Students learn to actively listen, respect diverse perspectives, and resolve conflicts in a constructive manner. Moreover, they develop goal setting abilities, organization, and build a sense of personal accountability within a team environment. 

Problem solving activities for elementary

Problem solving activities can range from simple to complex and short to long.

1) The detective game

• Gather 5-10 clues about a person, place, historical event, pop culture phenomenon, animal, etc. these can be physical clues or images of clues. 
• Place the clues to a bag and have students draw one clue at a time. 
• Encourage students to work in small groups to solve the mystery. 
• Require a minimum number of clues to be drawn (2-3) before attempting their first guess. 

2) Help ‘em out

• Engage students in brainstorming sessions while reading about historical events or fictional characters.
• Encourage small group discussion and decision making. 
• Students can work at desks or on whiteboards. 
• Challenge the students to identify the problems faced and devise creative solutions to alter the outcomes. 

3) What if…

• Create a list of moral dilemmas for students to ponder, ChatGPT would be perfect for this.
• Cut them up and put them in a bag for students to pull out of or use an online randomizing tool like WheelPicker to make the selection. 
• Students then have to share how they would handle the situation using ethical reasoning and decision making skills.

Here are the prompts I used on ChatGPT:

I am looking for a list of 15 moral dilemmas for elementary students to try and solve.

And a follow-up prompt:

Could you give 10 more that are based around honesty, fairness, respect, and peer pressure?

And here are 10 dilemmas ChatGPT came up with in seconds: 

• Truth dilemma: Your friend breaks something and asks you not to tell anyone. Should you keep their secret or tell an adult what happened?
• Fairness dilemma: You’re playing a game and your friend keeps losing. Do you let them win to make them feel better or play your best?
• Respecting property dilemma: You find money on the ground. Do you keep it, try to find the owner, or turn it into a teacher?
• Honesty dilemma: You accidentally take something that belongs to someone else. Do you return it, keep it, or ignore what happened?
• Respect dilemma: Your friend likes a certain game, but you don’t. They invite you to play. Do you decline and risk hurting their feelings, or play to make them happy?
• Cheating dilemma: You notice someone cheating during a class assignment. Should you tell the teacher or keep quiet?
• Environment dilemma: You see someone littering in the park. Do you pick up the trash, ignore it, or say something to the person?
• Privacy dilemma: You find a diary belonging to your sibling or friend. Should you read it or respect their privacy?
• Homework dilemma: You finish your homework but notice that your friend forgot to complete theirs. They ask to copy your work. What do you do?
• Peer pressure dilemma: Your friends want to gossip about another classmate. Do you join in, stay silent, or change the subject?

4) Move IT!

In this activity students are required to move an object across the classroom while navigating various constraints. 

• Introduce limitations such as restrictions on carrying the object, it can’t touch the floor, limited steps, use of specific body parts, or communication limitations with team members. 
• Encourage collaborative problem solving and creative thinking to overcome the obstacles.

5) The build

Provide students with materials like straws, marshmallows, paper cups, etc. and challenge them to build. Challenges can be the tallest freestanding tower, a bridge that can hold a certain weight, or other structures following specific rules. Students must learn to think creatively, collaborate, and iterate. 

Problem solving activities for middle school

Middle school problem solving can also utilize those activities mentioned for elementary school with some slight tweaks. But, here are some more middle school style activities.

6) Just survive

Use survival scenarios to encourage small groups to employ critical thinking, collaboration, and creative problem solving skills. These scenarios immerse students in real-world situations and foster resilience and adaptability. 

Many scenarios can be found online. Here are a few:

• Survival Island (complete with Google Slides)
• Plane Crash (survival game with a Hatchet by Gary Paulsen feel)
• Moon Landing (space survival game)

7) Good old scavenger hunt maybe with a twist

Scavenger hunts require problem solving skills to solve clues, think critically, and collaborate to complete the hunt. A fun and innovative way to do this was created by a friend named Kathi Kersznowski, co-author of Sail the 7Cs with Microsoft Education, called FlipHunt: 

A Fliphunt is a video-based scavenger hunt that is completely organized and run in the AMAZING Flip (formerly Flipgrid) environment. It is a wonderfully fun way to get students up and moving while exploring new learning or documenting understanding using the most beloved edtech site for amplifying student voice and student engagement in ways never known before! https://kerszi.com

Escape rooms are an amazing way to promote problem solving and critical thinking with middle school students. Students are presented with a scenario or challenge within a controlled environment, such as a themed classroom or designated area, where they must work together to decipher puzzles, uncover clues, and solve challenges within a set time limit. Escape rooms provide immersive and engaging problem-solving experiences.

