May/June: Strategic Problem-Solver

A Little Background
Like Creative Innovator, Strategic Problem-Solver is one of our newest skills. It began its existence when we broke apart the Complex Thinker skill which was an original skill back when they were called Outcomes and Indicators. With the overhaul of the skills in 2014-15, Complex Thinker was broken into three parts: Creative Innovation, Problem Solving, and Critical Thinking. After about a year of this three-part skill we had more insight into the nuances of each component and Creative Innovator and Strategic Problem-Solver were pulled out as their own skill as a result. Critical Thinking (which was really what the Complex Thinker skill originally tried to get at) was removed because the key components and indicators of critical thinking were already a part of our Common Core Standards.

Let’s Start this Month with Some Inspiration
This 2-minutes video could just as easily celebrate innovation as it does problem-solving, but when I first stumbled upon it a couple years ago I tagged it for Strategic Problem-Solving so here you go:



Check It Out
Read the description and review the grade-level checklist for this skill at the Future Ready Skill website. As you do, think about whether you had any misconceptions about strategic problem-solving.

Learn More
The University of Kent’s (Great Britain) website includes an Employability Skills section for its students. Many of skills identified are similar to our Future Ready Skills, including Problem-solving and analytical skills. Take a few minutes to read over what they have to say about problem solving at the university level. As you do, consider what might have relevance to your own students and practice.

Next, read this article from the October 2017 issue of Educational Leadership Inviting Uncertainty into the Classroom by Ronald A. Beghetto. How might inviting more uncertainty into your classroom help students develop their problem-solving skills?

Prompt/Activity


Identify at least one big takeaway from this month’s exploration of problem solving and explain the impact it might have on your students.

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Kimberly Fitzpatrick's avatar

Kimberly Fitzpatrick · 309 weeks ago

In the article, Inviting Uncertainty into the Classroom, it suggested "Lesson Unplanning", which I thought was an interesting approach to creating opportunities for critical thinking and problem-solving. What I love about this is that you don't necessarily have to rewrite an entire lesson, but focus on just one part of the "process" piece of the lesson that you might hold back to allow disequilibrium for our students, allowing them to practice being risk takers in how they might approach things. I agree that students need more practice with "figuring things out" on their own, or at least having the chance to grapple with a problem before being give the solution.

Our Strategic-Problem Solver checklist for grade 3 suggests students should be able to identify the problem, and then consider different viewpoints and pathways to solving that problem. I believe we make the mistake of feeling like we need to "give" our students the problem and solution in order to be effective teachers, when in reality, we are limiting their potential and ability by doing this. After reading this months post, I am going to be more intentional about creating learning opportunities where my students can identify the problem on their own and consider how they might approach or solve the problem.
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Mark Lange (RC)'s avatar

Mark Lange (RC) · 307 weeks ago

Identify at least one big takeaway from this month’s exploration of problem solving and explain the impact it might have on your students.

I felt “Viewing Uncertainty as an Opportunity” resonated with me. Recently with the math trainings I have participated in, I have changed my mental model of math instruction slightly. I have brought in healthy frustration which the article speaks to. I thought frustration was something I didn’t want my students to experience in my math class. I was quick to rescue and show how to solve. I never thought this was maybe not the best practice. Giving students the opportunity to struggle not only made them more engaged with the questions I pose but also how they work with peers. I was amazed at their discussions, risk taking, and persistence towards the tasks they were trying to solve. Often they had no prior information or knowledge. Of course, not every group could eventually solve the problems so giving guidance at opportune moments continued their drive to complete the task. Being a strategic problem solver in my mind incorporates all of what my kids do on an almost daily basis.
After reviewing the Strategic Problem Solver check list I want to talk to the following three.
•I am persistent and focus on my goal throughout the problem-solving process.
The excitement of the first group to figure out the correct answer keeps my kids focused and persistent. It’s awesome to hear all cheer when they figure it out. Most students will continue to work because they are in too deep to give up. Groups encourage each other and assist (when I feel like the frustration level is getting negative) other groups after completing the problem.

•I can see the problem from different points of view and I can come up with more than one possible solution.

