lesson plan about problem solving

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Problem solving

Problem solving lesson plan

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Problem Solving: Lesson plan

Problem solving: Presentation slides

Demonstrating your skills quick fire activity

Problem solving in practice: Interactive worksheet

Our problem solving content focuses on one of these skills and develops understanding of the six stages of problem solving, as well as identifying different types of situations in which young people might already be using these skills. Furthermore, it encourages them to use an adaptive approach, explaining that different types of problems can be approached in different ways.

The activities on this page support your teaching of these skills through an independent activity, quick activities or a full length, curriculum-linked lesson plan. 

Teaching resources:

• Problem solving: Lesson plan and presentation slides – full lesson plan including icebreaker for use with a group of students in the classroom
• Demonstrating your skills: Quick-fire activity  – 10 minute activity for a group of students in the classroom, can be used as an icebreaker for the lesson plan
• Problem solving in practice: Interactive worksheet – activity for independent learning whether remote or in class

Lesson plan

(60 -75 minutes)

This lesson is designed to equip young people with an adaptable approach to solving problems, large or small. It includes a short film and scenarios that encourage development of practical problem solving skills which can be useful for learning, day to day life, and when in employment.

By the end of the lesson, students will be able to:

• Identify problems of different scales and what is needed to solve them
• Illustrate the use of an adaptable approach to solving problems
• Understand that problem solving is a core transferable skill and identify its usefulness in a work setting
• Work on a problem solving activity in a team

The lesson aims to reinforce students’ understanding of the potential future applications of this skill as they move into the world of work, particularly in an activity differentiated for an older or more able group on creating new opportunities.

Quick-fire activity

(5 - 10 minutes)

The demonstrating your skills quick-fire activity focuses on helping young people understand the key skills that are needed in the workplace, including the importance of problem solving.

Students will be asked to name the skills being demonstrated in a variety of scenarios, and identify ways they’re already using those skills in this short activity.

You might find it useful as a starter or icebreaker activity to begin a lesson, or at the end to allow students to put what they have just learnt in the Problem solving lesson into practice.

Interactive worksheet

(20 - 25 minutes)

Please note that students below the age of 14 cannot sign up for their own LifeSkills account. Any independent tasks must be printed or downloaded and provided digitally for them to complete as they are currently hosted on educator pages.

The Problem solving in practice interactive worksheet introduces some of the themes from the full lesson plan and gives students some practical strategies for problem solving, including introducing the six stages of problem solving. The worksheet can be printed or completed digitally, so can be used flexibly to give students practise putting their problem solving skills into action. You might choose to assign it:

• As homework following the Problem solving lesson
• For independent study
• For remote learning

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Other lessons that may prove useful for students to build on these activities include the  Adaptability  and  Innovation and idea generation  lessons. Alternatively, consider encouraging them to apply their skills through  Steps to starting a business  or the  Social action toolkit .

Why not build problem solving in as a focus in your students’ wider curriculum? Refer to our  Content guide to find out how this resources can be used as part of your teaching.

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79 Problem-Based Lesson Plan Template

Problem-based lesson plan template.

For additional information on Problem-based instruction, please visit our Teaching Strategies page of the MNSU Instructional Design Services .  In order to implement a problem-based instruction lesson in your classroom, there are a few planning steps to consider.  Fill in the blanks with your lesson-specific information in order to plan your problem-based lesson.

1. Develop clear and measurable learning objectives (including cognitive and behavioral objectives) – based on Bloom’s Taxonomy

• Students will be able to {verb} {noun}.

Ex: Students will demonstrate the methods of organismal biologists, including observation, phylogenetics, experimentation, and form/function studies.

2. Identify the learning resources students will need to access at home before coming to class.  These resources are generally what you would normally do in a traditional lecture format class (lecture, videos, etc)

• Reading materials
• Watch instructional video xxx (name of the video) for xx minutes http://www …
• Exercise on worksheets, if any
• Suggest other learning resources

Ex:  Before class on Thursday, please watch instructional video #1.

Learning Resources my lesson will include:

• __________________________________

Technology Resources I will need to create the pre-class learning resources:

3. Prepare the real-world, contextual problem that students will use to explore the content.  You can either create a problem or select one from an existing problem bank.  Follow the guidelines below for both selecting and creating a problem.

Garner’s (2010) suggested PBL problem elements:

• The topic of concern captures the attention and interest of participating students.
• Students are required to make judgments and decisions by analyzing a variety of options in choosing their best course of action.
• The proposed problem has a level of complexity that involves all team members in the data gathering and decision-making phases.
• Questions are open-ended and invite group members to participate.
• There is a direct connection between the PBL scenario and course learning outcomes.

Students should be able to answer the following four questions when working towards a problem solution:

• What do I know (about the problem or issue)
• What do I need to know to solve it?
• How do I get that information?
• How do I apply that information to determine a solution?

You can also use created problems from resources like the University of Delaware’s PBL Clearninghouse

My problem:

Ex: (From A Principles of Organismal Biology course)

200,000 people applied to be a part of the Mars colonization project. The 40 candidates that were selected have asked you, a biologist, to describe for them what plant or animal life might exist on Mars or what life might exist on Mars eventually through colonization, adaptation, and mutation. Based on your knowledge of Earth biology, what might a Mars plant or animal look like? How could you prepare the colonist for creatures or life they might encounter?

4. Define the procedures for in-Class problem analysis that your students will be completing. Let students know if they need to bring or prepare anything before class.   The idea is to create an active learning environment where students interact with the content and the instructor acts as a guide.   Activities should scaffold the students into the problem solution.