There are a number of places teachers can go to find escape rooms, some paid, some free or freemium, and some physical with locked boxes or digital using Google Sites or Google Forms.

• BreakoutEDU – Standards aligned Escape Room games.
• Digital Escape Rooms from Ditch That Textbook
• How to make your own digital escape room with Google Forms

9) Tower of terror

This is a “Red Solo Cup” cup stacking game. 

• Students are given 3 cups and 2 large index cards. 
• Cups are stacked with a card in between each cup. 
• Student teams have 3-10 minutes (be fluid with your time depending on the class) to pull the cards and get the cups to nest on top of each other, earning a point for each successful attempt. Check out this X (Twitter post) by Jonathan Alsheimer , Tower Of Terror . This quick, simple game encourages teamwork, communication, critical thinking, and collaboration in a fun fast paced way.

10) Community problem solving

Empower students to address real-world problems from the local community or your school community. Maybe it’s a dangerous intersection, food waste with school lunches, or single-use plastics in the cafeteria. Students can research, analyze data, and propose solutions, fostering civic engagement and social responsibility. This is an activity that can also be used for high school students. 

Problem solving activities for high school

High school problem-solving activities build on foundational skills while providing opportunities for deeper exploration and application. Here are some elevated ideas tailored to high school students:

11) Community problem solving documentary

Challenge students to create short documentaries using their phones as cameras about solving problems they see in the community, in school, or in the world. Students can edit directly on their phones, on sites like Canva , WeVideo , or Capcut . 

12) Digital storytelling

Encourage students to harness the power of Digital storytelling to promote problem solving. Whether through videos, graphics, podcasts, or interactive presentations, data visualization, or digital books ( BookCreator ), students can craft compelling narratives that inspire action and promote a problem-solving mindset.

Check out Michael Hernandez’s book Storytelling with Purpose Digital Projects to Ignite Student Curiosity and you can listen to Michael on the TeacherNerdz Podcast .

13) Minefield/Lead the blind

This is an outstanding activity created by Dr. Krista Welz & Melissa Welz which involves communication, collaboration, and planning. The “Minefield” activity is  where one student navigates through a “Minefield” guided only by verbal commands from their peers. This hands-on exercise promotes teamwork, planning, and effective communication skills. Here is a detailed Google Slides explanation by the creators.

14) Design sprints

Introduce students to the concept of design sprints, a structured process for solving complex problems through rapid prototyping and user feedback.  Small teams collaborate intensely over a short period, usually five days (can be shorter a class period or a few days), to ideate, prototype, and validate solutions. Here is a famous design sprint from IDEO shown on ABC’s Nightline, the shopping cart design sprint:

Here are a few ideas:

• Redesigning the school cafeteria menu: Students work collaboratively to identify issues with the current cafeteria menu, brainstorm innovative solutions, create prototypes of redesigned menus, and gather feedback through testing sessions to ultimately present improved menu designs to school administrators.
• Redesigning classroom layouts for enhanced learning: This sprint focuses on reimagining classroom setups to optimize student learning experiences. Students research, ideate, prototype, test, and present innovative classroom layouts designed to foster a more engaging and effective learning environment.
• Creating solutions for reducing school waste: Students address sustainability concerns by identifying sources of waste within the school, brainstorming eco-friendly solutions, prototyping waste reduction strategies, testing their effectiveness, and pitching refined solutions aimed at minimizing waste and promoting environmental stewardship.
• 11 Activities from IDEO’s d.school for educators: Link

15) Debates

Facilitate lively debates on contemporary issues to stimulate critical thinking and persuasive communication skills.  Topics could include:

• Establishing a universal basic income to address poverty.
• Social media regulation to address misinformation and hate speech on platforms. 
• Banning TikTok or any social media platform
• Animal testing for cosmetics and scientific purposes.
• Space exploration funding: Should governments invest more resources in space exploration and colonization efforts, or should these funds be allocated to other pressing issues on Earth? 

As we navigate an era of unprecedented change and uncertainty, the need for problem-solving skills has never been more pressing. Gone are the days of lifelong careers; instead, today’s students face a landscape where adaptability and innovation are key. By integrating problem-solving activities tailored to elementary, middle school, and high school students, educators play a pivotal role in equipping the next generation with the tools they need to thrive.

As educators, parents, and stakeholders, we must acknowledge the role of problem-solving skills in shaping resilient, creative, and adaptable individuals. Educators should prioritize the cultivation of these essential skills in our schools and communities, empowering students to confront challenges with confidence, innovation, and creativity. When we do,  we not only prepare them for the future but also foster a generation capable of shaping a brighter tomorrow.