One of the great parts of group work is students often find more than one way to come to a correct solution. Not only does this stretch the minds of the group, but also the class. I often have students share work under the doc camera. I always pick multiple strategies and have the groups that didn’t solve it that way to explain why it works. I like the AH HA moments it brings.
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Kelsie Gooch (GPES)'s avatar

Kelsie Gooch (GPES) · 306 weeks ago

When I first read over the employability skills pages from the University of Kent's website, the bullet point "The ability to think both creatively and logically to improve performance, to troubleshoot problematic procedures or equipment, and to complete research tasks" really jumped out at me. I was recently hired in April to work with kiddos K-5 in EEP. I have various activities from STEM investigations, groups games, independent activities and art that we go through in a week and I like to set it up so it's a more student led time. What do they want to do? What do they want to investigate? What would they need to put their plan in action? Although these are seemingly normal activities to participate in, I want to focus on how they can approach a task and "Think both creatively and logically." The word "both" implies equal parts creativity and logic. Much like the Responsible Decision-Maker, can they recognize the problem, approach if from all kinda of creative angles with lots of potential solutions and then can they whittle down these options into what is the best, most reasonable solution. With my groups of kiddos, up to this point, being reasonable is challenging. With 55 kids, the group mentality wins out often which errs on the side of irrational, emotional and impulsive actions. I want to focus on the problem-solving process with them and show them examples of how to be creative in their approach and once they start their process, support them so they can demonstrate perseverance regardless of success or failures. Practicing perseverance is in priceless skill for all of us as we approach situations in school, work and life.
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Jennifer V (RCES)'s avatar

Jennifer V (RCES) · 306 weeks ago

As a kindergarten teacher, this is often times the first experience my students have had with having to problem solve on their own without the help of their parents, preschool teacher, babysitter, etc. I think we can all agree how important these skills are for all students as they progress through their educational career and beyond. And in kindergarten I feel that I am building the foundation of these important skills and am helping them learn what does it even mean to solve a problem and what does it look like. From there we work on identifying problems and working to solve them effectively and independently.

The article explained viewing student uncertainty as a good thing and that it is beneficial for students growing as problem solvers. I think this is so true because as teachers we want to encourage our students to think and work independently but often times we jump in too soon to help them figure things out. I'm guilty of it too...for example, we are late to recess and a student can't find their coat so I quickly jump in and help them find it. Or I see a student getting frustrated with an academic challenge they're experiencing so I jump in too soon to give them the answer OR excuse them from the challenge altogether ("it's OK...we'll come back to this later"). The article reminded me to step back and give more wait time for students to work through their problems/challenges and to allow them to experience a little bit of frustration. The term "cognitive dissonance" comes to mind as I think about helping my students become strategic problem solvers. We have to allow them time to think and analyze and attempt to work through their problems (academic, social, etc.) so that they can learn to do these things independently. And the ultimate goal is that these students will develop into adults that are entering the workforce and have the skills, knowledge, and experience to be effective problem solvers.
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Lauren S. (RCES)'s avatar

Lauren S. (RCES) · 270 weeks ago

Being a strategic problem solver is an essential skill. Problems arise daily at school (and at home) that need to be solved in constructive and effective ways. In the article Inviting Uncertainty Into the Classroom, it talked about viewing (good) uncertainty as an opportunity. I thought this was an interesting idea because as a teacher, you often want to feel certain about everything you do. However, good uncertainty can be an opportunity for students to engage with the unknowns of challenge in a structured and safe environment. Instead of telling students how to solve a problem, give them some constraints (time, materials, etc.) and let them begin to figure it out. While they might not know the best way to approach the problem right away, they can begin to navigate this own their own with support and guidance from you as the teacher.

Looking at the K-2 Checklist for Strategic Problem Solver, the two most important skills, in my opinion, are I can see the problem from different points of view and I can develop a plan to solve the problem. Being able to see the problem from multiple points of view allows students to put themselves in the other person’s shoes. If they can empathize with how someone else might be feeling, it will be easier to understand the problem and come up with a way to solve it. Developing a plan to solve the problem is essential, because some problems cannot be fixed with “I’m sorry.” Students who develop a plan are less likely to have similar problems with other students. This problem solving skills not only work with problems with other students, but real world problems as well. .
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Kimberly F (TSD)'s avatar

Kimberly F (TSD) · 269 weeks ago

My big take away this month revolves around our district initiative on math, and our focus on productive struggle. As teachers, we want to rescue, show, tell, provide, and solve problems. It was a little tricky for me the first few times to just simply sit back and let kids have that productive struggle. What happened as a result was a shift in students' ability to reason through a problem. They begin to look at the problem from different perspectives as their peers explained their thinking. One of the instructional strategies we've been using in our classroom is Which One Doesn't Belong? This can be frustrating for kids because there isn't necessarily a "right" or "wrong" answer. They're so used to working towards a correct solution, so this was a new approach for them. We also now incorporate number talks and students are having to develop a plan of action and then consider other ways to solve the problem. Just adding these experiences into our daily math routine has made a big difference in our third graders growth as strategic problem solvers.
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Judy K (TES)'s avatar

Judy K (TES) · 263 weeks ago

Identify at least one big takeaway from this month’s exploration of problem solving and explain the impact it might have on your students.