• Establish ground rules for participation
• Assign discussion groups or roles in the problem-solving process
• Students define facts and significant information surrounding the problem
• Pose challenging questions to further discussion
• Students define objectives and possible solutions

Activities students will complete analyzing the problem:

Technology Resources my students will need to complete the analysis:

Ex: Create a graphic organizer of your choice (graphic, infographic, flyer, blog, etc) that  illustrates the lineages of life. Categorize them by one of the following: their biodiversity, anatomy, physiology, development, behavior, biogeography, fossil record,  or ecology.  Then hypothesize how the lineage might be extended to include extraterrestrial life and add those branches to your organizer.

5. Identify any post-analysis activities that your students will be completing.

• Shift context – students see problem or solution from another point of view
• Follow up discussion
• Shift time frame – “what’s next?”, “How could this situation be different?”

Activities students will complete post-analysis:

Technology Resources my students will need to complete the post-analysis activities:

Ex: Write a counterargument to your problem solution.  Take the side of those who might not agree with your conclusions.  What alternatives or arguments against your theories exist?

• Create the assessments that you will use for determining students’ mastery of the learning objectives.
• Formative/Summative
• Challenging questions
• Interactive quizzes
• Problem solution presentations

Ex: Using what you have learned in this class, present and describe a lifeform colonist might encounter in the Martian environment. Visuals, such as a drawing, would be useful to help the colonists identify possible lifeforms. Use the scientific method to present your lifeform hypothesis.

Assessment(s) I will use in my problem-based lesson:

Technology Resources my students will need to complete the assessment(s):

7. Verify that your assessments and activities align to the learning objectives.  Do they allow your students to demonstrate that they have achieved the learning objectives?

Maverick Learning and Educational Applied Research Nexus Copyright © 2021 by Minnesota State University, Mankato is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.

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Problem-Solving

Jabberwocky

Problem-solving is the ability to identify and solve problems by applying appropriate skills systematically.

Problem-solving is a process—an ongoing activity in which we take what we know to discover what we don't know. It involves overcoming obstacles by generating hypo-theses, testing those predictions, and arriving at satisfactory solutions.

Problem-solving involves three basic functions:

Seeking information

Generating new knowledge

Making decisions

Problem-solving is, and should be, a very real part of the curriculum. It presupposes that students can take on some of the responsibility for their own learning and can take personal action to solve problems, resolve conflicts, discuss alternatives, and focus on thinking as a vital element of the curriculum. It provides students with opportunities to use their newly acquired knowledge in meaningful, real-life activities and assists them in working at higher levels of thinking (see Levels of Questions ).

Here is a five-stage model that most students can easily memorize and put into action and which has direct applications to many areas of the curriculum as well as everyday life:

Expert Opinion

Here are some techniques that will help students understand the nature of a problem and the conditions that surround it:

• 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.

It's Elementary

For younger students, illustrations are helpful in organizing data, manipulating information, and outlining the limits of a problem and its possible solution(s). Students can use drawings to help them look at a problem from many different perspectives.

Understand the problem. It's important that students understand the nature of a problem and its related goals. Encourage students to frame a problem in their own words.

Describe any barriers. Students need to be aware of any barriers or constraints that may be preventing them from achieving their goal. In short, what is creating the problem? Encouraging students to verbalize these impediments is always an important step.

Identify various solutions. After the nature and parameters of a problem are understood, students will need to select one or more appropriate strategies to help resolve the problem. Students need to understand that they have many strategies available to them and that no single strategy will work for all problems. Here are some problem-solving possibilities:

Create visual images. Many problem-solvers find it useful to create “mind pictures” of a problem and its potential solutions prior to working on the problem. Mental imaging allows the problem-solvers to map out many dimensions of a problem and “see” it clearly.

Guesstimate. Give students opportunities to engage in some trial-and-error approaches to problem-solving. It should be understood, however, that this is not a singular approach to problem-solving but rather an attempt to gather some preliminary data.

Create a table. A table is an orderly arrangement of data. When students have opportunities to design and create tables of information, they begin to understand that they can group and organize most data relative to a problem.

Use manipulatives. By moving objects around on a table or desk, students can develop patterns and organize elements of a problem into recognizable and visually satisfying components.

Work backward. It's frequently helpful for students to take the data presented at the end of a problem and use a series of computations to arrive at the data presented at the beginning of the problem.

Look for a pattern. Looking for patterns is an important problem-solving strategy because many problems are similar and fall into predictable patterns. A pattern, by definition, is a regular, systematic repetition and may be numerical, visual, or behavioral.

Create a systematic list. Recording information in list form is a process used quite frequently to map out a plan of attack for defining and solving problems. Encourage students to record their ideas in lists to determine regularities, patterns, or similarities between problem elements.

Try out a solution. When working through a strategy or combination of strategies, it will be important for students to …

Keep accurate and up-to-date records of their thoughts, proceedings, and procedures. Recording the data collected, the predictions made, and the strategies used is an important part of the problem solving process.

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. As students become more proficient problem-solvers, they should feel comfortable rejecting potential strategies at any time during their quest for solutions.

Monitor with great care the steps undertaken as part of a solution. Although it might be a natural tendency for students to “rush” through a strategy to arrive at a quick answer, encourage them to carefully assess and monitor their progress.

Feel comfortable putting a problem aside for a period of time and tackling it at a later time. For example, scientists rarely come up with a solution the first time they approach a problem. Students should also feel comfortable letting a problem rest for a while and returning to it later.

Evaluate the results. It's vitally important that students have multiple opportunities to assess their own problem-solving skills and the solutions they generate from using those skills. Frequently, students are overly dependent upon teachers to evaluate their performance in the classroom. The process of self-assessment is not easy, however. It involves risk-taking, self-assurance, and a certain level of independence. But it can be effectively promoted by asking students questions such as “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?”

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The TeacherVision editorial team is comprised of teachers, experts, and content professionals dedicated to bringing you the most accurate and relevant information in the teaching space.