*Many, if not all, of the activities above can be adapted up or down the grade levels. *

• Daneshgari, F. (2023, March 29). High School Problem-Solving: 6 Activities That Work . Safes Parental Control App. Retrieved April 7, 2024, from https://www.safes.so/blogs/problem-solving-activities-for-high-school-students/
• Educator Guides: Activities from d.school Books — Stanford d.school . (n.d.). Stanford d.school. Retrieved April 7, 2024, from https://dschool.stanford.edu/resources/educators-guides-books
• Engaging Problem Solving Activities for Middle School Students . (n.d.). Everyday Speech. Retrieved April 3, 2024, from https://everydayspeech.com/sel-implementation/engaging-problem-solving-activities-for-middle-school-students/
• 5 Problem-Solving Activities for the Classroom . (2013, February 14). Resilient Educator. Retrieved April 7, 2024, from https://resilienteducator.com/classroom-resources/5-problem-solving-activities-for-the-classroom/
• Foshay, W. R., & Kirkley, J. (1998). Principles for Teaching Problem Solving . PLATO Learning Inc. https://www.researchgate.net/publication/262798359_Principles_for_Teaching_Problem_Solving
• Khanna, B. (2023, September 29). World Economic Forum Warns of Skills Gap in the Future of Work . LinkedIn. Retrieved April 3, 2024, from https://www.linkedin.com/pulse/world-economic-forum-warns-skills-gap-future-work-bhupendra-khanna
• Marshall, M. (2022, October 5). Benefits of Problem-Solving in the K-12 Classroom – Institute of Competition Sciences . Institute of Competition Sciences. Retrieved April 3, 2024, from https://www.competitionsciences.org/2022/10/05/benefits-of-problem-solving-in-the-k-12-classroom/
• Understanding the Importance of Teaching Creative Problem-Solving in Elementary Schools . (n.d.). Everyday Speech. Retrieved April 3, 2024, from https://everydayspeech.com/sel-implementation/understanding-the-importance-of-teaching-creative-problem-solving-in-elementary-schools/
• Weil, Z. (2016). The World Becomes What We Teach: Educating a Generation of Solutionaries . Lantern Publishing & Media.
• Whiting, K. (2020, October 21). What are the top 10 job skills for the future? The World Economic Forum. Retrieved April 3, 2024, from https://www.weforum.org/agenda/2020/10/top-10-work-skills-of-tomorrow-how-long-it-takes-to-learn-them/

Ronald M. Nober

Technology/STEAM Teacher

Ron Nober is a technology/STEAM teacher and co-host of the TeacherNerdz Podcast. He has a focus on using the United Nations Sustainable Development Goals (SDGs) in the classroom as well as connecting technology to social good.

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Why Teaching Problem-Solving Skills is Essential for Student Success

Teaching the art of problem-solving is crucial for preparing students to thrive in an increasingly complex and interconnected world. Beyond the ability to find solutions, problem-solving fosters critical thinking, creativity, and resilience: qualities essential for academic success and lifelong learning. 

This article explores the importance of problem-solving skills, critical strategies for nurturing them in students, and practical approaches educators and parents can employ. 

By equipping students with these skills, we empower them to tackle challenges confidently, innovate effectively, and contribute meaningfully to their communities and future careers .

Why Teaching Problem-Solving Skills is Important

Problem-solving is a crucial skill that empowers students to tackle challenges with confidence and creativity . In an educational context, problem-solving is not just about finding solutions; it involves critical thinking, analysis, and application of knowledge. Students who excel in problem-solving can understand complex problems, break them down into manageable parts, and develop effective strategies to solve them. This skill is applicable across all subjects, from math and science to language arts and social studies, fostering a more profound understanding and retention of material .

Beyond academics, problem-solving is a cornerstone of success in life. Successful people across various fields possess strong problem-solving abilities. They can navigate obstacles, innovate solutions, and adapt to changing circumstances. In engineering and business management careers, problem solvers are highly valued for their ability to find efficient and creative solutions to complex issues.

Educators prepare students for future challenges and opportunities by teaching problem-solving in schools. They learn to think critically , work collaboratively, and persist in facing difficulties, all essential lifelong learning and achievement skills. Thus, nurturing problem-solving skills in students enhances their academic performance and equips them for success in their future careers and personal lives.

Aspects of Problem Solving

Developing problem-solving skills is crucial for preparing students to navigate the complexities of the modern world. Critical thinking, project-based learning, and volunteering enhance academic learning and empower students to address real-world challenges effectively. By focusing on these aspects, students can develop the skills they need to innovate, collaborate, and positively impact their communities.

Critical Thinking

Critical thinking is a fundamental skill for problem-solving as it involves analysing and evaluating information to make reasoned judgments and decisions. It enables students to approach problems systematically, consider multiple perspectives, and identify underlying issues.

