how to improve problem solving skills as a student

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Strategies to develop problem-solving skills in students.

• November 14, 2023

Students need the freedom to brainstorm, develop solutions and make mistakes — this is truly the only way to prepare them for life outside the classroom. When students are immersed in a learning environment that only offers them step-by-step guides and encourages them to focus solely on memorisation, they are not gaining the skills necessary to help them navigate in the complex, interconnected environment of the real world.

Choosing a school that emphasises the importance of future-focussed skills will ensure your child has the abilities they need to survive and thrive anywhere in the world. What are future-focussed skills? Students who are prepared for the future need to possess highly developed communication skills, self-management skills, research skills, thinking skills, social skills and problem-solving skills. In this blog, I would like to focus on problem-solving skills.

What Are Problem-Solving Skills?

The Forage defines problem-solving skills as those that allow an individual to identify a problem, come up with solutions, analyse the options and collaborate to find the best solution for the issue.

Importance of Problem-Solving in the Classroom Setting

Learning how to solve problems effectively and positively is a crucial part of child development. When children are allowed to solve problems in a classroom setting, they can test those skills in a safe and nurturing environment. Generally, when they face age-appropriate issues, they can begin building those skills in a healthy and positive manner.

Without exposure to challenging situations and scenarios, children will not be equipped with the foundational problem-solving skills needed to tackle complex issues in the real world. Experts predict that problem-solving skills will eventually be more sought after in job applicants than hard skills related to that specific profession. Students must be given opportunities in school to resolve conflicts, address complex problems and come up with their own solutions in order to develop these skills.

Benefits of Problem-Solving Skills for Students

Learning how to solve problems offers students many advantages, such as:

Improving Academic Results

When students have a well-developed set of problem-solving skills, they are often better critical and analytical thinkers as well. They are able to effectively use these 21st-century skills when completing their coursework, allowing them to become more successful in all academic areas. By prioritising problem-solving strategies in the classroom, teachers often find that academic performance improves.

Developing Confidence

Giving students the freedom to solve problems and create their own solutions is essentially permitting them to make their own choices. This sense of independence — and the natural resilience that comes with it — allows students to become confident learners who aren’t intimidated by new or challenging situations. Ultimately, this prepares them to take on more complex challenges in the future, both on a professional and social level.

Preparing Students for Real-World Challenges

The challenges we are facing today are only growing more complex, and by the time students have graduated, they are going to be facing issues that we may not even have imagined. By arming them with real-world problem-solving experience, they will not feel intimidated or stifled by those challenges; they will be excited and ready to address them. They will know how to discuss their ideas with others, respect various perspectives and collaborate to develop a solution that best benefits everyone involved.

The Best Problem-Solving Strategies for Students

No single approach or strategy will instil a set of problem-solving skills in students.  Every child is different, so educators should rely on a variety of strategies to develop this core competency in their students.  It is best if these skills are developed naturally.

These are some of the best strategies to support students problem-solving skills:

Project-Based Learning

By providing students with project-based learning experiences and allowing plenty of time for discussion, educators can watch students put their problem-solving skills into action inside their classrooms. This strategy is one of the most effective ways to fine-tune problem-solving skills in students.  During project-based learning, teachers may take notes on how the students approach a problem and then offer feedback to students for future development. Teachers can address their observations of interactions during project-based learning at the group level or they can work with students on an individual basis to help them become more effective problem-solvers.

Encourage Discussion and Collaboration in the Classroom Setting

Another strategy to encourage the development of problem-solving skills in students is to allow for plenty of discussion and collaboration in the classroom setting.  When students interact with one another, they are naturally developing problem solving skills.  Rather than the teacher delivering information and requiring the students to passively receive information, students can share thoughts and ideas with one another.  Getting students to generate their own discussion and communication requires thinking skills. 

Utilising an Inquiry-Based approach to Learning

Students should be presented with situations in which their curiosity is sparked and they are motivated to inquire further. Teachers should ask open-ended questions and encourage students to develop responses which require problem-solving. By providing students with complex questions for which a variety of answers may be correct, teachers get students to consider different perspectives and deal with potential disagreement, which requires problem-solving skills to resolve.

Model Appropriate Problem-Solving Skills

One of the simplest ways to instil effective problem-solving skills in students is to model appropriate and respectful strategies and behaviour when resolving a conflict or addressing an issue. Teachers can showcase their problem-solving skills by:

• Identifying a problem when they come across one for the class to see
• Brainstorming possible solutions with students
• Collaborating with students to decide on the best solution
• Testing that solution and examining the results with the students
• Adapting as necessary to improve results or achieve the desired goal

Prioritise Student Agency in Learning

Recent research shows that self-directed learning is one of the most effective ways to nurture 21st-century competency development in young learners. Learning experiences that encourage student agency often require problem-solving skills.  When creativity and innovation are needed, students often encounter unexpected problems along the way that must be solved. Through self-directed learning, students experience challenges in a natural situation and can fine-tune their problem-solving skills along the way.  Self-directed learning provides them with a foundation in problem-solving that they can build upon in the future, allowing them to eventually develop more advanced and impactful problem-solving skills for real life.

21st-Century Skill Development at OWIS Singapore

Problem-solving has been identified as one of the core competencies that young learners must develop to be prepared to meet the dynamic needs of a global environment.  At OWIS Singapore, we have implemented an inquiry-driven, skills-based curriculum that allows students to organically develop critical future-ready skills — including problem-solving.  Our hands-on approach to education enables students to collaborate, explore, innovate, face-challenges, make mistakes and adapt as necessary.  As such, they learn problem-solving skills in an authentic manner.

For more information about 21st-century skill development, schedule a campus tour today.

About Author

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4 Strategies to Build Your Students’ Problem Solving Skills

Every teacher understands the importance of fostering problem-solving skills in their students. These skills not only help students navigate academic challenges, but they also translate into valuable tools for life beyond the classroom. In this article, we’ll delve into the reasons why it’s crucial to develop these skills and provide practical strategies you can implement in your classroom right away.

Why is Developing Problem Solving Skills Important?

Strategies to develop problem solving skills, real-world example, concluding thoughts.

Problem-solving skills are a crucial part of a well-rounded education. They encourage critical thinking, enhance creativity and flexibility, and equip students with the resilience needed to tackle obstacles head-on.

• Real-World Application:  Problem-solving skills aren’t confined to solving math problems or decoding a science experiment. They are applicable in everyday life situations, from resolving conflicts to making important decisions.
• Enhances Creativity and Critical Thinking:  Problem-solving activities often require students to think outside the box and use their critical thinking abilities. This stimulates creativity and fosters innovative thought.
• Boosts Confidence:  As students improve their problem-solving abilities, they gain confidence in their skills. This confidence can positively influence their academic performance and personal life.

There are numerous ways to incorporate problem-solving skill development into your classroom. Here are a few effective strategies:

• Project-Based Learning:  Projects that require planning, execution, and evaluation naturally involve problem-solving. For example, a project where students need to build a model bridge within a budget encourages them to solve logistical and financial problems.
• Group Work :  Group work allows students to face and solve problems together. It encourages communication, cooperation, and collective problem-solving. For example, a group assignment on preparing a presentation on an environmental issue can encourage problem-solving related to information gathering, presentation design, and time management.
• Encourage Questions :  Encourage students to ask and answer their own questions. This promotes independent thinking and problem solving. For example, instead of giving the answer to a complicated math problem, guide them towards the solution by prompting them with questions.
• Role-play Scenarios:  Role-play scenarios can help students develop problem-solving skills by putting them in hypothetical situations and asking them to come up with solutions. For example, a role-play scenario where a student has to navigate a disagreement between friends can help them develop conflict resolution skills.

As a school leader, I’ve seen the power of problem-solving skills firsthand. I remember a group of students who were working on a community garden project. They faced numerous challenges, like budget constraints and unpredictable weather. Despite the hurdles, they didn’t give up. Instead, they came up with creative solutions, such as fundraising to cover costs and building a small greenhouse for year-round gardening. This project not only enhanced their problem-solving skills but also their resilience and team collaboration.

Developing problem-solving skills in students is a crucial aspect of education that extends beyond academic success. By incorporating problem-solving activities into your teaching, you’re equipping your students with a tool that will serve them in all facets of life. Remember, the best learning happens when students are actively engaged , so make problem-solving a fun and integral part of your classroom culture.

1. What are problem-solving skills? Problem-solving skills are abilities that help individuals define problems, analyze potential solutions, and implement effective strategies to solve problems.

2. Why are problem-solving skills important for students? Problem-solving skills are important as they foster creativity, critical thinking, and resilience. They are applicable in real-world situations and can boost student confidence.

3. What are some strategies to develop problem-solving skills in students? Strategies can include project-based learning, group work, encouraging questions, and role-play scenarios.

4. How can I make problem-solving activities engaging for students? Making problem-solving part of a larger project or group work can make it more engaging. Also, try to relate problems to real-world situations that students find relevant.

5. How can I assess my students’ problem-solving skills? You can assess problem-solving skills through direct observation, group project participation, and individual assignments that require problem-solving.

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Energized – Engaged – Empowered

Problem Solving Skills for Students: Top 8 Proven Strategies

Table of Contents

1. Follow the Problem Solving Process Step-by-Step

2. review previous challenges, 3. “3 before me” rule, 4. enhance problem solving elements, 5. apply proven methods from established theories, 6. create an open, non-critical setting, 7. be a good role model, 8. observe, evaluate, and share feedback, ishcmc – nurturing future problem solvers, faqs on problem solving skills for students.

This article explores eight proven strategies that enhance problem solving capabilities in students, gives problem solving skills examples for students , and provides a guide on how to improve problem solving skills in students .

Educators who use these strategies with their students can give them the knowledge and abilities to approach challenges bravely and creatively, establishing the foundation for lifelong learning and adaptability.

• Follow the Problem Solving Process Step-by-Step
• Review Previous Challenges
• “3 Before Me” Rule
• Enhance Problem Solving Elements
• Apply Proven Methods from Established Theories
• Create an Open, Non-Critical Setting
• Be a Good Role Model
• Observe, Evaluate, And Share Feedback

The problem solving process is a structured approach that systematically guides students to tackle challenges. It involves:

• Identifying the Problem: Clearly state the problem. What are you trying to solve? Be specific about the issue(s).
• Considering Different Perspectives: Practice active listening to understand various viewpoints.
• Brainstorming: Generate potential solutions without evaluation.
• Evaluating Options: Assess the pros and cons of each solution.
• Selecting the Best Solution: Choose the option with the highest potential for success and consider its consequences.
• Implementing the Decision: Develop a plan and execute it.
• Monitoring Progress: Track the implementation and adjust as necessary.

Encourage students to reflect on past experiences when they encountered similar problems. Students can draw from their previous solutions by asking themselves, “Have I ever seen a problem like this before?”. Self-reflection can promote self-reliance and build confidence in problem solving skills for students . When instructors have pupils journal their challenges and solutions, it can help speed up the process.

Additionally, discussing case studies or real-life examples in class allows students to apply their knowledge to new situations . Reviewing past challenges strengthens students’ problem solving abilities and helps them better understand how to approach various problem types.