Center for Teaching

Teaching problem solving.

Print Version

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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Problem solving with 5 Whys

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Asking questions

LESSON OVERVIEW

In this lesson, we want to focus on a very popular problem solving technique called  5 Whys (5W) . If your students know something about Six Sigma or Lean, they should be familiar with this technique. Otherwise, they will learn a useful method for problem solving and practise asking questions .

DISCUSSION & VIDEO

The lesson starts with a quick warm-up speaking task about problems and how students approach solving them. Then, they watch a short video introducing 5 Whys , a problem-solving method developed by Sakichi Toyoda, a Japanese inventor and industrialist, and answer the questions.

Afterwards, your students will practise using the technique based on an example. First, they need to study the example and then fill in the other graph by asking 5 why questions to get to the root cause. Answers in this task may vary. Let your students be creative there. The aim of the task is to get them familiar with using 5 Whys. Finally, in the last task, students will use the technique to find root causes for problems they’ve had at work.

RELATED LESSON PLANS

This worksheet goes well with the following lesson plans:

• How to use questioning techniques to get better answers
• Questions no one knows the answers to

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Career Readiness | Middle School | Critical Thinking

Problem Solving Lesson Plans Your Middle School Students Will Love

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July 11th, 2022 | 5 min. read

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Need resources for teaching problem solving in your middle school career readiness classes?

As a career readiness curriculum developer, middle school teachers often ask if we have resources to help teach problem solving.

While our digital curriculum includes content on critical thinking, decision making, and other 21st Century skills, our solution may not be the best fit for everyone.

Our Middle School Digital Literacy & Career Exploration curriculum is designed to teach dozens of skills such as professionalism, communication, digital literacy, and more.

However, some teachers are only looking for supplemental problem solving lessons and activities to add to their existing curriculum.

To help you teach these skills, we've found four popular providers of problem solving lessons and activities for middle school:

• TeacherVision
• Ed Creative

All of these resources have both pros and cons, so looking at each one individually is key when planning your problem solving lessons!

1. TeacherVision's Problem Solving Lesson

TeacherVision is a digital resource that offers free online lesson plans, including a problem solving lesson.

This problem solving lesson has two key objectives:

• Students will be introduced to a problem-solving procedure
• Students will participate in a structured practice of resolving conflict

Along with the lesson objectives, you'll find the materials list and the procedure for completing the lesson.

That makes TeacherVision a robust resource with an easy-to-follow lesson plan for introducing students to problem solving .

On the downside, the lesson is listed as appropriate for students between first and eighth grade.

That means you may want to bulk it up a bit in order to really be relevant and engaging to your middle school students .

2. Ed Creative's Problem Solving and Critical Thinking Lesson Plans

Ed Creative is a subdivision of Education.com that collects lesson plans from other online resources.

That makes Ed Creative one of the best lesson plan databases online.

It includes a variety of lesson plans and activities to teach creativity, problem solving, and critical thinking skills.

Many of these lessons are intended for children up to eighth grade. That means you'll likely find resources that fit perfectly in your middle school classes.

In addition, some lessons overlap with other subjects you may need to teach in your career readiness classes . For example, one resource is entitled Thinking Critically About Advertising and would tie in well with lessons on media literacy .

The lesson encourages students to consider behind-the-scenes angles when presented with ads, encouraging them to think critically and logically about why the ad is what it is.

Still, these resources are a little disorganized which means it will take you time to review each option and decide if it's a good fit.

3. BrainPOP's Critical Thinking and Problem Solving Activities

BrainPOP is an educational resource provider with many teaching resources for every grade level.

In this case, their critical thinking and problem solving lesson plan is intended for any sixth to 12th grade student.

In this lesson, students will:

• Apply critical thinking, problem solving, and decision-making skills to online gameplay and writing tasks
• Analyze situations from multiple perspectives and viewpoints
• Distinguish between facts, opinions, and solutions
• Demonstrate 21st Century skills such as global awareness, information literacy, communication, and collaboration

BrainPOP lays out the procedure, materials, and everything else you’ll need for the lesson — even time approximations!

That thorough approach to detail makes it easier to plan different tasks you’ll carry out throughout the lesson each day.

Even if the lesson takes a full week, you can still plan appropriately and stay on task.

Unfortunately, BrainPOP doesn’t have many downloadable resources you can print and use in the classroom.

4. TEDEd's Resources for Teaching Problem Solving Skills

TEDEd is an active advocate of education and learning materials. That’s why they have an enormous section of their website dedicated to problem solving skills .

In this section, you’ll find videos and interactive tasks that walk students through riddles, problems, and complications to find desirable results.

Every riddle and problem has an answer, so you don’t have to worry about figuring it out yourself. Even better, you can be sure there’s a practical solution to every issue.

Best of all, you leave students with the freedom to innovate their own solutions, potentially creating a new solution that a riddle maker hadn’t considered.

The varying complexity and length of these lessons make them ideal for various grade levels. However, you can choose to filter specifically for middle school.

On the downside, these aren’t literal “lesson plans.” TEDEd provides many resources, but they’re not contextualized for a classroom.

Instead, you’ll have to build your lessons around these resources to get the best results.

This makes TEDEd an excellent catchall whenever you need problem solving materials.

You’ll just have to do a little extra work to make it classroom ready.

Which Problem Solving Lessons Are Best?

Overall, there isn't a simple "best" option for teaching problem solving in middle school. It all depends on the needs of you, your course, and your students.

Each resource we've shared could be a great addition to your career readiness curriculum.

However, if you need a curriculum that includes problem solving skills among other career readiness topics, consider looking into iCEV’s career readiness and digital literacy curriculum.

Thousands of teachers like you use the curriculum to teach career exploration , personal financial literacy , communication skills and more.