Critical thinking allows students to:

• Analyse information : Students can assess the relevance and reliability of information to determine its impact on problem-solving. For example, in a science project, critical thinking helps students evaluate experimental results to draw valid conclusions.
• Develop solutions : Students can choose the most effective solution by critically evaluating different approaches. In a group project, critical thinking enables students to compare and refine ideas to solve a problem creatively.

Project-Based Learning

Project-based learning (PBL) is an instructional approach where students learn by actively engaging in real-world and personally meaningful projects. It allows students to explore complex problems and develop essential skills such as collaboration and communication.

Here is how project-based learning helps students develop problem-solving skills.

• Apply knowledge : Students apply academic concepts to real-world problems by working on projects. For instance, in designing a community garden, students use math to plan the layout and science to understand plant growth.
• Develop skills : PBL fosters problem-solving by challenging students to address authentic problems. For example, in a history project, students might analyse primary sources to understand the causes of historical events and propose solutions to prevent similar conflicts.

Volunteering

Volunteering allows students to contribute to their communities while developing empathy, leadership , and problem-solving skills. It provides practical experiences that enhance learning and help students understand and address community needs.

Volunteering is important because it allows students to:

• Identify needs : Students can identify community needs and consider solutions by working in diverse settings. For example, volunteering at a food bank can inspire students to address food insecurity by organising donation drives.
• Collaborate : Volunteering encourages teamwork and collaboration to solve problems. Students learn to coordinate tasks and resources to achieve common goals when organising a charity event.

The Problem-Solving Process

Problem-solving involves a systematic approach to understanding, analysing, and solving problems. Here are the critical steps in the problem-solving process:

• Identify the problem : The first step is clearly defining and understanding the problem. This involves identifying the specific issue or challenge that needs to be addressed.
• Define goals : Once the problem is identified, it's essential to establish clear and measurable goals. This helps focus efforts and guide the problem-solving process.
• Explore possible solutions : The next step is brainstorming and exploring various solutions. This involves generating ideas and considering different approaches to solving the problem.
• Evaluate options : After generating potential solutions, evaluate each option based on its feasibility, effectiveness, and possible outcomes.
• Choose the best solution : Select the most appropriate solution that best meets the defined goals and addresses the root cause of the problem.
• Implement the solution : Once a solution is chosen, it must be implemented. This step involves planning the implementation process and taking necessary actions to execute the solution.
• Monitor progress : After implementing the solution, monitor its progress and evaluate its effectiveness. This step helps ensure that the problem is being resolved as expected.
• Reflect and adjust : Reflect on the problem-solving process, identify any lessons learned, and make adjustments if necessary. This continuous improvement cycle helps refine solutions and develop better problem-solving skills.

How to Become a General Problem Solver

Parents play a crucial role in nurturing their children's problem-solving skills. Here are some ways parents can help their children become effective problem solvers.

• Encourage critical thinking : Encourage children to ask questions, analyse information, and consider different perspectives. Engage them in discussions that challenge their thinking and promote reasoning.
• Support independence : Allow children to tackle challenges on their own. Offer guidance and encouragement without immediately providing solutions. This helps build confidence and resilience.
• Provide opportunities for problem-solving : Create opportunities for children to solve real-life problems, such as planning a family event, organising their room, or resolving conflicts with siblings or friends.
• Foster creativity : Encourage creative thinking and brainstorming. Provide materials and activities that stimulate imagination and innovation.
• Model problem-solving behaviours : Demonstrate problem-solving skills in your own life and involve children in decision-making processes. Show them how to approach challenges calmly and methodically.

How Online Schooling Encourages Problem-Solving

Online schooling encourages problem-solving skills by requiring students to navigate digital platforms, manage their time effectively , and troubleshoot technical issues independently. 

Students often engage in interactive assignments and projects that promote critical thinking and creativity. They learn to adapt to different learning environments and collaborate virtually, fostering innovative solutions. 

Online schooling also encourages self-directed learning , where students must identify and address their own learning gaps. This enhances problem-solving abilities and prepares them for the complexities of the digital age.

To find out more about online learning, click here . 

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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.

You may also like to read

• Classroom Activities for Introverted Students
• Activities for Teaching Tolerance in the Classroom
• 5 Problem-Solving Activities for Elementary Classrooms
• 10 Ways to Motivate Students Outside the Classroom
• Motivating Introverted Students to Excel in the Classroom
• How to Engage Gifted and Talented Students in the Classroom

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New Designs for School 5 Steps to Teaching Students a Problem-Solving Routine

Jeff Heyck-Williams (He, His, Him) Director of the Two Rivers Learning Institute in Washington, DC

We’ve all had the experience of truly purposeful, authentic learning and know how valuable it is. Educators are taking the best of what we know about learning, student support, effective instruction, and interpersonal skill-building to completely reimagine schools so that students experience that kind of purposeful learning all day, every day.