Implementing the “3 Before Me” rule can foster a collaborative learning environment where students support each other in problem solving endeavors. Educators promote autonomy, resourcefulness, active peer learning, and communication by encouraging students to seek peer help with 3 classmates before approaching the teacher.

During class activities, teachers might model the application of this rule and explain its rationale.  Through the practice of “3 Before Me,” students can use their peers’ combined knowledge and experience, which improves their problem solving skills and builds a sense of support and community.

Provide kids with options in various circumstances to encourage them to make judgments . Let them weigh their advantages and disadvantages, stimulating critical thinking and decision-making skills.

Incorporate decision-making opportunities into everyday activities, such as selecting food or planning leisure activities. Students who participate in these exercises can improve their analytical skills and learn to predict the effects of their decisions.

Furthermore, educators can introduce structured decision-making frameworks, such as cost-benefit analysis or SWOT analysis, to provide students with a systematic approach to evaluating options. Only when educators empower students with these tools and methods can the students make informed decisions and efficiently overcome complicated challenges.

Integrating psychological theories into problem solving approaches can broaden students’ perspectives and enhance problem solving skills . For instance, the “psychological distancing” theory suggests detaching emotions from problem solving to facilitate objective analysis.

Educators can assist students in getting a better knowledge of underlying issues, seeking potential solutions, and eliminating the chances of biases or preferences by encouraging them to approach situations objectively.

Similarly, the “ heuristic framework ” can help students break down complex problems into manageable components, facilitating strategic planning and problem decomposition .

Educators can incorporate components of this framework, such as backward planning, into classroom activities to encourage students to approach problems systematically. By applying these theories in practical contexts, students can develop adaptable problem solving strategies across various domains and situations

Furthermore, educators can leverage established pedagogical frameworks, such as the International Baccalaureate (IB) programme of ISHCMC, to promote critical thinking and problem solving skills for students . ISHCMC’s IB curriculum emphasizes inquiry-based learning, encouraging students to explore complex issues, ask probing questions, and develop analytical reasoning skills.

ISHCMC educators promote active learning by engaging students in inquiry-based activities, helping them develop a thorough comprehension of essential topics. The IB’s holistic approach to education also prioritizes the entire student body’s academic, emotional, and social growth.

Creating a supportive environment for students to express ideas freely fosters problem solving skills . Educators achieve this through open communication , risk-taking encouragement , and valuing diverse perspectives . With constructive comments and positive reinforcement, educators assist students in developing resilience and self-assurance when confronting obstacles.

Additionally, incorporating collaborative learning activities, such as group discussions and peer feedback sessions, can enhance problem solving skills by encouraging students to engage with different viewpoints and approaches . Educators create an open, non-critical setting to empower students to explore innovative solutions and develop creative problem solving strategies.

Educators, as role models, can significantly shape students’ problem solving skills through their behaviors and attitudes . By demonstrating effective techniques and decision-making processes, teachers offer effective guidance to students. Involving students in discussions and activities allows them to practice critical thinking and problemsolving in real-world scenarios.

For instance, educators can create opportunities for students to observe problem solving in action, such as case studies or simulations. By modeling structured problem solving approaches and offering feedback and encouragement, educators inspire students to develop their problem solving abilities and become confident, independent learners.

Educators should observe students’ problem solving processes, offer timely feedback , and encourage continuous reflection and improvement to identify strategies, specify areas for growth, and provide support.

Constructive feedback that highlights students’ strengths and areas for improvement helps refine their problem solving skills . A culture of ongoing feedback and reflection enables students to take responsibility for their education and develop the resilience and adaptability to navigate challenging situations effectively.

Through observation, assessment, and feedback, educators help students become competent and self-assured problem solvers.

How to teach problem solving skills for students is paramount in preparing them for the challenges they will encounter academically and in their future careers. By implementing proven strategies such as following a structured problem solving process, reviewing previous challenges , and encouraging an open and collaborative learning environment , educators can empower students to become confident and adept problem solvers.

At ISHCMC, we strive to nurture future problem solvers through our rigorous academic standards and holistic approach to education .

As the first fully authorized IB World School in Ho Chi Minh City , we provide students opportunities to develop their problem solving skills through inquiry-based learning, collaborative projects, and real-world applications .

Apply to ISHCMC today to nurture your children for success in a rapidly changing world!

Besides how to assess problem solving skills in students , and examples of problem solving skills for students , we will delve into other common questions about students’ problem solving skills for academic and personal growth.

1. What are problem solving skills for students?

Problem solving skills for students involve more than just applying learned procedures. entail understanding the environment, identifying complex problems, reviewing information, developing and evaluating strategies, and implementing solutions to achieve desired outcomes. True problem solving involves applying a method to a specific problem under certain conditions that the solver hasn’t encountered before.

Teaching problem solving should involve modeling effective methods, contextualizing skills within specific subjects, aiding students in problem understanding, allocating sufficient time for practice, and prompting analytical thinking through questions and suggestions while linking errors to misconceptions for learning.

This approach promotes critical thinking and decision-making abilities crucial for addressing genuine challenges.

2. At what age do children start developing problem solving skills?

Problem solving skills begin to develop around the age of 2 to 3 . By age three, children start to apply problem solving skills in particular situations. However, very young children’s problem solving skills are constrained by three factors: a short attention span, challenges in understanding cause-and-effect relationships, and lack of experience in tackling problems independently.

Such foundational skills continue to develop and become more sophisticated throughout childhood and adolescence. Influences such as education, personal experiences, and overall cognitive development shape and enhance problem solving abilities.

By adolescence, individuals usually have a more developed capacity to handle problems at a higher level of complexity, think critically, and come up with innovative solutions.

3. What are the benefits of problem solving skills for students?

Problem solving skills offer numerous benefits for students:

• Improved Academic Performance: Enhance critical and analytical thinking, improving academic results across subjects.
• Increased Confidence: Encourage independence, fostering resilient learners unafraid of challenges, preparing them for future complexities.
• Real-World Preparedness: Equip students to tackle evolving challenges by fostering collaboration, respect for diverse perspectives, and innovative problem solving approaches.
• Distinguishing Between Issues: Help differentiate solvable problems from unsolvable ones, promoting effective decision-making.
• Enhanced Understanding: Encourage deeper comprehension of causality, fostering resilience and adaptability.
• Social and Situational Awareness: Promote better time management, patience, curiosity, resourcefulness, and determination.
• Employability: Develop essential skills for working in teams, adapting to new and unique challenges, and meeting employer demands.

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Developing Problem-Solving Skills for Kids | Strategies & Tips

We've made teaching problem-solving skills for kids a whole lot easier! Keep reading and comment below with any other tips you have for your classroom!

Problem-Solving Skills for Kids: The Real Deal

Picture this: You've carefully created an assignment for your class. The step-by-step instructions are crystal clear. During class time, you walk through all the directions, and the response is awesome. Your students are ready! It's finally time for them to start working individually and then... 8 hands shoot up with questions. You hear one student mumble in the distance, "Wait, I don't get this" followed by the dreaded, "What are we supposed to be doing again?"

When I was a new computer science teacher, I would have this exact situation happen. As a result, I would end up scrambling to help each individual student with their problems until half the class period was eaten up. I assumed that in order for my students to learn best, I needed to be there to help answer questions immediately so they could move forward and complete the assignment.

Here's what I wish I had known when I started teaching coding to elementary students - the process of grappling with an assignment's content can be more important than completing the assignment's product. That said, not every student knows how to grapple, or struggle, in order to get to the "aha!" moment and solve a problem independently. The good news is, the ability to creatively solve problems is not a fixed skill. It can be learned by students, nurtured by teachers, and practiced by everyone!

Your students are absolutely capable of navigating and solving problems on their own. Here are some strategies, tips, and resources that can help:

Problem-Solving Skills for Kids: Student Strategies

These are strategies your students can use during independent work time to become creative problem solvers.

1. Go Step-By-Step Through The Problem-Solving Sequence 

Post problem-solving anchor charts and references on your classroom wall or pin them to your Google Classroom - anything to make them accessible to students. When they ask for help, invite them to reference the charts first.

2. Revisit Past Problems

If a student gets stuck, they should ask themself, "Have I ever seen a problem like this before? If so, how did I solve it?" Chances are, your students have tackled something similar already and can recycle the same strategies they used before to solve the problem this time around.

3. Document What Doesn’t Work

Sometimes finding the answer to a problem requires the process of elimination. Have your students attempt to solve a problem at least two different ways before reaching out to you for help. Even better, encourage them write down their "Not-The-Answers" so you can see their thought process when you do step in to support. Cool thing is, you likely won't need to! By attempting to solve a problem in multiple different ways, students will often come across the answer on their own.

4. "3 Before Me"

Let's say your students have gone through the Problem Solving Process, revisited past problems, and documented what doesn't work. Now, they know it's time to ask someone for help. Great! But before you jump into save the day, practice "3 Before Me". This means students need to ask 3 other classmates their question before asking the teacher. By doing this, students practice helpful 21st century skills like collaboration and communication, and can usually find the info they're looking for on the way.

Problem-Solving Skills for Kids: Teacher Tips

These are tips that you, the teacher, can use to support students in developing creative problem-solving skills for kids.

1. Ask Open Ended Questions

When a student asks for help, it can be tempting to give them the answer they're looking for so you can both move on. But what this actually does is prevent the student from developing the skills needed to solve the problem on their own. Instead of giving answers, try using open-ended questions and prompts. Here are some examples:

2. Encourage Grappling

Grappling  is everything a student might do when faced with a problem that does not have a clear solution. As explained in this article from Edutopia , this doesn't just mean perseverance! Grappling is more than that - it includes critical thinking, asking questions, observing evidence, asking more questions, forming hypotheses, and constructing a deep understanding of an issue.

There are lots of ways to provide opportunities for grappling. Anything that includes the Engineering Design Process is a good one! Examples include:

• Engineering or Art Projects
• Design-thinking challenges
• Computer science projects
• Science experiments

3. Emphasize Process Over Product

For elementary students, reflecting on the process of solving a problem helps them develop a growth mindset . Getting an answer "wrong" doesn't need to be a bad thing! What matters most are the steps they took to get there and how they might change their approach next time. As a teacher, you can support students in learning this reflection process.

4. Model The Strategies Yourself! 

As creative problem-solving skills for kids are being learned, there will likely be moments where they are frustrated or unsure. Here are some easy ways you can model what creative problem-solving looks and sounds like.

• Ask clarifying questions if you don't understand something
• Admit when don't know the correct answer
• Talk through multiple possible outcomes for different situations 
• Verbalize how you’re feeling when you find a problem

Practicing these strategies with your students will help create a learning environment where grappling, failing, and growing is celebrated!

Problem-Solving Skill for Kids

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Don’t Just Tell Students to Solve Problems. Teach Them How.

The positive impact of an innovative UC San Diego problem-solving educational curriculum continues to grow

• Daniel Kane - [email protected]

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Problem solving is a critical skill for technical education and technical careers of all types. But what are best practices for teaching problem solving to high school and college students? 