Overall, it helps you save time with planning, assessing, and grading student work all while maximizing student understanding and information retention.

Wondering if iCEV could work for your middle school classroom? Check out our Middle School digital Literacy & Career Exploration curriculum :

Critical Thinking and Problem Solving Lesson Plan: The Quandary Game

This problem-solving lesson plan, adaptable for grades 6-12, centers around an online gamed called Quandary  that engages students in making ethical decisions about a society they are helping to shape.

Lesson Plan Common Core State Standards Alignments

Students will:.

• Apply critical thinking, problem solving, and decision-making skills to online game play and writing tasks.
• Analyze situations from multiple perspectives and viewpoints.
• Distinguish between facts, opinions, and solutions.
• Demonstrate 21st century skills such as global awareness, information literacy, communication, and collaboration.
• Computers or other devices with Internet access
• Copies of the opinion tracker note taking page

Preparation:

Lesson procedure:.

• Tell students that they will be playing a game called Quandary . Ask students what they think the word "quandary" means.
• Play the one minute introductory video to introduce students to the objective of the game and provide context clues about the term "quandary".
• Distribute the opinion tracker page and encourage students to use the page to take notes during game play as needed.
• Pair students (or have them work in groups of threes) and play one episode of the game. Encourage students to discuss the game with their peers and work collaboratively to make decisions. Allow approximately 15-20 minutes for game play. Students who finish early can replay the episode and see how things would have turned out differently when alternate choices are made. Students who don't finish in time can save their progress.
• Bring students back to a whole class discussion. Ask questions such as: What is the difference between a fact, an opinion, and a solution? What options did you have for solving the colony’s problem? What made you choose the solution you chose? Did you find it hard to choose? If so, why? How well did your colony do overall? What do you think the success of the colony depends on? How would you measure success? What are some other possible solutions to the dilemma? You could also have students write their reflections in a journal.
• Provide another 15 minutes for students to explore the same episode, either picking up where they left off if they saved their progress, or starting fresh and making new decisions based on what they learned during the class discussion.
• Have students save their work if they haven't finished and talk with their group for 2-3 minutes: What if there was another colony on Planet Braxos with a different Captain? How would this impact your decisions?
• Assess student learning by asking students to reflect in writing about key concepts. You may want to have them reflect on prompts such as Why do you think it’s important to understand other points of views? or Describe a similar problem you have had in your own life – a problem where there’s no clear answer and you didn’t know what to do? What have you learned from the game that would help you make decisions when you face similar problems in your own life?

Extension Activities:

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Solving a Problem

This complex goal pulls together multiple cognitive skills that are used in order to make decisions. New thinking pathways are created as students practice a series of steps to analyze the problem, determine if there is a need for help, devise logical solutions, and use critical thinking skills to choose the best solution.

Preview an SEL skills lesson: Solving a Problem

Narrator: When we have problems, we need to be able to figure out how to solve them. There are a few steps you can take when you need to solve a problem. The first step is to identify the problem.

Julie: (internal thought) I want to go to the after school club today, but I didn’t tell my mom. I don’t have a cell phone with me. I don’t know what to do. 

Narrator: Julie wants to stay after school, but needs to find a way to let her mom know. That’s her problem. Next, she needs to decide if this is a big or small problem. Big problems may need the help of an adult. A small problem is one you can solve yourself pretty quickly.

Julie: (internal thought) Is this a big problem or a small problem? If my mom didn’t know where I was, it would be a big problem. She would be very worried. I’m not sure what to do, so I’m going to ask for help. 

Julie: (out loud) Ms. Lehane, I need help. I want to stay after school today, but I don’t have a phone to call my mom and ask.

Narrator: Nice job asking for help. Now Julie and her teacher will think of some different solutions to the problem.

Julie: Hmm… what should I do? Maybe I could use someone’s phone after school.

Teacher: Well, we should make sure it’s okay with your mom first. You could use the phone in the office to call her. 

Narrator: They came up with some ways to solve the problem. It’s helpful to think of more than one way to solve a problem. Now Julie has to pick the best way to solve her problem.

Julie: I’ll use the phone in the office to call my mom right now. It seems like the best option. Thanks!

Teacher: You’re welcome. I’m glad we’ve talked through the problem.

Narrator: Julie was able to solve her problem with a little help, so it didn’t turn into a big problem. If you have a problem, follow these steps: (1) Identify the problem; (2) Think about if it is big or small. Do you need help? (3) Think of some solutions; (4) Pick the best one to solve your problem. Observe. Is my problem solved? Do I feel better? You may have to try a couple of times until the problem is solved.

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The Lesson Study Group

at Mills College

Teaching Through Problem-solving

• TTP in Action

What is Teaching Through Problem-Solving?

In Teaching Through Problem-solving (TTP), students learn new mathematics by solving problems. Students grapple with a novel problem, present and discuss solution strategies, and together build the next concept or procedure in the mathematics curriculum.

Teaching Through Problem-solving is widespread in Japan, where students solve problems before a solution method or procedure is taught. In contrast, U.S. students spend most of their time doing exercises– completing problems for which a solution method has already been taught.

Why Teaching Through Problem-Solving?

As students build their mathematical knowledge, they also:

• Learn to reason mathematically, using prior knowledge to build new ideas
• See the power of their explanations and carefully written work to spark insights for themselves and their classmates
• Expect mathematics to make sense
• Enjoy solving unfamiliar problems
• Experience mathematical discoveries that naturally deepen their perseverance

Phases of a TTP Lesson

Teaching Through Problem-solving flows through four phases as students 1. Grasp the problem, 2. Try to solve the problem independently, 3. Present and discuss their work (selected strategies), and 4. Summarize and reflect.

Click on the arrows below to find out what students and teachers do during each phase and to see video examples.