Students can use the 5 steps in this simple routine to solve problems across the curriculum and throughout their lives.

When I visited a fifth-grade class recently, the students were tackling the following problem:

If there are nine people in a room and every person shakes hands exactly once with each of the other people, how many handshakes will there be? How can you prove your answer is correct using a model or numerical explanation?

There were students on the rug modeling people with Unifix cubes. There were kids at one table vigorously shaking each other’s hand. There were kids at another table writing out a diagram with numbers. At yet another table, students were working on creating a numeric expression. What was common across this class was that all of the students were productively grappling around the problem.

On a different day, I was out at recess with a group of kindergarteners who got into an argument over a vigorous game of tag. Several kids were arguing about who should be “it.” Many of them insisted that they hadn’t been tagged. They all agreed that they had a problem. With the assistance of the teacher they walked through a process of identifying what they knew about the problem and how best to solve it. They grappled with this very real problem to come to a solution that all could agree upon.

Then just last week, I had the pleasure of watching a culminating showcase of learning for our 8th graders. They presented to their families about their project exploring the role that genetics plays in our society. Tackling the problem of how we should or should not regulate gene research and editing in the human population, students explored both the history and scientific concerns about genetics and the ethics of gene editing. Each student developed arguments about how we as a country should proceed in the burgeoning field of human genetics which they took to Capitol Hill to share with legislators. Through the process students read complex text to build their knowledge, identified the underlying issues and questions, and developed unique solutions to this very real problem.

Problem-solving is at the heart of each of these scenarios, and an essential set of skills our students need to develop. They need the abilities to think critically and solve challenging problems without a roadmap to solutions. At Two Rivers Public Charter School in Washington, D.C., we have found that one of the most powerful ways to build these skills in students is through the use of a common set of steps for problem-solving. These steps, when used regularly, become a flexible cognitive routine for students to apply to problems across the curriculum and their lives.

The Problem-Solving Routine

At Two Rivers, we use a fairly simple routine for problem solving that has five basic steps. The power of this structure is that it becomes a routine that students are able to use regularly across multiple contexts. The first three steps are implemented before problem-solving. Students use one step during problem-solving. Finally, they finish with a reflective step after problem-solving.

Problem Solving from Two Rivers Public Charter School

Before Problem-Solving: The KWI

The three steps before problem solving: we call them the K-W-I.

The “K” stands for “know” and requires students to identify what they already know about a problem. The goal in this step of the routine is two-fold. First, the student needs to analyze the problem and identify what is happening within the context of the problem. For example, in the math problem above students identify that they know there are nine people and each person must shake hands with each other person. Second, the student needs to activate their background knowledge about that context or other similar problems. In the case of the handshake problem, students may recognize that this seems like a situation in which they will need to add or multiply.

The “W” stands for “what” a student needs to find out to solve the problem. At this point in the routine the student always must identify the core question that is being asked in a problem or task. However, it may also include other questions that help a student access and understand a problem more deeply. For example, in addition to identifying that they need to determine how many handshakes in the math problem, students may also identify that they need to determine how many handshakes each individual person has or how to organize their work to make sure that they count the handshakes correctly.

The “I” stands for “ideas” and refers to ideas that a student brings to the table to solve a problem effectively. In this portion of the routine, students list the strategies that they will use to solve a problem. In the example from the math class, this step involved all of the different ways that students tackled the problem from Unifix cubes to creating mathematical expressions.

This KWI routine before problem solving sets students up to actively engage in solving problems by ensuring they understand the problem and have some ideas about where to start in solving the problem. Two remaining steps are equally important during and after problem solving.

The power of teaching students to use this routine is that they develop a habit of mind to analyze and tackle problems wherever they find them.

During Problem-Solving: The Metacognitive Moment

The step that occurs during problem solving is a metacognitive moment. We ask students to deliberately pause in their problem-solving and answer the following questions: “Is the path I’m on to solve the problem working?” and “What might I do to either stay on a productive path or readjust my approach to get on a productive path?” At this point in the process, students may hear from other students that have had a breakthrough or they may go back to their KWI to determine if they need to reconsider what they know about the problem. By naming explicitly to students that part of problem-solving is monitoring our thinking and process, we help them become more thoughtful problem solvers.

After Problem-Solving: Evaluating Solutions

As a final step, after students solve the problem, they evaluate both their solutions and the process that they used to arrive at those solutions. They look back to determine if their solution accurately solved the problem, and when time permits they also consider if their path to a solution was efficient and how it compares to other students’ solutions.