The University of California San Diego Jacobs School of Engineering is on the forefront of efforts to improve how problem solving is taught. This UC San Diego approach puts hands-on problem-identification and problem-solving techniques front and center. Over 1,500 students across the San Diego region have already benefited over the last three years from this program. In the 2023-2024 academic year, approximately 1,000 upper-level high school students will be taking the problem solving course in four different school districts in the San Diego region. Based on the positive results with college students, as well as high school juniors and seniors in the San Diego region, the project is getting attention from educators across the state of California, and around the nation and the world.

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In Summer 2023, th e 27 community college students who took the unique problem-solving course developed at the UC San Diego Jacobs School of Engineering thrived, according to Alex Phan PhD, the Executive Director of Student Success at the UC San Diego Jacobs School of Engineering. Phan oversees the project. 

Over the course of three weeks, these students from Southwestern College and San Diego City College poured their enthusiasm into problem solving through hands-on team engineering challenges. The students brimmed with positive energy as they worked together. 

What was noticeably absent from this laboratory classroom: frustration.

“In school, we often tell students to brainstorm, but they don’t often know where to start. This curriculum gives students direct strategies for brainstorming, for identifying problems, for solving problems,” sai d Jennifer Ogo, a teacher from Kearny High School who taught the problem-solving course in summer 2023 at UC San Diego. Ogo was part of group of educators who took the course themselves last summer.

The curriculum has been created, refined and administered over the last three years through a collaboration between the UC San Diego Jacobs School of Engineering and the UC San Diego Division of Extended Studies. The project kicked off in 2020 with a generous gift from a local philanthropist.

Not getting stuck

One of the overarching goals of this project is to teach both problem-identification and problem-solving skills that help students avoid getting stuck during the learning process. Stuck feelings lead to frustration – and when it’s a Science, Technology, Engineering and Math (STEM) project, that frustration can lead students to feel they don’t belong in a STEM major or a STEM career. Instead, the UC San Diego curriculum is designed to give students the tools that lead to reactions like “this class is hard, but I know I can do this!” –  as Ogo, a celebrated high school biomedical sciences and technology teacher, put it. 

Three years into the curriculum development effort, the light-hearted energy of the students combined with their intense focus points to success. On the last day of the class, Mourad Mjahed PhD, Director of the MESA Program at Southwestern College’s School of Mathematics, Science and Engineering came to UC San Diego to see the final project presentations made by his 22 MESA students.

“Industry is looking for students who have learned from their failures and who have worked outside of their comfort zones,” said Mjahed. The UC San Diego problem-solving curriculum, Mjahed noted, is an opportunity for students to build the skills and the confidence to learn from their failures and to work outside their comfort zone. “And from there, they see pathways to real careers,” he said. 

What does it mean to explicitly teach problem solving? 

This approach to teaching problem solving includes a significant focus on learning to identify the problem that actually needs to be solved, in order to avoid solving the wrong problem. The curriculum is organized so that each day is a complete experience. It begins with the teacher introducing the problem-identification or problem-solving strategy of the day. The teacher then presents case studies of that particular strategy in action. Next, the students get introduced to the day’s challenge project. Working in teams, the students compete to win the challenge while integrating the day’s technique. Finally, the class reconvenes to reflect. They discuss what worked and didn't work with their designs as well as how they could have used the day’s problem-identification or problem-solving technique more effectively. 

The challenges are designed to be engaging – and over three years, they have been refined to be even more engaging. But the student engagement is about much more than being entertained. Many of the students recognize early on that the problem-identification and problem-solving skills they are learning can be applied not just in the classroom, but in other classes and in life in general. 

Gabriel from Southwestern College is one of the students who saw benefits outside the classroom almost immediately. In addition to taking the UC San Diego problem-solving course, Gabriel was concurrently enrolled in an online computer science programming class. He said he immediately started applying the UC San Diego problem-identification and troubleshooting strategies to his coding assignments. 

Gabriel noted that he was given a coding-specific troubleshooting strategy in the computer science course, but the more general problem-identification strategies from the UC San Diego class had been extremely helpful. It’s critical to “find the right problem so you can get the right solution. The strategies here,” he said, “they work everywhere.”

Phan echoed this sentiment. “We believe this curriculum can prepare students for the technical workforce. It can prepare students to be impactful for any career path.”

The goal is to be able to offer the course in community colleges for course credit that transfers to the UC, and to possibly offer a version of the course to incoming students at UC San Diego. 

As the team continues to work towards integrating the curriculum in both standardized high school courses such as physics, and incorporating the content as a part of the general education curriculum at UC San Diego, the project is expected to impact thousands more students across San Diego annually. 

Portrait of the Problem-Solving Curriculum

On a sunny Wednesday in July 2023, an experiential-learning classroom was full of San Diego community college students. They were about half-way through the three-week problem-solving course at UC San Diego, held in the campus’ EnVision Arts and Engineering Maker Studio. On this day, the students were challenged to build a contraption that would propel at least six ping pong balls along a kite string spanning the laboratory. The only propulsive force they could rely on was the air shooting out of a party balloon.

A team of three students from Southwestern College – Valeria, Melissa and Alondra – took an early lead in the classroom competition. They were the first to use a plastic bag instead of disposable cups to hold the ping pong balls. Using a bag, their design got more than half-way to the finish line – better than any other team at the time – but there was more work to do. 

As the trio considered what design changes to make next, they returned to the problem-solving theme of the day: unintended consequences. Earlier in the day, all the students had been challenged to consider unintended consequences and ask questions like: When you design to reduce friction, what happens? Do new problems emerge? Did other things improve that you hadn’t anticipated? 

Other groups soon followed Valeria, Melissa and Alondra’s lead and began iterating on their own plastic-bag solutions to the day’s challenge. New unintended consequences popped up everywhere. Switching from cups to a bag, for example, reduced friction but sometimes increased wind drag. 

Over the course of several iterations, Valeria, Melissa and Alondra made their bag smaller, blew their balloon up bigger, and switched to a different kind of tape to get a better connection with the plastic straw that slid along the kite string, carrying the ping pong balls. 

One of the groups on the other side of the room watched the emergence of the plastic-bag solution with great interest. 

“We tried everything, then we saw a team using a bag,” said Alexander, a student from City College. His team adopted the plastic-bag strategy as well, and iterated on it like everyone else. They also chose to blow up their balloon with a hand pump after the balloon was already attached to the bag filled with ping pong balls – which was unique. 

“I don’t want to be trying to put the balloon in place when it's about to explode,” Alexander explained. 

Asked about whether the structured problem solving approaches were useful, Alexander’s teammate Brianna, who is a Southwestern College student, talked about how the problem-solving tools have helped her get over mental blocks. “Sometimes we make the most ridiculous things work,” she said. “It’s a pretty fun class for sure.” 

Yoshadara, a City College student who is the third member of this team, described some of the problem solving techniques this way: “It’s about letting yourself be a little absurd.”

Alexander jumped back into the conversation. “The value is in the abstraction. As students, we learn to look at the problem solving that worked and then abstract out the problem solving strategy that can then be applied to other challenges. That’s what mathematicians do all the time,” he said, adding that he is already thinking about how he can apply the process of looking at unintended consequences to improve both how he plays chess and how he goes about solving math problems.

Looking ahead, the goal is to empower as many students as possible in the San Diego area and  beyond to learn to problem solve more enjoyably. It’s a concrete way to give students tools that could encourage them to thrive in the growing number of technical careers that require sharp problem-solving skills, whether or not they require a four-year degree. 

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3 Ways to Improve Your Students’ Problem-Solving Skills

Teaching problem solving doesn’t have to be something you dread. Students can and should enjoy feeling challenged and having to persevere through a difficult task. In this article, we lay out three ways we have found success for incorporating problem-solving into our teaching. Learn more through an on-demand webinar .

Problem-Solving Challenges

Have you ever wondered why students often struggle with problem solving in math? Well, problem solving is… challenging! Additionally, if problem solving is difficult, then teaching how to solve problems is even more demanding. There are some common reasons we believe teachers struggle to support students in developing problem-solving skills. They are:

• Problem-solving is often taught in conjunction with mnemonics and memorized procedures that are not predictable and that take focus away from the literacy and mathematics of the task
• Problems chosen are often too routine or familiar for students
• Problem structures do not vary enough between tasks chosen
• Instruction seldom includes reflecting and writing about mathematical practices/processes used to problem solve

Even more, word problems...

• have lots of… you guessed it: words! This can be very daunting for all students, especially for linguistic learners who are still mastering the language.

Improving Student Problem-Solving

Based on our experiences and successes, there are strategic ways incorporating problem- solving into our teaching. Here are three ways that you can support students by incorporating problem solving into your teaching.

Way 1: Use high cognitive demand tasks.

It’s called problem-solving for a reason! There must be an actual problem to solve! After all, a problem isn’t a problem if students already know how to solve it!

Thus, it’s very important to use high cognitive demand tasks in your teaching of problem- solving. These types of tasks engage students in mathematical thinking. They also require students to experience some sort of productive struggle. High cognitive demand tasks may have multiple solutions, or solution paths that are not obvious. They may also have constraints that restrict the number of solutions or strategies.

Teachers’ expectations for student success set the benchmark for students to achieve. When that benchmark is low, student achievement is low. When that benchmark is high, students have an opportunity to rise to that higher level. Providing students with types of tasks that they have not encountered before, and challenging students to make sense of a question, places them at the center of the problem-solving process. Ultimately, then, students are required to think mathematically as opposed to memorizing and regurgitating a set of procedures.

Take a look at the following third grade task:

This task is representative of a high cognitive demand task. Here’s why:

• The task has multiple solutions to each question.
• There are various ways to go about solving the problem.
• The task is not about applying a memorized procedure such as how to find the area or perimeter of a rectangle, despite the provided labeled wooden board with dimensions.
• To answer the questions, students are required to use complex thinking as well as a deep understanding of how the concept of fractions connects to geometry

Teaching problem-solving is much more successful when students are provided tasks that require them to think critically.

Way 2: Offer language support, as needed.

Problems can often be wordy and may muddy the water between whether we are assessing reading skills or mathematics. To ensure the focus is on mathematics, we suggest considering which vocabulary words or grammatical structures might present difficulties. This allows teachers to be better prepared to support challenges that students may encounter.

For example, in the Closet Task problem, the word ‘whole’ when read aloud sounds like ‘hole’. The understanding of the word ‘whole’ is vital to the problem—students must comprehend that the whole board represents the denominator, the entire thing. If students are visualizing a wooden board with holes, they will never have the opportunity to show their understanding of the mathematics content.

Therefore, we suggest previewing important vocabulary before students solve a problem in order to ensure understanding of the task at hand. More specifically, we recommend teachers define appropriate Tier 2 and/or Tier 3 vocabulary words, as needed, for the students they serve.

In addition to pre-teaching important vocabulary, we also suggest calling out challenging grammatical structures. These include phrases with modal phrases like “You have to multiply the length by the width to find the area of a rectangle” or conditional phrases such as, “If you multiply any number by zero, then the product will always be zero.”

Way 3: Provide opportunities for students to engage in structured discourse.