• 1. Grasp the Problem
• 2. Try to Solve
• 3. Present & Discuss
• 4. Summarize & Reflect
• New Learning

WHAT STUDENTS DO

• Understand the problem and develop interest in solving it.
• Consider what they know that might help them solve the problem.

WHAT TEACHERS DO

• Show several student journal reflections from the prior lesson.
• Pose a problem that students do not yet know how to solve.
• Interest students in the problem and in thinking about their own related knowledge.
• Independently try to solve the problem.
• Do not simply following the teacher’s solution example.
• Allow classmates to provide input after some independent thinking time.
• Circulate, using seating chart to note each student’s solution approach.
• Identify work to be presented and discussed at board.
• Ask individual questions to spark more thinking if some students finish quickly or don’t get started.
• Present and explain solution ideas at the board, are questioned by classmates and teacher. (2-3 students per lesson)
• Actively make sense of the presented work and draw out key mathematical points. (All students)
• Strategically select and sequence student presentations of work at the board, to build the new mathematics. (Incorrect approaches may be included.)
• Monitor student discussion: Are all students noticing the important mathematical ideas?
• Add teacher moves (questions, turn-and-talk, votes) as needed to build important mathematics.
• Consider what they learned and share their thoughts with class, to help formulate class summary of learning. Copy summary into journal.
• Write journal reflection on their own learning from the lesson.
• Write on the board a brief summary of what the class learned during the lesson, using student ideas and words where possible.
• Ask students to write in their journals about what they learned during the lesson.

How Do Teachers Support Problem-solving?

Although students do much of the talking and questioning in a TTP lesson, teachers play a crucial role. The widely-known 5 Practices for Orchestrating Mathematical Discussions were based in part on TTP . Teachers study the curriculum, anticipate student thinking, and select and sequence the student presentations that allow the class to build the new mathematics. Classroom routines for presentation and discussion of student work, board organization, and reflective mathematics journals work together to allow students to do the mathematical heavy lifting. To learn more about journals, board work, and discussion in TTP, as well as see other TTP resources and examples of TTP in action, click on the respective tabs near the top of this page.

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Problem solving is challenging for young students (and many adults too)! To support my little friends, I teach them problem solving strategies that they can use when they encounter a problem. We want our students to become independent thinkers who can solve problems, control their emotions, express empathy, and help others.

I introduce the problem solving techniques a few at a time during a class meeting. Each week, I introduce three new problem solving techniques.  We then end up with nine to twelve techniques total based on what my students need that year.  I explain the technique to the students in concrete terms so they will understand what the technique is and what it can look/sound like.

We usually start with these four skills:  “please stop”, ask, get help, and say how you feel.  Many problems can be solved with those solutions, which is why I always start with those. Then, the following week, I introduce take turns, play together, trade, and share. Then, the last four solutions the next week.

Problem Solving Techniques

Singing with puppets is a fun and active way to practice the problem-solving techniques .  Preschoolers LOVE puppets!  This technique also allows students to role play.  Some students will be more verbal if they can pretend to be someone else.  At the end of each verse, students act out the problem-solving technique with a buddy using the puppets!As a transition activity to lunch, students took turns sharing a way they have solved a problem. You can also play, “What would you do if….”. State a real problem that could happen and have students pick a problem-solving solution to solve the problem. Some examples would be, “What would you do if your friend took your book?”, “What would you do if you got sticky glue on your hands?”, or “What would you do if you needed the red marker and your friend was coloring with it?” Once they have learned the strategies, stand back and let students try solving their own problems independently. Just a warning: this can take some time with lots of practice and support. As long as the student isn’t frustrated, let them try before you jump in to help. You will be amazed at the problems your child can solve given the opportunity to.

At first, you will be giving students lots of support and giving them the words to use to solve a problem.

• Always approach students at their level, in a calm supporting way.
• Ask, “what’s the problem?” If they don’t respond, comment on what you see such as “I see you have glue all over your hands and it looks sticky.”
• Restate the problem. “So the problem is ….”
• Brainstorm solutions and choose one together. This is the perfect time to use problem solving card visuals! “How can we solve this problem?” Flip through the solution cards and ask “Could we ….?”
• Praise and observe! Cheer on the students for solving the problem and stay close just in case they need more support.

Throughout the day, try to make EVERYTHING a problem to solve.  Then model, talk through your thinking out loud, and use visuals to support students as they try to solve a problem. For example, I may put out a big ball of playdough in the center of the table as a small group activity. Students have to problem solve so each student has play dough to play with. It only takes few extra minutes to sneak in problem-solving situations throughout the day. Each time students help solve a problem or observe a friend solve a problem, they learn to self-regulate, express emotions appropriately, develop empathy, and develop problem-solving skills.

State problems for students who look stuck. If a student is just standing there, they need support, but don’t solve the problem for them! It’s so easy to do. Simply state their problem or what you see and ask a probing question. For example, if a student is standing with an empty bowl in their hand, you could say “Your snack spilled on the floor. How can you solve the problem?”

Problem-Solving Necklace or Mini Book!

I hole punched the small cards, put them on a book ring and keep them on a lanyard I wear every day.  This way I can support students’ solving problems without having to go to the safe place where they are posted.  I can just show the picture cards as a visual on my necklace.  The mini book in the safe place works the same way.

Safe Place!

I keep my techniques posted in my circle area at the beginning of the year AND in my safe place. My safe place is a small spot in my classroom where students can go when they are upset, need to calm down, want to be alone, or have a problem.

Once I see students using the problem-solving techniques independently, I remove them from my circle area.  They are posted in my safe place ALL YEAR LONG for students to use when they are struggling to solve a problem.  In my safe place, you will find a mirror, feeling chart, bean bag, sensory bottles, calm down choices, a stuffed animal, problem solving mini book and problem-solving techniques chart. You can read all about how to set up a safe place in your classroom HERE . Children’s Books!