I love the idea of problem solving. I feel like this is a valuable and necessary tool for kids to develop. I have actually introduced this concept since day 1. I want kids to be independent thinkers but also know that they can problem solve on their own or if it is bigger problem they can always ask for help or advice. When kids go through problems with other kids, I try to have them problem solve on their own. I may act as the mediator and just listen and ask questions but otherwise, I do want kids to know that they can try to solve it on their own first. If I need to step in then I do so. We also do this with little things in class. My glue stick ran out... My pencil broke.. and so forth are comments made by kids all the time. We talk about how I do not need to know these things but how can we problem solve this. So then kids get an understanding that they can throw it away and get a new one. All school supplies are readily available to all my kids. In academics, I try not to step in immediately when they are struggling but I try to ask them questions such as Why do you think that? How did you come up with that answer? I think that this makes them think a little deeper and if they get really stuck then I do help them. I want kids to become great problem solvers because it is a skill that will continue with them all the way through adulthood.
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Stacey P (TSD)'s avatar

Stacey P (TSD) · 258 weeks ago

The biggest takeaway for me was from reading the article about inviting uncertainty. Specifically, as I was taking some notes, I highlighted the statement "...uncertainty is what makes a problem a problem..."
I'm not sure if it's because I am a brand new teacher, or if it's my personality, or perhaps both, but I am all about reducing uncertainty in the classroom as much as possible; at least for myself. So, when I started reading this article, I was feeling anxious. It really makes sense, though, and as I read through the strategies, my anxiety decreased and I started thinking about my own problem solving abilities.
I am going to look at the Future Ready curriculum and see where I can insert opportunities for structured uncertainty for my students.
As I was finishing up this article, reading about strategy #5 (launch never-ending projects), I started thinking about how we could implement some sort of "legacy challenge/project" each year. A project that helps the community in some way; tackling both the Strategic Problem-Solver and Community Contributor skills. I haven't completely fleshed out what that would look like yet, but I think it would be pretty awesome!
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Maureen B. TSD's avatar

Maureen B. TSD · 252 weeks ago

When reading the article about employability skills, my biggest takeaway was "examine the options." Often, first grade problems are somewhat simple to solve, but there are many ways to solve those problems. When reading this article, it brought to mind some norms that I establish at the beginning of the year. I have a chart that we go over that is called, "Before you tell the teacher..." and with as various scenarios like "can i solve the problem myself?" and "Is someone hurt or in danger?" and help students actively think about how they can independently solve a problem.
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Zoryana L. (LWES)'s avatar

Zoryana L. (LWES) · 252 weeks ago

In our article, one particular sentence stood out to me - "just as you can't learn to swim if you never get in the water, students won't learn how to respond productively to the unknown if we never give them opportunities to do so." As I learned about our Future Ready Skill of the month, my biggest take away is that we need to create specific and explicit opportunities and environments for children to practice their strategic problem solving skills. If we want our students to one day graduate with the ability to be strategic problem solvers, we must setup those opportunities for them to solve problems on their own and also model those skills for our students as often as possible. As teachers, we try to be as productive as possible and show our students how to solve anything and everything as efficiently as possible, yet there is so much power in allowing them to make those discoveries on their own. In the future, I hope to create specific opportunities for students to develop and practice their problem solving skills through in class activities and various assignments. By allowing them to discover how to solve problems on their own, I can simultaneously empower them to be curious and creative.
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Susan H (SLES)'s avatar

Susan H (SLES) · 252 weeks ago

When I think of Strategic Problem Solver, I think about our opinion writing unit. They are being asked to think of a problem in the world, and then to call others to action to solve that problem. I would like to take that further and have them actually try to solve the problem. I love the short video because it really hits home. If we want to see greatness in our future, questions must be asked and problems must be solved. I love how the inventor of the Rubik's Cube says that questions are more important than answers. If the kids are not presented phenomena in a way that engages them, they will not have questions. Once they are able to come up with questions if they are engaged, allowing them to see the problem and examine the options is a HUGE part of learning. My takeaway is that I want to allow for more quality time to be spent on problem solving projects (never-ending projects) that will allow for a multitude of opportunities for presenting their knowledge to the class. I want them to be engaged, produce quality work, and be effective communicators when it comes to problem-solving. They need to find the problem to want to find a solution.
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Alyssa Hayes's avatar

Alyssa Hayes · 251 weeks ago

Identify at least one big takeaway from this month’s exploration of problem solving and explain the impact it might have on your students.
I love the video! The idea that traditionally, we teach answers and that we should be teaching questions is very insightful. In kindergarten, we find that our students are often asked to solve problems for the first time or cannot see things from other perspectives. We often discuss how others would feel if they were in the situation or if there is a different way to solve a problem. At the beginning of the year, this is very difficult for most kiddos and as the year goes on they are able to see different perspectives and some can think of different solutions. It is a something that we practice often and some kiddos get really good at problem solving and start to enjoy the different way of thinking. While some thrive, there are some kiddos that work on trying to solve simple problems on their own the entire year.

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