Problem-solving is often thought of as an isolated topic in math classes. Some might even imagine it to look like students working independently. When presented with a problem in the real world, we often seek others’ help. Problem-solving in math class should mirror the real world. Collaboration is a vital skill that can provide students with the support they need in developing their own abilities to share their thinking and in listening to one another.

In order to collaborate successfully, students need to be explicitly taught how to have a math dialogue. This is why we suggest teachers provide students with specific sentence frames that allow for students to structure their discourse so their conversations are meaningful. Structured discourse also supports students in having equal airtime. Additionally, it ensures that students are listening to understand, not listening to respond.

For example, take a look at this protocol that features structured sentence frames to be used after students have solved a task independently:

Norris, K. & Kreisberg, H. (2021). Let's Talk Math. TCM: Huntington Beach, CA.

Students know exactly how to engage in the conversation. Each student is held accountable for listening and understanding by being asked to rephrase what their partner said. Students then analyze their own strategies and discuss their problem-solving process. Students' learning deepens when they articulate their own understanding as they progress through a meaningful task, as well as when they draw conclusions based on their work.

Problem-solving skills may be enhanced when students are able to communicate effectively about their problem solving process and the mathematical strategies they used.

Successful Problem-Solving

While teaching problem-solving is no easy feat, it doesn’t have to be something to dread! Students can be successful problem solvers when they

• problem solve using demanding tasks that cause them to critically think
• collaborate to break down language barriers that often prevent them from accessing the task
• use structured protocols that promote meaningful mathematical discourse
• reflect on their problem solving process both orally and in writing

Imagine this:

This scenario illustrates what a classroom can look like where students are active participants in the problem-solving process. In this classroom, students use structured protocols that facilitate them in understanding the task and identifying important information. Students gain self- confidence as they share their thinking and are active listeners in their discussions. They think mathematically, communicate their understandings orally and in writing, and identify connections among mathematical content and strategies.

With the three strategies included in this article, teachers can overcome the challenges of teaching problem-solving and support students in becoming successful, independent problem-solvers. By using high cognitive demand tasks, offering language support, and providing opportunities for students to engage in structured discourse, teachers can empower students to persevere as problem solvers.

Let's Talk Math: Your Guide to Successful Problem-Solving Instruction

Deepen your understanding of teaching problem solving effectively with the authors of Let’s Talk Math , a researched-based, standards-aligned curricular resource for grades K–5. In this webinar, participants will learn:

• three Steps for Problem-Solving Success which puts students at the center of mathematical learning
• how to support learners in becoming more confident mathematical thinkers
• how Let’s Talk Math enhances both students’ mathematical content knowledge and problem-solving skills, as well as oral and written communication skills

Categories:

Author bio:, dr. hilary kreisberg.

Dr. Hilary Kreisberg is the director of the Center for Mathematics Achievement and an assistant professor of mathematics education at Lesley University. Dr. Kreisberg was previously a K–5 math coach and an elementary educator and has a Doctor of Education degree in Educational Leadership and Curriculum Development, a Master of Arts degree in Teaching and Special Education, and a Bachelor of Arts degree in Mathematics. An award-winning author, Dr. Kreisberg has been featured in multiple...

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7 ways to cultivate students’ problem-solving skills.

Parents, teachers, and other adults have developed a lot of skills and knowledge that can make it easy for us to solve problems. We’ve seen the situation before, and the solution may seem obvious to us, but young people are likely encountering the challenge for the first time. How do we help them tackle the problems themselves so that they develop the expertise they’ll need to solve other problems in the future?

Use these tips to help you think about how you support young people in solving challenges they encounter.

• Encourage “playing with” the problem. Encourage young people to throw out lots of ideas, make conjectures, and consider many different possibilities–even some that are outlandish. Look at the problem from many perspectives. This flexible thinking is an important skill for forming better solutions than the first that come to mind.
• Guide the young person to break a big problem into its parts. Then focus on aspects of the problem that the young person doesn’t understand or that seem like they have more potential to be solved.
• Ask the young person to work through the problem out loud. Not only does this help you coach the young person, but it also slows down the thinking process.
• Model and talk about the problem solving process, rather than focusing on getting the right answer. Talk through the steps you take and ask the young person to do the same so that it’s easier to learn.
• Have the student work through the problem on her or his own. Give only as much assistance as you need to when the young person is really stuck. And when you do so, limit your guidance to questions or suggestions that will help the young person move through a specific issue without solving the whole problem for her or him.
• Ask open-ended questions. Instead of, “Do you think that will fit in there?” you might ask a more open-ended question, such as, “What do you think it will take to get everything to fit inside?” Ask follow-up questions that encourage the young person to articulate their problem-solving process. This not only helps you learn and guide, but it reinforces the skills.
• Give positive reinforcement when young people overcome an obstacle or master a new problem-solving skill. Be specific in highlighting what they have done or learned.

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Why Every Educator Needs to Teach Problem-Solving Skills

Strong problem-solving skills will help students be more resilient and will increase their academic and career success .

Want to learn more about how to measure and teach students’ higher-order skills, including problem solving, critical thinking, and written communication?

Problem-solving skills are essential in school, careers, and life.

Problem-solving skills are important for every student to master. They help individuals navigate everyday life and find solutions to complex issues and challenges. These skills are especially valuable in the workplace, where employees are often required to solve problems and make decisions quickly and effectively.

Problem-solving skills are also needed for students’ personal growth and development because they help individuals overcome obstacles and achieve their goals. By developing strong problem-solving skills, students can improve their overall quality of life and become more successful in their personal and professional endeavors.

Problem-Solving Skills Help Students…

   develop resilience.

Problem-solving skills are an integral part of resilience and the ability to persevere through challenges and adversity. To effectively work through and solve a problem, students must be able to think critically and creatively. Critical and creative thinking help students approach a problem objectively, analyze its components, and determine different ways to go about finding a solution.  

This process in turn helps students build self-efficacy . When students are able to analyze and solve a problem, this increases their confidence, and they begin to realize the power they have to advocate for themselves and make meaningful change.

When students gain confidence in their ability to work through problems and attain their goals, they also begin to build a growth mindset . According to leading resilience researcher, Carol Dweck, “in a growth mindset, people believe that their most basic abilities can be developed through dedication and hard work—brains and talent are just the starting point. This view creates a love of learning and a resilience that is essential for great accomplishment.”

    Set and Achieve Goals

Students who possess strong problem-solving skills are better equipped to set and achieve their goals. By learning how to identify problems, think critically, and develop solutions, students can become more self-sufficient and confident in their ability to achieve their goals. Additionally, problem-solving skills are used in virtually all fields, disciplines, and career paths, which makes them important for everyone. Building strong problem-solving skills will help students enhance their academic and career performance and become more competitive as they begin to seek full-time employment after graduation or pursue additional education and training.

  Resolve Conflicts

In addition to increased social and emotional skills like self-efficacy and goal-setting, problem-solving skills teach students how to cooperate with others and work through disagreements and conflicts. Problem-solving promotes “thinking outside the box” and approaching a conflict by searching for different solutions. This is a very different (and more effective!) method than a more stagnant approach that focuses on placing blame or getting stuck on elements of a situation that can’t be changed.

While it’s natural to get frustrated or feel stuck when working through a conflict, students with strong problem-solving skills will be able to work through these obstacles, think more rationally, and address the situation with a more solution-oriented approach. These skills will be valuable for students in school, their careers, and throughout their lives.

    Achieve Success

We are all faced with problems every day. Problems arise in our personal lives, in school and in our jobs, and in our interactions with others. Employers especially are looking for candidates with strong problem-solving skills. In today’s job market, most jobs require the ability to analyze and effectively resolve complex issues. Students with strong problem-solving skills will stand out from other applicants and will have a more desirable skill set.

In a recent opinion piece published by The Hechinger Report , Virgel Hammonds, Chief Learning Officer at KnowledgeWorks, stated “Our world presents increasingly complex challenges. Education must adapt so that it nurtures problem solvers and critical thinkers.” Yet, the “traditional K–12 education system leaves little room for students to engage in real-world problem-solving scenarios.” This is the reason that a growing number of K–12 school districts and higher education institutions are transforming their instructional approach to personalized and competency-based learning, which encourage students to make decisions, problem solve and think critically as they take ownership of and direct their educational journey.

Problem-Solving Skills Can Be Measured and Taught

Research shows that problem-solving skills can be measured and taught. One effective method is through performance-based assessments which require students to demonstrate or apply their knowledge and higher-order skills to create a response or product or do a task.

What Are Performance-Based Assessments?

With the No Child Left Behind Act (2002), the use of standardized testing became the primary way to measure student learning in the U.S. The legislative requirements of this act shifted the emphasis to standardized testing, and this led to a  decline in nontraditional testing methods .

But   many educators, policy makers, and parents have concerns with standardized tests. Some of the top issues include that they don’t provide feedback on how students can perform better, they don’t value creativity, they are not representative of diverse populations, and they can be disadvantageous to lower-income students.

While standardized tests are still the norm, U.S. Secretary of Education Miguel Cardona is encouraging states and districts to move away from traditional multiple choice and short response tests and instead use performance-based assessment, competency-based assessments, and other more authentic methods of measuring students abilities and skills rather than rote learning. 

Performance-based assessments  measure whether students can apply the skills and knowledge learned from a unit of study. Typically, a performance task challenges students to use their higher-order skills to complete a project or process. Tasks can range from an essay to a complex proposal or design.

Preview a Performance-Based Assessment

Want a closer look at how performance-based assessments work?  Preview CAE’s K–12 and Higher Education assessments and see how CAE’s tools help students develop critical thinking, problem-solving, and written communication skills.

Performance-Based Assessments Help Students Build and Practice Problem-Solving Skills

In addition to effectively measuring students’ higher-order skills, including their problem-solving skills, performance-based assessments can help students practice and build these skills. Through the assessment process, students are given opportunities to practically apply their knowledge in real-world situations. By demonstrating their understanding of a topic, students are required to put what they’ve learned into practice through activities such as presentations, experiments, and simulations. 

This type of problem-solving assessment tool requires students to analyze information and choose how to approach the presented problems. This process enhances their critical thinking skills and creativity, as well as their problem-solving skills. Unlike traditional assessments based on memorization or reciting facts, performance-based assessments focus on the students’ decisions and solutions, and through these tasks students learn to bridge the gap between theory and practice.

Performance-based assessments like CAE’s College and Career Readiness Assessment (CRA+) and Collegiate Learning Assessment (CLA+) provide students with in-depth reports that show them which higher-order skills they are strongest in and which they should continue to develop. This feedback helps students and their teachers plan instruction and supports to deepen their learning and improve their mastery of critical skills.

Explore CAE’s Problem-Solving Assessments

CAE offers performance-based assessments that measure student proficiency in higher-order skills including problem solving, critical thinking, and written communication.

• College and Career Readiness Assessment (CCRA+) for secondary education and
• Collegiate Learning Assessment (CLA+) for higher education.

Our solution also includes instructional materials, practice models, and professional development.