These are some of my FAVORITE children’s books to teach all about problem-solving.  As we read the book, we talk about how the character is or isn’t solving the problem, how it makes the character and others feel, any natural consequences that could occur, and which one of our problem-solving strategies the character could use to solve the problem.

Do you want to use them in your classroom?  You can!  I did the work for you.  Grab them from my TPT store HERE .

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Lesson Plan

July 13, 2023, 10:47 a.m.

Lesson plan: Solving problems through invention

Screenshot from PBS NewsHour

For a Google version of this lesson plan, click here . (Note: you will need to make a copy of the document to edit it).

In this lesson, students will learn the first key step in the invention process: how to identify and explore problems around them using current events. They’ll get to choose one story from a list of five that interests them and examine who is affected by a problem and what is being done about it.

This lesson is designed for humanities and STEM classrooms to help students understand how a deeper engagement with current events can inspire civic action, including developing their own inventions.

• Students will identify problems that are worth solving using stories in the news.
• Students will dig deeper into an identified problem before trying to find a solution.

Science, CTE, and humanities classes

Grade Levels

Grades 6-12

Estimated Time

One 50-minute class period

Supplemental Links

• Google doc version of lesson
• Teacher presentation
• Warm-up handout
• Main activity handout

Introduction

Thanks to modern technology like smartphones and social media, young people know more about the news than many adults did when they were their age. Recognizing and understanding problems in your community is actually a key step in finding — or inventing — solutions.

Problem identification is the first step of the invention process, the process by which an inventor creates an invention. After that, we can help think up creative inventions to help people, including those in our own communities.

Teacher preparation for the lesson

• Adjust teacher presentation as needed to fit your classroom needs
• Warm-up activity reference table (¼ sheet per student)
• Main activity student worksheet (1 per student)

Essential question : How can we use current events in the news to identify and understand problems that we care about?

• Internet connection and device (for each student)
• Pen and paper (ability to take notes)
• Student warm-up ¼ sheet of the chart can be found here (optional)
• Student worksheet for the main activity can be found here (1 per student)

Warm-up activity (10 minutes)

• Ask students where they get their news. Take a few minutes to share your responses together as a class. Then ask if any responses surprise them. Would you be surprised to learn that a vast majority (79%) of young people read or watch the news?

In a study by the Associated Press, young people were asked: What are the main reasons you, personally, use news and information? (Printable version here ) Source: AP/NORC University of Chicago

Source: AP/NORC University of Chicago

• Take a few more minutes to visit AllSides.com for a list of news sources by ideology or find your local newspaper here (scroll down to newspapers by state). Click on your city/region’s newspaper and browse the headlines. Jot down a few headlines which spotlight problems in your community or neighboring communities, and share them with your class. (See the extension suggestions at the end of the lesson for a deeper dive into understanding problems in your community.)

Main Activity (30 minutes)

Your job in this lesson is to watch, or read, the news. Engaging with current events is one way to help you recognize problems in your community or problems in other parts of the country that interest you.

• (20 min) Problem identification

Place students in small groups or with partners, and have them choose one story from the list below and write answers to the following news engagement questions. It’s important the story is something that interests the student!

Teacher note: you may also pre-choose a story for the class or individual groups. You may also browse through our list of invention stories .

Have students write their news story number on the board, so there are not too many repeats.

5 suggested invention-focused news stories:

• Heatwaves are becoming more common. Here’s how the U.S. must plan for them . (4:56)
• Plastics last more than a lifetime, and that’s a problem . (6:02)
• Creating a concussion sensor . (2:18)
• Living without limits — how one man has adapted to the disability with the help of technology . (3:49)
• Helping student inventors turn big ideas into the next big thing . (6:54)

News engagement questions: ( student handout here )

• What problem is discussed in this story?
• Who is impacted by the problem and who is trying to solve the problem?
• Where and When is this problem taking place? Do you think people elsewhere, including in your own community, might be affected?
• Why is the need not met yet? What are the barriers to meeting the need?
• How are experts trying to solve the problem?
• Media literacy question : Where would you look to find out more about how other people are trying to solve the problem? What other news sources might provide different information? What experts might be able to help you understand the problem?

Students just completed a critical first step in the invention process! Recognizing the problem , in this case through current events, helps one understand why it’s a problem and how it’s affecting people you may know, including yourself. Take a look at the chart here:

• (10 min) Dig deeper into the problem

Before an inventor sets out to research or brainstorm solutions to a problem, it’s important they have a strong grasp of the issue. Have students watch or read the news story a few more times to gain a fuller understanding of the issue, and answer the following questions. If students have not yet finished the initial questions, have them move on to experience the process of going back through the material.

• How did the problem come about it in the first place?
• Is there a solution to the need already proposed in the story you watched?
• How could you improve that solution if there is one? Are there obstacles remaining that are keeping that solution from being available to everyone?
• If there is no solution to the need proposed in the story you read or watched, what new breakthrough do you think would be needed to address the problem?

Debrief (10 minutes)

Share out the problem and discuss why it’s a problem and who it's affecting. Was there anything that really surprised you about the issues you learned about? What made you hopeful? What work needs to be done to address the problem?

Alternative: You can also have each group prepare a presentation at their workstation and have the rest of the class move to each station to learn about the problem each group took on. A jigsaw approach could also help groups share.

Looking back over the lesson, do you think you’ve gained a deeper understanding of how to use the news to find problems you care about? Why or why not? How did elements of the news story help you understand the problem better? Can you see why problem recognition is usually the first step of the invention process?