The power of teaching students to use this routine is that they develop a habit of mind to analyze and tackle problems wherever they find them. This empowers students to be the problem solvers that we know they can become.

Jeff Heyck-Williams (He, His, Him)

Director of the two rivers learning institute.

Jeff Heyck-Williams is the director of the Two Rivers Learning Institute and a founder of Two Rivers Public Charter School. He has led work around creating school-wide cultures of mathematics, developing assessments of critical thinking and problem-solving, and supporting project-based learning.

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10 Problem-Solving Scenarios for High School Students

It is certainly common to come across difficult situations including forgetting an assignment at home or overusing your phone only to miss an important project deadline. We are always surrounded by little difficulties that might become bigger problems if not addressed appropriately.

Whether it is saving your friend from the addiction to social media platforms or communicating your personal boundaries to relatives, problem-solving skills are one of the important skills you need to acquire throughout the journey of life.

Do you think these skills are in-built with other high school students? Certainly not.

It takes innovative learning methodologies just like problem-solving scenarios that help you immerse in the subject matter with precision. With problem-solving scenarios, you come across a range of problems that help you build critical thinking skills, logical reasoning, and analytical techniques.

The article will take you through scenarios that are a combination of various problems that need to be addressed strategically and carefully. As you read ahead, make sure to brainstorm solutions and choose the best one that fits the scenario. 

Helpful scenarios to build a problem-solving attitude in high schoolers

Learning through scenarios helps students look at situations from a completely analytical perspective. Problem-solving scenarios offer a combination of various situations that test the thinking skills and growth mindset of high school students. The below-mentioned scenarios are perfect for implementing problem-solving skills simply by allowing open discussions and contributions by students.

1. Uninvited Guests

You have arranged a party at your home after successfully winning the competition at the Science Fair. You invite everyone involved in the project however, one of your friends brings his cousin’s brother along. However, you have limited soft drink cans considering the number of invited people. How would you manage this situation without making anyone feel left out?

2. Communication Issues

A new teacher has joined the high school to teach about environmental conservation. She often involves students in different agriculture activities and workshops. However, one of your friends, John, is not able to understand the subject matter. He is unable to communicate his doubts to the teachers. How would you motivate him to talk to the teacher without the fear of judgment?

3. Friendship or Personal Choice?

The history teacher announced an exciting assignment opportunity that helps you explore ancient civilizations. You and your friend are pretty interested in doing the project as a team. One of your other friends, Jason, wants to join the team with limited knowledge and interest in the topic. Would you respect the friendship or deny him so you can score better on the assignment?

4. Peer Pressure 

It is common for high schoolers to follow what their friends do. However, lately, your friends have discovered different ways of showing off their skills. While they do all the fun things, there are certain activities you are not interested in doing. It often puts you in trouble whether to go with friends or take a stand for what is right. Would you take the help of peer mentoring activities in school or try to initiate a direct conversation with them?

5. Team Building 

Mr. Jason, the science teacher, assigns different projects and forms teams with random classmates. There are 7 people in each team who need to work towards project completion. As the group starts working, you notice that some members do not contribute at all. How will you ensure that everyone participates and coordinates with the team members?

6. Conflict Resolution 

The drama club and the English club are famous clubs in the school. Both clubs organize various events for the students. This time, both clubs have a tiff because of the event venue. Both clubs need the same auditorium for the venue on the same date. How would you mediate to solve the issue and even make sure that club members are on good terms with each other? 

7. Stress Management 

Your school often conducts different activities or asks students stress survey questions to ensure their happiness and well-being. However, one of your friends always misses them. He gets frustrated and seems stressed throughout the day. What would you do to ensure that your friend gets his issue acknowledged by teachers?

8. Time Management 

Your friend is always enthusiastic about new competitions in high school. He is running here and there to enroll and get certificates. In this case, he often misses important lectures and activities in class. Moreover, his parents complain that he misses swimming class too. How would you explain to him the importance of prioritizing and setting goals to solve this issue?

9. Educational Resources 

You and your friends are avid readers and often take advice from books. While most must-read books for bibliophiles are read by you, it is important to now look for other books. However, you witness that the school library lacks other important books on philosophy and the non-fiction category. How would you escalate this issue to the higher authorities by addressing the needs of students?

10. Financial Planning

Finance is an important factor and that is why your parents help you plan your pocket money and budgeting. Off lately, they have stopped doing so considering that you can manage on your own. However, after a few months, you have started spending more on games and high-end school supplies. You realize that your spending habits are leading to loss of money and reduced savings. How shall you overcome this situation?

Wrapping Up 

Involving students in different learning practices and innovative ways inspires them to think out of the box and make use of imagination skills. With the usage of different problem-solving scenarios, high school students get an opportunity to delve into realistic examples and consequences of different incidents.