We can help you create a program to build students’ problem-solving skills that includes:

• Measuring students’ problem-solving skills through a performance-based assessment    
• Using the problem-solving assessment data to inform instruction and tailor interventions
• Teaching students problem-solving skills and providing practice opportunities in real-life scenarios
• Supporting educators with quality professional development

Get started with our problem-solving assessment tools to measure and build students’ problem-solving skills today! These skills will be invaluable to students now and in the future.

Ready to Get Started?

Learn more about cae’s suite of products and let’s get started measuring and teaching students important higher-order skills like problem solving..

How to Improve Problem-Solving Skills: Mathematics and Critical Thinking

In today’s rapidly changing world, problem-solving has become a quintessential skill. When we discuss the topic, it’s natural to ask, “What is problem-solving?” and “How can we enhance this skill, particularly in children?” The discipline of mathematics offers a rich platform to explore these questions. Through math, not only do we delve into numbers and equations, but we also explore how to improve problem-solving skills and how to develop critical thinking skills in math. Let’s embark on this enlightening journey together.

What is Problem-Solving?

At its core, problem-solving involves identifying a challenge and finding a solution. But it’s not always as straightforward as it sounds. So, what is problem-solving? True problem-solving requires a combination of creative thinking and logical reasoning. Mathematics, in many ways, embodies this blend. When a student approaches a math problem, they must discern the issue at hand, consider various methods to tackle it, and then systematically execute their chosen strategy.

But what is problem-solving in a broader context? It’s a life skill. Whether we’re deciding the best route to a destination, determining how to save for a big purchase, or even figuring out how to fix a broken appliance, we’re using problem-solving.

How to Develop Critical Thinking Skills in Math

Critical thinking goes hand in hand with problem-solving. But exactly how to develop critical thinking skills in math might not be immediately obvious. Here are a few strategies:

• Contextual Learning: Teaching math within a story or real-life scenario makes it relevant. When students see math as a tool to navigate the world around them, they naturally begin to think critically about solutions.
• Open-ended Questions: Instead of merely seeking the “right” answer, encourage students to explain their thought processes. This nudges them to think deeply about their approach.
• Group Discussions: Collaborative learning can foster different perspectives, prompting students to consider multiple ways to solve a problem.
• Challenging Problems: Occasionally introducing problems that are a bit beyond a student’s current skill level can stimulate critical thinking. They will have to stretch their understanding and think outside the box.

What are the Six Basic Steps of the Problem-Solving Process?

Understanding how to improve problem-solving skills often comes down to familiarizing oneself with the systematic approach to challenges. So, what are the six basic steps of the problem-solving process?

• Identification: Recognize and define the problem.
• Analysis: Understand the problem’s intricacies and nuances.
• Generation of Alternatives: Think of different ways to approach the challenge.
• Decision Making: Choose the most suitable method to address the problem.
• Implementation: Put the chosen solution into action.
• Evaluation: Reflect on the solution’s effectiveness and learn from the outcome.

By embedding these steps into mathematical education, we provide students with a structured framework. When they wonder about how to improve problem-solving skills or how to develop critical thinking skills in math, they can revert to this process, refining their approach with each new challenge.

Making Math Fun and Relevant

At Wonder Math, we believe that the key to developing robust problem-solving skills lies in making math enjoyable and pertinent. When students see math not just as numbers on a page but as a captivating story or a real-world problem to be solved, their engagement skyrockets. And with heightened engagement comes enhanced understanding.

As educators and parents, it’s crucial to continuously ask ourselves: how can we demonstrate to our children what problem-solving is? How can we best teach them how to develop critical thinking skills in math? And how can we instill in them an understanding of the six basic steps of the problem-solving process?

The answer, we believe, lies in active learning, contextual teaching, and a genuine passion for the beauty of mathematics.

The Underlying Beauty of Mathematics

Often, people perceive mathematics as a rigid discipline confined to numbers and formulas. However, this is a limited view. Math, in essence, is a language that describes patterns, relationships, and structures. It’s a medium through which we can communicate complex ideas, describe our universe, and solve intricate problems. Understanding this deeper beauty of math can further emphasize how to develop critical thinking skills in math.

Why Mathematics is the Ideal Playground for Problem-Solving

Math provides endless opportunities for problem-solving. From basic arithmetic puzzles to advanced calculus challenges, every math problem offers a chance to hone our problem-solving skills. But why is mathematics so effective in this regard?

• Structured Challenges: Mathematics presents problems in a structured manner, allowing learners to systematically break them down. This format mimics real-world scenarios where understanding the structure of a challenge can be half the battle.
• Multiple Approaches: Most math problems can be approached in various ways . This teaches learners flexibility in thinking and the ability to view a single issue from multiple angles.
• Immediate Feedback: Unlike many real-world problems where solutions might take time to show results, in math, students often get immediate feedback. They can quickly gauge if their approach works or if they need to rethink their strategy.

Enhancing the Learning Environment

To genuinely harness the power of mathematics in developing problem-solving skills, the learning environment plays a crucial role. A student who is afraid of making mistakes will hesitate to try out different approaches, stunting their critical thinking growth.

However, in a nurturing, supportive environment where mistakes are seen as learning opportunities, students thrive. They become more willing to take risks, try unconventional solutions, and learn from missteps. This mindset, where failure is not feared but embraced as a part of the learning journey, is pivotal for developing robust problem-solving skills.

Incorporating Technology

In our digital age, technology offers innovative ways to explore math. Interactive apps and online platforms can provide dynamic problem-solving scenarios, making the process even more engaging. These tools can simulate real-world challenges, allowing students to apply their math skills in diverse contexts, further answering the question of how to improve problem-solving skills.

More than Numbers 

In summary, mathematics is more than just numbers and formulas—it’s a world filled with challenges, patterns, and beauty. By understanding its depth and leveraging its structured nature, we can provide learners with the perfect platform to develop critical thinking and problem-solving skills. The key lies in blending traditional techniques with modern tools, creating a holistic learning environment that fosters growth, curiosity, and a lifelong love for learning.

Join us on this transformative journey at Wonder Math. Let’s make math an adventure, teaching our children not just numbers and equations, but also how to improve problem-solving skills and navigate the world with confidence. Enroll your child today and witness the magic of mathematics unfold before your eyes!

FAQ: Mathematics and Critical Thinking

1. what is problem-solving in the context of mathematics.

Problem-solving in mathematics refers to the process of identifying a mathematical challenge and systematically working through methods and strategies to find a solution.

2. Why is math considered a good avenue for developing problem-solving skills?

Mathematics provides structured challenges and allows for multiple approaches to find solutions. This promotes flexibility in thinking and encourages learners to view problems from various angles.

3. How does contextual learning enhance problem-solving abilities?

By teaching math within a story or real-life scenario, it becomes more relevant for the learner. This helps them see math as a tool to navigate real-world challenges , thereby promoting critical thinking.

4. What are the six basic steps of the problem-solving process in math?

The six steps are: Identification, Analysis, Generation of Alternatives, Decision Making, Implementation, and Evaluation.

5. How can parents support their children in developing mathematical problem-solving skills?

Parents can provide real-life contexts for math problems , encourage open discussions about different methods, and ensure a supportive environment where mistakes are seen as learning opportunities.

6. Are there any tools or apps that can help in enhancing problem-solving skills in math?

Yes, there are various interactive apps and online platforms designed specifically for math learning. These tools provide dynamic problem-solving scenarios and simulate real-world challenges, making the learning process engaging.

7. How does group discussion foster critical thinking in math?

Group discussions allow students to hear different perspectives and approaches to a problem. This can challenge their own understanding and push them to think about alternative methods.

8. Is it necessary to always follow the six steps of the problem-solving process sequentially?

While the six steps provide a structured approach, real-life problem-solving can sometimes be more fluid. It’s beneficial to know the steps, but adaptability and responsiveness to the situation are also crucial.

9. How does Wonder Math incorporate active learning in teaching mathematics?

Wonder Math integrates mathematics within engaging stories and real-world scenarios, making it fun and relevant. This active learning approach ensures that students are not just passive recipients but active participants in the learning process.

10. What if my child finds a math problem too challenging and becomes demotivated?

It’s essential to create a supportive environment where challenges are seen as growth opportunities. Remind them that every problem is a chance to learn, and it’s okay to seek help or approach it differently.

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Teaching Students About Naturalism

Teaching students about heartwood, true leadership is in short supply on modern college campuses, university of richmond expands richmond’s promise to virginia, china reshaping higher education with focus on quantum, deep tech workforce, anti-dei law shuts university of alabama black student union office, queer resource center, leadership models in higher education: insights from 2 arab university leaders, ai upskilling: future-proofing careers and bridging the skills gap, opinion | the roots of stem excellence, opinion: how innovative higher education models can benefit students, strategies and methods to teach students problem solving and critical thinking skills.

The ability to problem solve and think critically are two of the most important skills that PreK-12 students can learn. Why? Because students need these skills to succeed in their academics and in life in general. It allows them to find a solution to issues and complex situations that are thrown there way, even if this is the first time they are faced with the predicament.

Okay, we know that these are essential skills that are also difficult to master. So how can we teach our students problem solve and think critically? I am glad you asked. In this piece will list and discuss strategies and methods that you can use to teach your students to do just that.

• Direct Analogy Method

A method of problem-solving in which a problem is compared to similar problems in nature or other settings, providing solutions that could potentially be applied.

• Attribute Listing

A technique used to encourage creative thinking in which the parts of a subject, problem, or task are listed, and then ways to change those component parts are examined.

• Attribute Modifying

A technique used to encourage creative thinking in which the parts of a subject, problem, or task are listed, and then options for changing or improving each part are considered.

• Attribute Transferring

A technique used to encourage creative thinking in which the parts of a subject, problem or task listed and then the problem solver uses analogies to other contexts to generate and consider potential solutions.

• Morphological Synthesis

A technique used to encourage creative problem solving which extends on attribute transferring. A matrix is created, listing concrete attributes along the x-axis, and the ideas from a second attribute along with the y-axis, yielding a long list of idea combinations.

SCAMPER stands for Substitute, Combine, Adapt, Modify-Magnify-Minify, Put to other uses, and Reverse or Rearrange. It is an idea checklist for solving design problems.

• Direct Analogy

A problem-solving technique in which an individual is asked to consider the ways problems of this type are solved in nature.

• Personal Analogy

A problem-solving technique in which an individual is challenged to become part of the problem to view it from a new perspective and identify possible solutions.

• Fantasy Analogy

A problem-solving process in which participants are asked to consider outlandish, fantastic or bizarre solutions which may lead to original and ground-breaking ideas.

• Symbolic Analogy

A problem-solving technique in which participants are challenged to generate a two-word phrase related to the design problem being considered and that appears self-contradictory. The process of brainstorming this phrase can stimulate design ideas.

• Implementation Charting

An activity in which problem solvers are asked to identify the next steps to implement their creative ideas. This step follows the idea generation stage and the narrowing of ideas to one or more feasible solutions. The process helps participants to view implementation as a viable next step.

• Thinking Skills

Skills aimed at aiding students to be critical, logical, and evaluative thinkers. They include analysis, comparison, classification, synthesis, generalization, discrimination, inference, planning, predicting, and identifying cause-effect relationships.