Extension activities

• Discuss how the problem described in any story affects your own community. If so, how?
• Review local connections and discuss: What (if any) solutions to the need discussed in the story could be used to address the local need students have just reviewed?
• How could you find and speak directly with people affected by the problem to see what they think about the invention and how they might benefit (a.k.a. beneficiaries)?
• How could you make the solution less expensive or easier to make (say, with materials you already have on hand)?
• How can you adapt that solution to best fit the unique needs in your own community, if that applies?
• What accessibility (design of inventions friendly to people with disabilities) and sustainability (ability to maintain or support a process over time) issues do you need to consider?
• Media literacy lesson — If you are looking for a deeper dive into media literacy and source evaluation, take a look at our lesson here . By reviewing these basic questions about how to find high-quality news stories students care most about, you will be better informed to engage civically and help solve problems in your community.

Lesson link: https://www.pbs.org/newshour/classroom/lesson-plans/2023/07/lesson-plan-how-to-find-news-stories-on-issues-you-care-about

• Each one of the five videos at the start of THIS LESSON has a full lesson plan associated with it. You can find them among our news-based invention lessons .
• PBS NewsHour Classroom has developed a series of lessons to get your students started working through the invention process. Other lessons in the series include learning what it means to be an inventor , what an inventor does , pitching your invention and patenting your invention .
• Here you will find a comprehensive list of invention education resources that support the work you are doing in the classroom.

NGSS (Next Generation Science Standards)

• Engineering Design High School

HS-ETS1-1: Analyze a major global challenge

HS-ETS1-2: Design a solution to a complex real-world problem

HS-ETS1-3: Evaluate a solution to a complex real-world problem

• Engineering and Design Middle School

MS-ETS1-1: Define the criteria and constraints of a design problem 

MS-ETS1-2: Evaluate competing design solutions

MS-ETS1-3: Analyze data from tests to determine similarities and differences

*Note: Depending on what invention the students are working on, other NGSS will apply. You can follow our links for a highlighted PDF of the standards that could be applied for your specific classroom: Middle School NGSS and High School NGSS .

Common Core

Common Core: English Language Arts

RI.4: Interpret words and phrases as they are used in a text

SL.1: Prepare for and participate effectively in a range of conversations

SL.2: Integrate and evaluate information

SL.4: Present information, findings, and supporting evidence

SL.5: Express information and enhance understanding of presentations

L.4: Determine or clarify the meaning of unknown words

Common Core History/Social Studies, Science, and Technical Subjects

RH.4: Interpret words and phrases as they are used in a text

RH.7: Integrate and evaluate content presented in diverse formats

WHST.8: Gather relevant information and integrate the information

Common Core Math 

MP3: Construct viable arguments and critique the reasoning of others

College, Career, and Civic Life (C3)

NCSS C3 Framework for Social Studies State Standards

Communications: D4.2.3-5 , D4.2.6-8 , D4.2.9-12 :

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Second Step® Sample Lessons

Complete sets of materials from select Second Step curricula, the Second Step® Bullying Prevention Unit, and the Second Step® Child Protection Unit are available for Early Learning through Grade 8.

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Bullying Prevention Unit (Available for Kindergarten–Grade 5)

Child Protection Unit (Available for Early Learning–Grade 5)

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Available for Kindergarten through Grade 12 Explore samples from all grades below

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Lesson 18: Apologizing Can Help

In this lesson, students will learn about apologizing as a way of showing kindness and as a tool for problem-solving in a variety of scenarios. Lesson Plan (PDF) Lesson Presentation

Lesson 9: Feeling Frustrated

In this lesson, students will learn which clues tell them when others might be frustrated, and a new way to feel calm when they’re feeling frustrated themselves. Lesson Plan (PDF) Lesson Presentation

Lesson 16: The Way to Say a Problem

In this lesson, students will start learning to be better problem-solvers by managing strong feelings and stating problems without blame. Lesson Plan (PDF) Lesson Presentation Lesson Handout (PDF)

Lesson 14: Asking Questions

In this lesson, students will learn about asking questions to find out how someone else is feeling and to understand what their friends might want or need. Lesson Plan (PDF) Lesson Presentation Lesson Handout (PDF)

Lesson 17: Saying It Respectfully

In this lesson, students will learn how to consider another person’s point of view and to say what they want or need in a respectful way. Lesson Plan (PDF) Lesson Presentation Lesson Handout A (PDF) Lesson Handout B (PDF)

Lesson 17: When? Where? Who?

In this lesson, students will learn how to identify when and where to work on solving a problem, and who should be included. Lesson Plan (PDF) Lesson Presentation

Unit 4, Lesson 23: Respectful Communication

In this lesson, students will learn ways to communicate during a conflict to keep it from escalating through reflecting on their own experiences, defining respectful communication, and practicing using language that will help resolve conflicts. Sample This Lesson Lesson Plan (PDF) Student Handout (PDF)

Unit 3, Lesson 18: Practicing Positive Self-Talk

In this lesson, students will learn how to use positive self-talk to reframe challenging situations, including discussing why it isn’t always easy to see the positives and practicing noticing the positive things in their everyday lives. Sample This Lesson Lesson Plan (PDF) Student Handout (PDF)

Unit 2, Lesson 10: Environmental Factors that Contribute to Bullying

In this lesson, students will learn how the physical layout of and rules within a space can make bullying and harassment more likely to happen, from identifying environmental factors to discussing rules and regulations within their own school community. Sample This Lesson Lesson Plan (PDF) Student Handout (PDF)

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In this activity, students guess each other’s strengths, then discuss and reflect on their own positive qualities.   

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Unit 1, Topic 2: Facing Challenges with Confidence

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Lesson plan for problem solving

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Lesson Plan

Problem solving and cooperation, view aligned standards, learning objectives.

Students will be able to define the word "cooperation" and discuss ways the class may use cooperative skills when problem solving.

