The document discusses teaching problem solving and thinking skills in the classroom. It outlines a five-stage model for problem solving: understanding the problem, describing barriers, identifying solutions, trying solutions, and evaluating results. It also discusses teaching algorithms, heuristics, and study skills to help students learn problem solving strategies. The goal is to engage students in authentic problem solving activities and have them explain their approaches.

1. TEACHING THINKING AND
PROBLEM SOLVING SKILLS IN
THE CLASSROOM
FR. PASCUAL SALAS, OSM

2. PROBLEM SOLVING
 the ability to identify and solve problems by
applying appropriate skills systematically.

3. BASIC FUNCTIONS
 Seeking information
 Generating new knowledge
 Making decisions

4. FIVE STAGE - MODEL
 Understand the problem
 Describe any barriers
 Identify various solutions
 Try out a solution
 Evaluate the results

5. UNDERSTANDING THE
PROBLEM
 List all related relevant facts.
 Make a list of all the given information.
 Restate the problem in their own words.
 List the conditions that surround a problem.
 Describe related known problems.

6. DESCRIBE ANY BARRIERS
 what is creating the problem?
 verbalize impediments

7. IDENTIFY VARIOUS
SOLUTIONS
 Create visual images
 Guesstimate
 Create a table
 Use manipulatives
 Work backward
 Look for a pattern
 Create a systematic list

8. TRY OUT A SOLUTION
 Keep accurate and up-to-date records of their
thoughts, proceedings, and procedures
 Try to work through a selected strategy or
combination of strategies until it becomes
evident that it's not working, it needs to be
modified, or it is yielding inappropriate data
 Monitor with great care the steps undertaken
as part of a solution

9. TRY OUT A SOLUTION
 Feel comfortable putting a problem aside for a
period of time and tackling it at a later time

10. EVALUATE THE RESULTS
 involves risk-taking,
 self-assurance, and
 a certain level of independence

11. EVALUATE THE RESULTS
 “How do you feel about your progress so far?”
 “Are you satisfied with the results you obtained?”
and
 “Why do you believe this is an appropriate
response to the problem?”

12. PROBLEM SOLVING STRATEGIES
- HEURISTICS
 Identify subgoals
 Use paper and pencil
 Draw an analogy
 Brainstorm
 “Incubate”

13. For teaching algorithms
 Describe and demonstrate specific procedures and
the situations in which each can be used.
 Provide worked-out examples of algorithms being
applied, and ask students to explain what is
happening in each step.
 Help students understand why particular algorithms
are relevant and effective in certain situations.
 When a student’s application of an algorithm yields an
incorrect answer, look closely at what the student has
done, and locate the trouble spot

14. For teaching heuristics
 Give students practice in making ill-defined
problems more specific and well defined.
 Teach heuristics that students can use in
situations where no specific algorithms apply; for
example, encourage rounding, identifying
subgoals, and drawing analogies

15. For teaching both algorithms and
heuristics
 Teach problem-solving strategies within the context of specific subject
areas (not as a topic separate from academic content) and, ideally,
within the context of authentic activities.
 Engage in joint problem-solving activities with students, modelling
effective strategies and guiding students’ initial efforts.
 Provide scaffolding for difficult problems (e.g., break them into smaller
and simpler problems, give hints about possible strategies, or provide
partial solutions).
 Ask students to explain what they are doing as they work through a
problem.
 Have students solve problems in small groups, sharing ideas about
problem-solving strategies, modelling various approaches for one
another, and discussing the merits of each approach.

16. STUDY SKILLS
 Taking Notes
 Writing reports and research papers
 Reading textbooks
 Memorizing important facts
 Time management
 Homework help