Such scenarios offer an excellent way to promote understanding, critical thinking skills and enhance creativity. Ensure to use different activities and games for creating a comprehensive learning environment.

Sananda Bhattacharya, Chief Editor of TheHighSchooler, is dedicated to enhancing operations and growth. With degrees in Literature and Asian Studies from Presidency University, Kolkata, she leverages her educational and innovative background to shape TheHighSchooler into a pivotal resource hub. Providing valuable insights, practical activities, and guidance on school life, graduation, scholarships, and more, Sananda’s leadership enriches the journey of high school students.

Explore a plethora of invaluable resources and insights tailored for high schoolers at TheHighSchooler, under the guidance of Sananda Bhattacharya’s expertise. You can follow her on Linkedin

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Get ready to turn your classroom into a problem-solving playground! Join us as we explore exciting strategies that spark curiosity, unleash creativity, and empower students to tackle challenges with confidence!

• Nurturing curiosity and inquiry

Cultivate a sense of wonder by motivating students to ask questions and explore their interests. This approach enhances their critical thinking abilities and fosters a desire to comprehend the world around them. {1}

• Teaching students to deconstruct problems

Assist students in learning to divide problems into smaller, more manageable parts. This strategy helps simplify complex issues, making them less intimidating and teaches them to tackle challenges in a systematic way. {1}

• Encouraging brainstorming and innovative thinking

Facilitate brainstorming sessions where students feel free to express their ideas without criticism. Engaging in creative activities, such as drawing or storytelling, can also enhance their ability to devise original solutions. {1}

• Modelling problem-solving behaviour

Show effective strategies when encountering challenges, as children frequently learn by observing adults. This can be accomplished by:

• Identifying problems for the class to see
• Brainstorming solutions collaboratively
• Deciding on the best solution together
• Testing the solution and discussing outcomes
• Adjusting as needed to improve results
• Offering opportunities for decision-making

Empower students to make choices using decision-making exercises which allow them to practise weighing options and considering consequences. {1}

• Applying project-based learning

Engage students in project-based learning to actively develop their problem-solving skills through various classroom projects. This approach allows teachers to observe and document students’ strategies while providing opportunities for targeted feedback to enhance their abilities. Address observations collectively with the group or offer individualised support to help students refine their problem-solving techniques. {2}

• Using an inquiry-based learning approach

Provide students with intriguing situations in an inquiry-based approach to spark their curiosity and motivate exploration. Use open-ended questions to prompt students to develop responses that require problem-solving, encouraging them to consider multiple perspectives and navigate disagreements. {2}

• Prioritising student agency

Engage students in problem-solving tasks to promote their agency. By tackling unexpected challenges in their learning journeys, they will enhance their problem-solving skills in authentic contexts. {2}

• Asking for advice

Seek your students’ advice when faced with a problem to highlight that everyone makes mistakes and encounters challenges. This approach not only helps them develop their problem-solving skills but also demonstrates that you value their input, boosting their confidence in tackling issues independently. {3}

• Effective Ways to Improve Children’s Problem-Solving Skills (wohum.org)
• Strategies To Develop Problem-Solving Skills In Students (owis.org)
• How to Teach Problem-Solving to Children and Preteens | Big Life Journal

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• 10 Sep 2024

Leading with Creative Problem Solving: Ron Kurtz (MBA 1967)

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As a youngster, I used to create “stores” in my driveway, selling things to other neighborhood kids. It was an entrepreneurial inclination fostered by growing up in a family that owned retail stores and enjoyed telling stories of their sales.

Advertising was a popular career with a certain amount of glamour in the 1950s and 1960s. I, too, liked the thought of developing ideas that would motivate consumers. As an undergrad at the University of Texas, I was a strong writer and was always looking for opportunities to be creative. I thought my future career would be in advertising, likely as a copywriter.

Two undergraduate internships at large retail advertisers gave me enough exposure and experience to discover that, in addition to advertising copywriting, I was interested in things like product attributes, pricing, and distribution.

My vision of the future changed to product management in the wider consumer goods industry. I was attracted to product management by the broad range of creative and strategic activities. I felt that product design and pricing were important determinants of success. It was a function that provided the opportunity to be involved in the whole marketing process.

To build my management skills and set myself on a path toward executive-level positions, I applied to business school in my final year of undergrad. I was accepted to other business schools right away but was told by Harvard Business School that I would only be accepted if I had a year of post-graduate work experience under my belt. I believed in the effectiveness of the case method for building my business skills, and in the influence of an HBS education and network as a doorway to the kinds of companies I hoped to work for, so I decided to hold out for HBS.