Introduction

• Join students together in a circle, either seated or standing.
• Ask students to bring their right hand into the circle and to reach for another person's hand. Tell them to make sure not to grab the hand of the person next to them
• Ask everyone to reach their left in and to find someone else's hand (making sure it's not the person right next to them).
• Explain that they have just created a human knot!
• Ask students to work together to untangle their knot without letting go of hands.
• Explain that the goal is to end up in a circle, still holding hands.
• Tell them that they can go under or over arms or legs if needed!
• Ask them to get creative, but remind them that they can't break the chain or they will have to start over.
• Give students 5–7 minutes to complete.
• Play inspiring music (optional).
• Ask, "How did you work together to unravel your knot? How did you problem solve?"
• Ask, "How did cooperation play a role in this activity?"

Problem Solving

Please note,  all lessons and resources are supplemental to the Sarasota County Schools curriculum.

Self-Management Handouts

• Handout 1:   What Can I Do? – Problem Solving Wheel
• Handout 2:   SEL Core Competencies

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Lesson Plan: Problem Solving

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More From Forbes

Stumped five ways to hone your problem-solving skills.

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Respect the worth of other people's insights

Problems continuously arise in organizational life, making problem-solving an essential skill for leaders. Leaders who are good at tackling conundrums are likely to be more effective at overcoming obstacles and guiding their teams to achieve their goals. So, what’s the secret to better problem-solving skills?

1. Understand the root cause of the problem

“Too often, people fail because they haven’t correctly defined what the problem is,” says David Ross, an international strategist, founder of consultancy Phoenix Strategic Management and author of Confronting the Storm: Regenerating Leadership and Hope in the Age of Uncertainty .

Ross explains that as teams grapple with “wicked” problems – those where there can be several root causes for why a problem exists – there can often be disagreement on the initial assumptions made. As a result, their chances of successfully solving the problem are low.

“Before commencing the process of solving the problem, it is worthwhile identifying who your key stakeholders are and talking to them about the issue,” Ross recommends. “Who could be affected by the issue? What is the problem – and why? How are people affected?”

He argues that if leaders treat people with dignity, respecting the worth of their insights, they are more likely to successfully solve problems.

Best High-Yield Savings Accounts Of 2024

Best 5% interest savings accounts of 2024, 2. unfocus the mind.

“To solve problems, we need to commit to making time to face a problem in its full complexity, which also requires that we take back control of our thinking,” says Chris Griffiths, an expert on creativity and innovative thinking skills, founder and CEO of software provider OpenGenius, and co-author of The Focus Fix: Finding Clarity, Creativity and Resilience in an Overwhelming World .

To do this, it’s necessary to harness the power of the unfocused mind, according to Griffiths. “It might sound oxymoronic, but just like our devices, our brain needs time to recharge,” he says. “ A plethora of research has shown that daydreaming allows us to make creative connections and see abstract solutions that are not obvious when we’re engaged in direct work.”

To make use of the unfocused mind in problem solving, you must begin by getting to know the problem from all angles. “At this stage, don’t worry about actually solving the problem,” says Griffiths. “You’re simply giving your subconscious mind the information it needs to get creative with when you zone out. From here, pick a monotonous or rhythmic activity that will help you to activate the daydreaming state – that might be a walk, some doodling, or even some chores.”

Do this regularly, argues Griffiths, and you’ll soon find that flashes of inspiration and novel solutions naturally present themselves while you’re ostensibly thinking of other things. He says: “By allowing you to access the fullest creative potential of your own brain, daydreaming acts as a skeleton key for a wide range of problems.”

3. Be comfortable making judgment calls

“Admitting to not knowing the future takes courage,” says Professor Stephen Wyatt, founder and lead consultant at consultancy Corporate Rebirth and author of Antidote to the Crisis of Leadership: Opportunity in Complexity . “Leaders are worried our teams won’t respect us and our boards will lose faith in us, but what doesn’t work is drawing up plans and forecasts and holding yourself or others rigidly to them.”

Wyatt advises leaders to heighten their situational awareness – to look broadly, integrate more perspectives and be able to connect the dots. “We need to be comfortable in making judgment calls as the future is unknown,” he says. “There is no data on it. But equally, very few initiatives cannot be adjusted, refined or reviewed while in motion.”

Leaders need to stay vigilant, according to Wyatt, create the capacity of the enterprise to adapt and maintain the support of stakeholders. “The concept of the infallible leader needs to be updated,” he concludes.

4. Be prepared to fail and learn

“Organisations, and arguably society more widely, are obsessed with problems and the notion of problems,” says Steve Hearsum, founder of organizational change consultancy Edge + Stretch and author of No Silver Bullet: Bursting the Bubble of the Organisational Quick Fix .

Hearsum argues that this tendency is complicated by the myth of fixability, namely the idea that all problems, however complex, have a solution. “Our need for certainty, to minimize and dampen the anxiety of ‘not knowing,’ leads us to oversimplify and ignore or filter out anything that challenges the idea that there is a solution,” he says.

Leaders need to shift their mindset to cultivate their comfort with not knowing and couple that with being OK with being wrong, sometimes, notes Hearsum. He adds: “That means developing reflexivity to understand your own beliefs and judgments, and what influences these, asking questions and experimenting.”

5. Unleash the power of empathy

Leaders must be able to communicate problems in order to find solutions to them. But they should avoid bombarding their teams with complex, technical details since these can overwhelm their people’s cognitive load, says Dr Jessica Barker MBE , author of Hacked: The Secrets Behind Cyber Attacks .

Instead, she recommends that leaders frame their messages in ways that cut through jargon and ensure that their advice is relevant, accessible and actionable. “An essential leadership skill for this is empathy,” Barker explains. “When you’re trying to build a positive culture, it is crucial to understand why people are not practicing the behaviors you want rather than trying to force that behavioral change with fear, uncertainty and doubt.”

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