Can you think of any additional problems solving techniques that teachers use to improve their student’s problem-solving skills?

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Practice makes perfect, but mix it up

By Fraser Scott 2022-03-24T08:30:00+00:00

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Does question bank design affect student performance?

We know it is important to provide students with repeated opportunities to practise solving questions. In a new study, researchers examined how the presentation and format of practice questions influences students’ problem-solving performance. The study revealed that mixed problem sets are better than questions arranged by topic.

There are two types of question practice teachers can give their students. The first, blocked practice, involves solving multiple problems of the same type, or about the same concept, before moving on to another. Practice worksheets and end-of-chapter questions in textbooks are often blocked practice type questions. They hone students’ algorithmic problem-solving skills, but at the expense of their conceptual understanding of the topic. The second, interleaved practice, shuffles between different types of questions in one session. It is more difficult, because students must identify the type of question being asked, or the concept it relates to, in addition to answering. Shuffled questions are thought to help with long-term learning and are similar to the questioning format in students’ exams.

The researchers investigated the effects of these two kinds of practice. They recruited 79 university students from general chemistry classes. They gave one group assignments with mixed questions and a control group assignments with questions organised into topics or chapters. They compared the groups’ performances through one pre-test and post-test after each of three problem-solving sessions.

Teaching tips

• Source or compile more mixed practice question banks, and avoid solely using topic-specific question sets from textbooks.
• To increase the difficulty and benefits of mixed problem question sets, do not include details identifying the relevant topics or chapters.
• Blocked practice still has a place. Certain topics, particularly those to do with numerical problem-solving, may require extensive blocked practice before students can engage with the benefits of interleaved practice.

Probing the problems

Rather than looking at overall scores, the researchers used a more detailed analysis. They broke each problem into the sub-problems, or steps, required to answer the problem. They then categorised students’ answers to the steps as successful, neutral or unsuccessful. Subcategories provided more insight into the students’ work. For example, the neutral category contained the subcategories ‘not required’, ‘did not know to do’ and ‘did something else’.

The study revealed that students in the interleaved-practice group increased their problem-solving success more than those in the blocked-practice group. Significantly, the achievement gap between the experimental and control groups widened as the study progressed. Following interleaved practice, students’ neutral codes decreased by about 70%, unsuccessful codes decreased by about 40%, and the successful codes increased by about 52%. Even if students were not able to complete the entire problem, they still improved at individual steps.

Importantly, even though A-, B- and C-grade students showed different levels of improvement, they all benefited from interleaved practice. Perhaps unexpectedly, B- and C-grade students improved the most. This might relate to their poorer conceptual understanding of topics or assessment literacy beforehand, which interleaved practice helps to develop.

Fraser Scott

O. Gulacar et al, Chem. Educ. Res. Pract., 2022, DOI: 10.1039/D1RP00334H

O. Gulacar et al,  Chem. Educ. Res. Pract.,  2022,  23 , 422–435 ( DOI: 10.1039/D1RP00334H )

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How to Improve Problem Solving Skills

Last Updated: July 24, 2024 Fact Checked

This article was co-authored by Erin Conlon, PCC, JD . Erin Conlon is an Executive Life Coach, the Founder of Erin Conlon Coaching, and the host of the podcast "This is Not Advice." She specializes in aiding leaders and executives to thrive in their career and personal lives. In addition to her private coaching practice, she teaches and trains coaches and develops and revises training materials to be more diverse, equitable, and inclusive. She holds a BA in Communications and History and a JD from The University of Michigan. Erin is a Professional Certified Coach with The International Coaching Federation. There are 11 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 240,474 times.

The ability to solve problems applies to more than just mathematics homework. Analytical thinking and problem-solving skills are a part of many jobs, ranging from accounting and computer programming to detective work and even creative occupations like art, acting, and writing. While individual problems vary, there are certain general approaches to problem-solving like the one first proposed by mathematician George Polya in 1945. By following his principles of understanding the problem, devising a plan, carrying out the plan, and looking back, you can improve your problem-solving and tackle any issue systematically.

Define the problem clearly.

• Try to formulate questions. Say that as a student you have very little money and want to find an effective solution. What is at issue? Is it one of income – are you not making enough money? Is it one of over-spending? Or perhaps you have run into unexpected expenses or your financial situation has changed?

State your objective.

• Say that your problem is still money. What is your goal? Perhaps you never have enough to go out on the weekend and have fun at the movies or a club. You decide that your goal is to have more spending cash. Good! With a clear goal, you have better defined the problem.

Gather information systematically.

• To solve your money shortage, for example, you would want to get as detailed a picture of your financial situation as possible. Collect data through your latest bank statements and to talk to a bank teller. Track your earnings and spending habits in a notebook, and then create a spreadsheet or chart to show your income alongside your expenditures.

Analyze information.

• Say you have now collected all your bank statements. Look at them. When, how, and from where is your money coming? Where, when, and how are you spending it? What is the overall pattern of your finances? Do you have a net surplus or deficit? Are there any unexplained items?

Generate possible solutions.

• Your problem is a lack of money. Your goal is to have more spending cash. What are your options? Without evaluating them, come up with possible options. Perhaps you can acquire more money by getting a part-time job or by taking out a student loan. On the other hand, you might try to save by cutting your spending or by lowering other costs.
• Divide and conquer. Break the problem into smaller problems and brainstorm solutions for them separately, one by one.
• Use analogies and similarities. Try to find a resemblance with a previously solved or common problem. If you can find commonalities between your situation and one you've dealt with before, you may be able to adapt some of the solutions for use now.

Evaluate the solutions and choose.

• How can you raise money? Look at expenditures – you aren’t spending much outside of basic needs like tuition, food, and housing. Can you cut costs in other ways like finding a roommate to split rent? Can you afford to take a student loan just to have fun on the weekend? Can you spare time from your studies to work part-time?
• Each solution will produce its own set of circumstances that need evaluation. Run projections. Your money problem will require you to draw up budgets. But it will also take personal consideration. For example, can you cut back on basic things like food or housing? Are you willing to prioritize money over school or to take on debt?

Implement a solution.

• You decide to cut costs, because you were unwilling to take on debt, to divert time away from school, or to live with a roommate. You draw up a detailed budget, cutting a few dollars here and there, and commit to a month-long trial.

Review and evaluate the outcome.

• The results of your trial are mixed. On one hand, you have saved enough during the month for fun weekend activities. But there are new problems. You find that you must choose between spending cash and buying basics like food. You also need a new pair of shoes but can’t afford it, according to your budget. You may need to a different solution.

Adjust if necessary.

• After a month, you decide to abandon your first budget and to look for part-time work. You find a work-study job on campus. Making a new budget, you now have extra money without taking too much time away from your studies. You may have an effective solution.

Do regular mental exercises.

• Word games work great. In a game like “Split Words,” for example, you have to match word fragments to form words under a given theme like “philosophy.” In the game, “Tower of Babel,” you will need to memorize and then match words in a foreign language to the proper picture.
• Mathematical games will also put your problem solving to the test. Whether it be number or word problems, you will have to activate the parts of your brain that analyze information. For instance: “James is half as old now as he will be when he is 60 years older than he was six years before he was half as old as he is now. How old will James be when his age is twice what it was 10 years after he was half his current age?”

Play video games.

• Play something that will force you to think strategically or analytically. Try a puzzle game like Tetris. Or, perhaps you would rather prefer a role-playing or strategy game. In that case, something like “Civilization” or “Sim-City” might suit you better.

Take up a hobby.

• Web design, software programming, jigsaw puzzles, Sudoku, and chess are also hobbies that will force you to think strategically and systematically. Any of these will help you improve your overall problem solving.

Expert Q&A

You Might Also Like

• ↑ https://www.healthywa.wa.gov.au/Articles/N_R/Problem-solving
• ↑ https://asq.org/quality-resources/problem-solving
• ↑ https://ctb.ku.edu/en/table-of-contents/evaluate/evaluate-community-interventions/collect-analyze-data/main
• ↑ https://www.mindtools.com/pages/article/newCT_96.htm
• ↑ https://www.skillsyouneed.com/ips/problem-solving.html
• ↑ Erin Conlon, PCC, JD. Executive Life Coach. Expert Interview. 31 August 2021.
• ↑ https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5930973/
• ↑ https://www.theguardian.com/lifeandstyle/2018/oct/13/mental-exercises-to-keep-your-brain-sharp
• ↑ https://www.apa.org/monitor/2014/02/video-game
• ↑ https://www.nature.com/articles/d41586-018-05449-7

About This Article

To improve your problem-solving skills, start by clearly defining the problem and your objective or goal. Next, gather as much information as you can about the problem and organize the data by rewording, condensing, or summarizing it. Then, analyze the information you've gathered, looking for important links, patterns, and relationships in the data. Finally, brainstorm possible solutions, evaluate the solutions, and choose one to implement. For tips on implementing solutions successfully, read on! Did this summary help you? Yes No

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Teaching Problem-Solving Skills

Many instructors design opportunities for students to solve “problems”. But are their students solving true problems or merely participating in practice exercises? The former stresses critical thinking and decision­ making skills whereas the latter requires only the application of previously learned procedures.

Problem solving is often broadly defined as "the ability to understand the environment, identify complex problems, review related information to develop, evaluate strategies and implement solutions to build the desired outcome" (Fissore, C. et al, 2021). True problem solving is the process of applying a method – not known in advance – to a problem that is subject to a specific set of conditions and that the problem solver has not seen before, in order to obtain a satisfactory solution.

Below you will find some basic principles for teaching problem solving and one model to implement in your classroom teaching.

Principles for teaching problem solving

• Model a useful problem-solving method . Problem solving can be difficult and sometimes tedious. Show students how to be patient and persistent, and how to follow a structured method, such as Woods’ model described below. Articulate your method as you use it so students see the connections.
• Teach within a specific context . Teach problem-solving skills in the context in which they will be used by students (e.g., mole fraction calculations in a chemistry course). Use real-life problems in explanations, examples, and exams. Do not teach problem solving as an independent, abstract skill.
• Help students understand the problem . In order to solve problems, students need to define the end goal. This step is crucial to successful learning of problem-solving skills. If you succeed at helping students answer the questions “what?” and “why?”, finding the answer to “how?” will be easier.
• Take enough time . When planning a lecture/tutorial, budget enough time for: understanding the problem and defining the goal (both individually and as a class); dealing with questions from you and your students; making, finding, and fixing mistakes; and solving entire problems in a single session.
• Ask questions and make suggestions . Ask students to predict “what would happen if …” or explain why something happened. This will help them to develop analytical and deductive thinking skills. Also, ask questions and make suggestions about strategies to encourage students to reflect on the problem-solving strategies that they use.
• Link errors to misconceptions . Use errors as evidence of misconceptions, not carelessness or random guessing. Make an effort to isolate the misconception and correct it, then teach students to do this by themselves. We can all learn from mistakes.

Woods’ problem-solving model

Define the problem.