The wait proved worthwhile. At HBS, I learned how to be decisive with limited information, and that being decisive requires also being a team player, allowing the opinions and knowledge of others to fill my own experience gaps while being able to persuasively explain my own choices. HBS also provided the resources to help me in my job search and application process, and the tools to research companies ahead of interviews.

HBS connected me with my first post-graduate job as a research assistant for a highly respected marketing professor where I gained deep exposure to the management and decision processes of executives. While in this role, I worked with executives across several companies and ultimately accepted a job offer from one of them, also an HBS grad. They became a demanding mentor who offered guidance, helping me to mature as a manager, develop good business habits, and inform my intuition for decision making.

As I progressed in my career, taking on positions with more responsibility and leadership, I learned that I loved the challenge of leading through change and building things from scratch, rather than holding an already successful organization in its status quo. I have turned around businesses and worked with several startups. Both require a good degree of creativity in problem solving and opportunity identification, as well as the creation of action plans and strategies. I still found opportunities to be creative, albeit different ones than those of an advertising copywriter.

My career journey has not always been easy and positive, no career journey is. I’ve learned I prefer to stay away from workplace politics, a discovery that has impacted the choices I’ve made and paths I’ve taken. Likewise, when there have been interpersonal conflicts with colleagues I’ve had to work closely with, I’ve found ways to pursue different opportunities. Just as it is important to pursue what excites you, it is important to avoid what discourages you.

If I had advice for other HBS students and alumni, it would be to diversify your experiences and exposure, develop and foster a network of friends to keep in touch with after HBS, and to participate more in class. It would also be to consider the other areas in life worth building and pursue points of pride in them as much as you do with your career.

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• 15 Aug 2024

Learning from Mistakes and Leveraging Personal Experiences: Tiffany Kent (MBA 2001)

• 13 Aug 2024

Leading With Curiosity: Mayowa Kuyoro (MBA 2015)

• 04 Jun 2024

Finding Alignment to Make Impact: Layla Ramirez (MBA 2017)

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1st Edition

Solving Managerial Problems Systematically

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Description

In their new book Solving Managerial Problems Systematically , Hans Heerkens and Arnold van Winden teach students how to identify and efficiently deal with problems. The book uses the Managerial Problem-Solving Method, which deals with problems step by step. Solving Managerial Problems Systematically describes the seven phases of the Managerial Problem-Solving Method, a roadmap on how to identify, conduct thorough research into, and lastly solve a core problem. This textbook treats the concept of a ‘problem’ as an analytical one; a concept that can be found in any department in any organisation. Creative techniques are used to help find a solution for the problems encountered, which makes the method an ideal tool that is applicable in nearly any situation. Solving Managerial Problems Systematically is intended for Bachelor studies (professional education and university) where students engage in problems and problem-solving in individual courses, projects, or graduation. It is a valuable aid for consultants and advisors to help identify and analyse managerial problems, and to advise companies on possible solutions.

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Hans Heerkens is assistant professor at the University of Twente, and associate professor of Methodology at the Business School Netherlands in Buren. Arnold van Winden teaches Communication Management at the Amsterdam University of Applied Sciences, and is the owner of Van Winden Communicatie.

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Using a Plan of Attack for Math Problem-Solving

Spending the majority of their time modeling problems and making sense of relationships in math can help students move beyond a surface-level grasp.

At every grade level, math teachers in the Success Academy Charter Schools Network in New York City ask students to spend the lion’s share of their time during math lessons deeply examining the question they are being asked to solve. Students start by asking themselves questions like, “What are the mathematical relationships in the problem?” “What is this problem asking me to do?” and “How can I model my thinking?” Every classroom even has a formula—a problem-solving plan for math, printed out and displayed on the wall—called the “Plan of Attack,” which includes three parts: using 80 percent of the allotted time to conceptualize the question by reading the problem multiple times, then modeling the relationships and actions in the problems; 10 percent to answer the question by determining a strategy they will use to solve it and then computing; and finally double-checking in the last 10 percent of their time—by rereading the problem, evaluating their own reasoning, and checking computations for accuracy.

First-grade teacher Evelyn Gonzales and eighth-grade teacher Fei Liu both reinforce this strategy during precious class time by working through the problem as a whole with their students first, emphasizing the importance of this step before rushing in to solve. As a result, their students develop a much stronger understanding of the mathematical concepts at hand. “In my classroom, I don’t really care for the answer,” says Liu. “They can double-check once they have the answer. What we really need to focus on is why we set the things up, so that when they see a problem, they have an idea of where to start to think.”

The network led the state for math test scores in the 2023–2024 school year, with with 49 percent of Black and 55 percent of Hispanic students earning fours, the highest possible mark.

See all of Edutopia’s coverage of Success Academy Charter Schools to learn more about the network.

Success Academy Charter Schools