3.++Chapter+Three


 * Teaching Students How to Solve Problems – Define, Design, Do, and Debrief **

Teaching students to Solve Problems empowers people far more than specific content. With youth, a step-by-step process is needed to empower them to tackle any sort of problem.

Step One – Define The first “D” of problem solving is to define, the most important step. It does take a great amount of time to define the problem & nail down details before starting on the solution including the entire scope of the problem. The goal of the define step is to create a list that clearly outlines all the details needed to complete a task. It isn’t enough for a student to understand the nature of the problem, they must be able to document the specifications so that someone who may came mid-way, would be able to pick up with no difficulty. The define step has three benefits: addresses procrastination because students are expected to define the problem before moving on; forces students to learn the value of how they will be rewarded for their work; gives leverage to the person doing the work. Overall students take more ownership. They have to do the basework/footwork rather than just doing the job to get it done. It would be a great way to differentiate instruction because students define their own rubric & expectations & complete the job as a “contract,” therefore they are accountable for their final product.

Step Two - Design Most things are done twice -- create a mental picture then you actually do it! First, students begin by taking responsibility for identifying and pursuing their own learning. The teacher takes a back row by the students asking the teacher to teach them what they need to know in order to problem solve. The students have more control of the learning that takes place in the classroom. Second, each student identifies what they need individually. The teacher can provide differentiated instruction. Students need to lay out the logical sequence of steps to follow to accomplish the task that they have been given ON PAPER. Students also need to confirm their thinking before they start doing their work. Procrastination is a real problem so learning to break down the large tasks into a logical sequence of smaller subtasks is extremely important. The students need to make a timeline when working on a project in a group -- this is ESSENTIAL for the group to succeed!

Step Three – Do This is the step that seems anticlimatic, and some teachers think this is the stage where they can just sit back and relax. This is not the case! Teachers need to monitor through- out so that students stay on task.

Step Four – Debrief This is simply assessing how well a student did on the project. This is done jointly by the teacher and the student. The purpose of this step is to recognize which parts of the assignment the student did well and to offer constructive criticism on what could have been done better. The goal is to improve performance the next time the student does a similar task.

A New Way to Evaluate · Change how we evaluate – not just the “end product” · Evaluate the process o So students don’t just focus on the end result o <span style="font-family: 'Cambria','serif'; font-size: 14pt;">Give marks for more than just the completed report, essay, drawing, etc. o <span style="font-family: 'Cambria','serif'; font-size: 14pt;">Grade for all four D steps. Example: following the plan outlined in the Design step during the Do step. In the Debrief step, rating their performance on what they have learned from their failures as well as their success. · <span style="font-family: 'Cambria','serif'; font-size: 14pt;">Evaluate Personal Attributes o <span style="font-family: 'Cambria','serif'; font-size: 14pt;">Goes beyond content evaluation o <span style="font-family: 'Cambria','serif'; font-size: 14pt;">Positive attitude - enormous impact on everyone around o <span style="font-family: 'Cambria','serif'; font-size: 14pt;">Can ruin relationships or build careers o <span style="font-family: 'Cambria','serif'; font-size: 14pt;">Independence – ability to work on their own and not rely on others

<span style="font-family: 'Cambria','serif'; font-size: 14pt;">Why evaluate these characteristics? You are who you practice to be.