• The system . Have students identify the system under study (e.g., a metal bridge subject to certain forces) by interpreting the information provided in the problem statement. Drawing a diagram is a great way to do this.
• Known(s) and concepts . List what is known about the problem, and identify the knowledge needed to understand (and eventually) solve it.
• Unknown(s) . Once you have a list of knowns, identifying the unknown(s) becomes simpler. One unknown is generally the answer to the problem, but there may be other unknowns. Be sure that students understand what they are expected to find.
• Units and symbols . One key aspect in problem solving is teaching students how to select, interpret, and use units and symbols. Emphasize the use of units whenever applicable. Develop a habit of using appropriate units and symbols yourself at all times.
• Constraints . All problems have some stated or implied constraints. Teach students to look for the words "only", "must", "neglect", or "assume" to help identify the constraints.
• Criteria for success . Help students consider, from the beginning, what a logical type of answer would be. What characteristics will it possess? For example, a quantitative problem will require an answer in some form of numerical units (e.g., $/kg product, square cm, etc.) while an optimization problem requires an answer in the form of either a numerical maximum or minimum.

Think about it

• “Let it simmer”.  Use this stage to ponder the problem. Ideally, students will develop a mental image of the problem at hand during this stage.
• Identify specific pieces of knowledge . Students need to determine by themselves the required background knowledge from illustrations, examples and problems covered in the course.
• Collect information . Encourage students to collect pertinent information such as conversion factors, constants, and tables needed to solve the problem.

Plan a solution

• Consider possible strategies . Often, the type of solution will be determined by the type of problem. Some common problem-solving strategies are: compute; simplify; use an equation; make a model, diagram, table, or chart; or work backwards.
• Choose the best strategy . Help students to choose the best strategy by reminding them again what they are required to find or calculate.

Carry out the plan

• Be patient . Most problems are not solved quickly or on the first attempt. In other cases, executing the solution may be the easiest step.
• Be persistent . If a plan does not work immediately, do not let students get discouraged. Encourage them to try a different strategy and keep trying.

Encourage students to reflect. Once a solution has been reached, students should ask themselves the following questions:

• Does the answer make sense?
• Does it fit with the criteria established in step 1?
• Did I answer the question(s)?
• What did I learn by doing this?
• Could I have done the problem another way?

If you would like support applying these tips to your own teaching, CTE staff members are here to help.  View the  CTE Support  page to find the most relevant staff member to contact. 

• Fissore, C., Marchisio, M., Roman, F., & Sacchet, M. (2021). Development of problem solving skills with Maple in higher education. In: Corless, R.M., Gerhard, J., Kotsireas, I.S. (eds) Maple in Mathematics Education and Research. MC 2020. Communications in Computer and Information Science, vol 1414. Springer, Cham. https://doi.org/10.1007/978-3-030-81698-8_15
• Foshay, R., & Kirkley, J. (1998). Principles for Teaching Problem Solving. TRO Learning Inc., Edina MN.  (PDF) Principles for Teaching Problem Solving (researchgate.net)
• Hayes, J.R. (1989). The Complete Problem Solver. 2nd Edition. Hillsdale, NJ: Lawrence Erlbaum Associates.
• Woods, D.R., Wright, J.D., Hoffman, T.W., Swartman, R.K., Doig, I.D. (1975). Teaching Problem solving Skills.
• Engineering Education. Vol 1, No. 1. p. 238. Washington, DC: The American Society for Engineering Education.

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Essential Problem Solving Skills For College Life

You’ve found yourself in a pickle and you’re endlessly looking for a solution but somehow things just keep getting messier. It’s okay, we’ve all been there. Just take a step back, and take control of the situation. Finding easy problem-solving ideas for all problems, big or small, isn’t a difficult task with the right mindset. Whatever your strategy is, do what works for you. The question remains, how are you supposed to find those problem-solving skills that work for you?

Read on to discover some problem-solving techniques to try out, who knows, maybe one or more of them will work for you.

  try to prevent a problem in the first place.

This first one goes without saying. What better way is there to solve a problem than doing everything in your power to prevent a problem from occurring in the first place?  While sometimes this cannot be accomplished because some things happen beyond anyone’s control, there are times when certain problems or situations can be prevented. Some ways to try to prevent a problem are by planning ahead and staying organized . Students can stay organized by buying, and using a planner or a bulleting journal to write things down. If students prefer to not write things, they could use their phones to set reminders and to take notes. “Try to avoid a problem arising in the first place. Plan things out and just execute your plan,” Temple University junior Kennedy Catrambone said. If you try to plan things out to the best of your ability, in an organized manner, you might be able to prevent a problem from arising.

Weigh the Pros and Cons

Weighing the pros and cons of every option is a great way to problem solve. Yes, every solution has positive and negative aspects surrounding. In some cases, the pros, outweigh the cons and some choices prove better than others. Some ways to weigh the pros and cons of a situation include asking other people for advice, conducting background research and writing a list. Personally, I know I had to weigh the pros and cons when it came to picking which college to attend. I applied to around twenty colleges and  conducted research. I then wrote lists containing the pros and cons of each school I was considering. “The first step is not to panic. Then, keep a calm mind and assess the situation. Next, I look for pros and cons to make the best decision based on that,” SUNY Bighamton University senior Max Kline said.  College students can weigh pros and cons by asking what the good, and the bad things are. After all, we all always want the good to outweigh the bad. So why not weigh the pros and cons?

Use Process of Elimination

Another great problem solving skill is using process of elimination to eliminate possible solutions to a problem that might not make sense.  Like on an exam where choices might be unfitting for the question, there are answers, or solutions to problems that might not be applicable to the given situation. I know that I have used process of elimination many other times in my life such as when I had to decide what major to stick with in college. I picked out the few majors I felt could be a good fit for me, and used process of elimination to determine which ones weren’t until I ultimately made my choice. “Usually, I think about my options and then eliminate things that I don’t want to do or I feel like aren’t important,” said first year graduate school student at A.T Stillwell University, Marissa Credle. Eliminating solutions based on criteria like personal feelings is a great way to use process of elimination as a problem solving tool. In the end, process of elimination is a great way to approach problems.

Problem Solve Piece by Piece

Sometimes, there will be problems or situations that are more complex, and might be more difficult to find solutions for, or to solve than others. The best way to handle these kind of scenarios is to break it down into different sections, or pieces and try to solve the giant problem through steps. Personally, when I have a complex issue that I have to deal with concerning other people, such as arguments between friends, I try to solve them piece by piece to make sure every party involved is satisfied.  “I like to break down the problem, separate it into pieces and take care of it one piece at a time,” SUNY New Paltz sophomore Cody Bostino said. Though this method of problem solving might seem time consuming, it is one of the most effective ways of making sure the entirety of an issue is resolved. When looking at a problem piece by piece, you are more likely to find the best solutions – so channel your inner Nancy Drew and take it step by step.

Be Dependable

Dependability is vital to solving problems, especially in a college oriented environment. Those who are dependable typically solve problems and come through with long term solutions benefiting themselves, and all those involved in the end. For example, making sure you are present when need be, effectively paying attention to details and being a team player are ways one can be dependable.These aspects can definitely be worked on and someone can gain dependability. Someone who is dependable always has time to be there for you and if something goes wrong, they will have your back. Think about it this way: would you want a best friend who isn’t dependable? This also applies to bosses, co-workers, classmates etc. Having people who are dependable around you, and being dependable yourself definitely benefits everyone in the realm of problem solving.

Be Open-Minded and Accepting

Open Mindedness and being accepting are two key aspects of coming to terms with whatever life throws at you. When it comes to having an open mind, and accepting others, it is important to make sure you stay at ease and go with the flow. For example, if you are stressed out about an exam, going into it and being able to accept the fact that your life will go on, regardless of the number grade you receive, helps the situation. If you go into the exam feeling anxious and stressed, you are less likely to do well on it. In general, when you are feeling more relaxed rather than stressed, you are more likely to succeed. Looking at all of your problems differently, and embracing an accepting, open mindset will greatly benefit the problem solving process.

Communication is Key

When it comes to problem solving, most problems that come about involve multiple people. One of the best ways to make sure all of the people in a given situation are on the same page is to create an environment that thrives off of communicating . Talking face to face, texting, emailing, talking on the phone or any other form of communication where ideas are shared are acceptable in assuring that nothing is left unsaid. All of these outlets of communication are applicable for situations including a fight with a roommate, a boyfriend, or any other sort of girl drama or boy problems. Like the saying goes, communication is key, and it can prevent and solve any given problem.

Utilize Your School’s Resources

While you’re at college, you will surely come face to face with different problems and situations. However, lots of college students tend to forget that their college has resources for them to utilize. When it comes to academics, college students can contact their academic advisers or professors. When it involves a physical health related issue, students can visit their campus health clinic. Finally, if students are struggling with mental health, they can speak to specialists working at their respective colleges. If you have trouble with something, remember that colleges have resources for you to use, so use them. “Just get things done,” Catrambone said. Whatever the problem is, your college surely has a resource that can help you.

Look to Others for Help

When it comes down to it, you know that your loved ones can always be there for you. Your family and friends provide different insights and perspectives that you probably wouldn’t get if you didn’t ask them. Remember that asking for help is okay , it helps you in the long run. “If I had a problem I would most likely get advice from my parents, or friends,” rising SUNY New Paltz junior Katherine Parente said. When it comes down to it, more insight only helps you get closer to, if not find a solution to your problem. So, why not look to others for help?

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Strategies to Increase Critical Thinking Skills in students

Teach Better Team October 2, 2019 Blog , Engage Better , Lesson Plan Better , Personalize Student Learning Better

In This Post:

• The importance of helping students increase critical thinking skills.
• Ways to promote the essential skills needed to analyze and evaluate.
• Strategies to incorporate critical thinking into your instruction.

We ask our teachers to be “future-ready” or say that we are teaching “for jobs that don’t exist yet.” These are powerful statements. At the same time, they give teachers the impression that we have to drastically change what we are doing .

So how do we plan education for an unknown job market or unknown needs?

My answer: We can’t predict the jobs, but whatever they are, students will need to think critically to do them. So, our job is to teach our students HOW to think, not WHAT to think.

Helping Students Become Critical Thinkers

My answer is rooted in the call to empower our students to be critical thinkers. I believe that to be critical thinkers, educators need to provide students with the strategies they need. And we need to ask more than just surface-level questions.

Questions to students must motivate them to dig up background knowledge. They should inspire them to make connections to real-world scenarios. These make the learning more memorable and meaningful.

Critical thinking is a general term. I believe this term means that students effectively identify, analyze, and evaluate content or skills. In this process, they (the students) will discover and present convincing reasons in support of their answers or thinking.

You can look up critical thinking and get many definitions like this one from Wikipedia: “ Critical thinking consists of a mental process of analyzing or evaluating information, particularly statements or propositions that people have offered as true. ”

Essential Skills for Critical Thinking

In my current role as director of curriculum and instruction, I work to promote the use of 21st-century tools and, more importantly, thinking skills. Some essential skills that are the basis for critical thinking are:

• Communication and Information skills
• Thinking and Problem-Solving skills
• Interpersonal and Self- Directional skills
• Collaboration skills

These four bullets are skills students are going to need in any field and in all levels of education. Hence my answer to the question. We need to teach our students to think critically and for themselves.

