|
PROBLEM-SOLVING
MODEL
PRINTER-FRIENDLY
VERSION >
1. Read and analyze the problem
scenario:
- Discuss the scenario with
your team.
- Don't be tempted to
start thinking about potential solutions or
to start looking for information
2. List hypotheses, ideas,
or hunches:
- With the little that you know, what do you think will
happen?
- List your ideas or hypotheses on the Student Activity
Sheet.
3. List what
you already know:
- Begin your list with the information contained in the
scenario.
- Add knowledge shared by other group members.
- Record this information under
the heading: "What do we know?" on
the Student Activity Sheet.
4. List what is unknown:
- Prepare a list of questions your
group thinks need to be answered to solve the problem.
- Record
them under the heading: "What do we need to know?" on
the Student Activity Sheet.
5. List what needs to be done:
- List possible actions to be taken
under the heading: "What
should we do?" on the Student Activity Sheet. Such
actions may include questioning an expert, getting online
data,
or visiting a library
to find answers to the
questions developed in Step 4.
- Prioritize the questions
you are going to seek answers to, then divide up
the questions among your team.
6. Develop a problem statement:
- A problem statement is a
one- or two-sentence idea that clearly identifies
what your team is trying to solve, produce, respond
to, test, or find out.
- Record your statement on the Student Activity Sheet.
7. Gather information:
- You and your team will gather, organize,
analyze, and interpret information from multiple sources.
- Exchange ideas; think about solutions; weigh alternatives;
and consider the pros and cons of potential courses
of action.
- Record your information and resources on the on
the Student Activity Sheet.
8. Present findings:
- Prepare a report or presentation in
which you and your group make recommendations, predictions,
inferences, or other appropriate resolutions
of the problem. Write an outline on your Student Activity Sheet.
- Be
prepared to support your positions. If appropriate,
consider a multimedia presentation using images, graphics,
or
sound.
NOTE: The steps
in this model may have to be completed several times. Steps 2-6 may be conducted
concurrently (at the same time),
as new
information becomes available. As more information is gathered,
the problem statement
may be refined
or altered.
NOTE: When using the PBL model, the teacher acts more as a
coach
in helping students investigate
the problem.
To that
end, resources
relevant
to
students' research
follow the Activity. Teachers may provide these resources to
students or have them develop their own list.
|