One of the goals of education is to prepare students to learn through discovery . Providing opportunities to practice being critical thinkers will assist students in analyzing others’ thinking and examining the logic of others.

Understanding others is an essential skill in collaboration and in everyday life. Critical thinking will allow students to do more than just memorize knowledge.

Ask Questions

So how do we do this? One recommendation is for educators to work in-depth questioning strategies into a lesson launch.

Ask thoughtful questions to allow for answers with sound reasoning. Then, word conversations and communication to shape students’ thinking. Quick answers often result in very few words and no eye contact, which are skills we don’t want to promote.

When you are asking students questions and they provide a solution, try some of these to promote further thinking:

• Could you elaborate further on that point?
• Will you express that point in another way?
• Can you give me an illustration?
• Would you give me an example?
• Will you you provide more details?
• Could you be more specific?
• Do we need to consider another point of view?
• Is there another way to look at this question?

Utilizing critical thinking skills could be seen as a change in the paradigm of teaching and learning. Engagement in education will enhance the collaboration among teachers and students. It will also provide a way for students to succeed even if the school system had to start over.

[scroll down to keep reading]

Promoting critical thinking into all aspects of instruction.

Engagement, application, and collaboration are skills that withstand the test of time. I also promote the integration of critical thinking into every aspect of instruction.

In my experience, I’ve found a few ways to make this happen.

Begin lessons/units with a probing question: It shouldn’t be a question you can answer with a ‘yes’ or a ‘no.’ These questions should inspire discovery learning and problem-solving.

Encourage Creativity: I have seen teachers prepare projects before they give it to their students many times. For example, designing snowmen or other “creative” projects. By doing the design work or by cutting all the circles out beforehand, it removes creativity options.

It may help the classroom run more smoothly if every child’s material is already cut out, but then every student’s project looks the same. Students don’t have to think on their own or problem solve.

Not having everything “glue ready” in advance is a good thing. Instead, give students all the supplies needed to create a snowman, and let them do it on their own.

Giving independence will allow students to become critical thinkers because they will have to create their own product with the supplies you give them. This might be an elementary example, but it’s one we can relate to any grade level or project.

Try not to jump to help too fast – let the students work through a productive struggle .

Build in opportunities for students to find connections in learning.  Encouraging students to make connections to a real-life situation and identify patterns is a great way to practice their critical thinking skills. The use of real-world scenarios will increase rigor, relevance, and critical thinking.

A few other techniques to encourage critical thinking are:

• Use analogies
• Promote interaction among students
• Ask open-ended questions
• Allow reflection time
• Use real-life problems
• Allow for thinking practice

Critical thinking prepares students to think for themselves for the rest of their lives. I also believe critical thinkers are less likely to go along with the crowd because they think for themselves.

About Matthew X. Joseph, Ed.D.

Dr. Matthew X. Joseph has been a school and district leader in many capacities in public education over his 25 years in the field. Experiences such as the Director of Digital Learning and Innovation in Milford Public Schools (MA), elementary school principal in Natick, MA and Attleboro, MA, classroom teacher, and district professional development specialist have provided Matt incredible insights on how to best support teaching and learning. This experience has led to nationally publishing articles and opportunities to speak at multiple state and national events. He is the author of Power of Us: Creating Collaborative Schools and co-author of Modern Mentoring , Reimagining Teacher Mentorship (Due out, fall 2019). His master’s degree is in special education and his Ed.D. in Educational Leadership from Boston College.

Visit Matthew’s Blog

What Are Problem-Solving Skills? Definition and Examples

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Forage puts students first. Our blog articles are written independently by our editorial team. They have not been paid for or sponsored by our partners. See our full  editorial guidelines .

Why do employers hire employees? To help them solve problems. Whether you’re a financial analyst deciding where to invest your firm’s money, or a marketer trying to figure out which channel to direct your efforts, companies hire people to help them find solutions. Problem-solving is an essential and marketable soft skill in the workplace. 

So, how can you improve your problem-solving and show employers you have this valuable skill? In this guide, we’ll cover:

Problem-Solving Skills Definition

Why are problem-solving skills important, problem-solving skills examples, how to include problem-solving skills in a job application, how to improve problem-solving skills, problem-solving: the bottom line.

Problem-solving skills are the ability to identify problems, brainstorm and analyze answers, and implement the best solutions. An employee with good problem-solving skills is both a self-starter and a collaborative teammate; they are proactive in understanding the root of a problem and work with others to consider a wide range of solutions before deciding how to move forward. 

Examples of using problem-solving skills in the workplace include:

• Researching patterns to understand why revenue decreased last quarter
• Experimenting with a new marketing channel to increase website sign-ups
• Brainstorming content types to share with potential customers
• Testing calls to action to see which ones drive the most product sales
• Implementing a new workflow to automate a team process and increase productivity

Problem-solving skills are the most sought-after soft skill of 2022. In fact, 86% of employers look for problem-solving skills on student resumes, according to the National Association of Colleges and Employers Job Outlook 2022 survey . 

It’s unsurprising why employers are looking for this skill: companies will always need people to help them find solutions to their problems. Someone proactive and successful at problem-solving is valuable to any team.

“Employers are looking for employees who can make decisions independently, especially with the prevalence of remote/hybrid work and the need to communicate asynchronously,” Eric Mochnacz, senior HR consultant at Red Clover, says. “Employers want to see individuals who can make well-informed decisions that mitigate risk, and they can do so without suffering from analysis paralysis.”

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Problem-solving includes three main parts: identifying the problem, analyzing possible solutions, and deciding on the best course of action.

>>MORE: Discover the right career for you based on your skills with a career aptitude test .

Research is the first step of problem-solving because it helps you understand the context of a problem. Researching a problem enables you to learn why the problem is happening. For example, is revenue down because of a new sales tactic? Or because of seasonality? Is there a problem with who the sales team is reaching out to? 

Research broadens your scope to all possible reasons why the problem could be happening. Then once you figure it out, it helps you narrow your scope to start solving it. 

Analysis is the next step of problem-solving. Now that you’ve identified the problem, analytical skills help you look at what potential solutions there might be.

“The goal of analysis isn’t to solve a problem, actually — it’s to better understand it because that’s where the real solution will be found,” Gretchen Skalka, owner of Career Insights Consulting, says. “Looking at a problem through the lens of impartiality is the only way to get a true understanding of it from all angles.”

Decision-Making

Once you’ve figured out where the problem is coming from and what solutions are, it’s time to decide on the best way to go forth. Decision-making skills help you determine what resources are available, what a feasible action plan entails, and what solution is likely to lead to success.

On a Resume

Employers looking for problem-solving skills might include the word “problem-solving” or other synonyms like “ critical thinking ” or “analytical skills” in the job description.

“I would add ‘buzzwords’ you can find from the job descriptions or LinkedIn endorsements section to filter into your resume to comply with the ATS,” Matthew Warzel, CPRW resume writer, advises. Warzel recommends including these skills on your resume but warns to “leave the soft skills as adjectives in the summary section. That is the only place soft skills should be mentioned.”

On the other hand, you can list hard skills separately in a skills section on your resume .

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In a Cover Letter or an Interview

Explaining your problem-solving skills in an interview can seem daunting. You’re required to expand on your process — how you identified a problem, analyzed potential solutions, and made a choice. As long as you can explain your approach, it’s okay if that solution didn’t come from a professional work experience.

“Young professionals shortchange themselves by thinking only paid-for solutions matter to employers,” Skalka says. “People at the genesis of their careers don’t have a wealth of professional experience to pull from, but they do have relevant experience to share.”

Aaron Case, career counselor and CPRW at Resume Genius, agrees and encourages early professionals to share this skill. “If you don’t have any relevant work experience yet, you can still highlight your problem-solving skills in your cover letter,” he says. “Just showcase examples of problems you solved while completing your degree, working at internships, or volunteering. You can even pull examples from completely unrelated part-time jobs, as long as you make it clear how your problem-solving ability transfers to your new line of work.”

Learn How to Identify Problems

Problem-solving doesn’t just require finding solutions to problems that are already there. It’s also about being proactive when something isn’t working as you hoped it would. Practice questioning and getting curious about processes and activities in your everyday life. What could you improve? What would you do if you had more resources for this process? If you had fewer? Challenge yourself to challenge the world around you.

Think Digitally

“Employers in the modern workplace value digital problem-solving skills, like being able to find a technology solution to a traditional issue,” Case says. “For example, when I first started working as a marketing writer, my department didn’t have the budget to hire a professional voice actor for marketing video voiceovers. But I found a perfect solution to the problem with an AI voiceover service that cost a fraction of the price of an actor.”

Being comfortable with new technology — even ones you haven’t used before — is a valuable skill in an increasingly hybrid and remote world. Don’t be afraid to research new and innovative technologies to help automate processes or find a more efficient technological solution.

Collaborate

Problem-solving isn’t done in a silo, and it shouldn’t be. Use your collaboration skills to gather multiple perspectives, help eliminate bias, and listen to alternative solutions. Ask others where they think the problem is coming from and what solutions would help them with your workflow. From there, try to compromise on a solution that can benefit everyone.

If we’ve learned anything from the past few years, it’s that the world of work is constantly changing — which means it’s crucial to know how to adapt . Be comfortable narrowing down a solution, then changing your direction when a colleague provides a new piece of information. Challenge yourself to get out of your comfort zone, whether with your personal routine or trying a new system at work.

Put Yourself in the Middle of Tough Moments

Just like adapting requires you to challenge your routine and tradition, good problem-solving requires you to put yourself in challenging situations — especially ones where you don’t have relevant experience or expertise to find a solution. Because you won’t know how to tackle the problem, you’ll learn new problem-solving skills and how to navigate new challenges. Ask your manager or a peer if you can help them work on a complicated problem, and be proactive about asking them questions along the way.

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What careers are right for you based on your skills? Take this quiz to find out. It’s completely free — you’ll just need to sign up to get your results!

Step 1 of 3

Companies always need people to help them find solutions — especially proactive employees who have practical analytical skills and can collaborate to decide the best way to move forward. Whether or not you have experience solving problems in a professional workplace, illustrate your problem-solving skills by describing your research, analysis, and decision-making process — and make it clear that you’re the solution to the employer’s current problems. 

Image Credit: Christina Morillo / Pexels 

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Unlocking Student Potential: How SEL Fosters Success

This article explores the transformative impact of Social Emotional Learning (SEL) on student success. From reducing bullying to improving academic performance, this article delves into how SEL equips students with essential life skills.

Published on August 27, 2024

More than just a "buzzword"

Social Emotional Learning (SEL) is a holistic approach to learning that recognizes how emotional intelligence aids student success.

By focusing on skills like empathy , open communication and stress management , SEL helps students not only in the classroom but also in life. In fact, a 2019 Organization for Economic Co-operation and Development report found that students with fewer SEL competencies have an " increased chance of unemployment, poor health, divorce, and criminal behavior .”  

Helping students reach their full potential

Best of all, SEL has proven remarkably adaptable in many kinds of classrooms.

 According to a CASEL® survey, 95% of teacher respondents said that SEL skills are teachable and that they benefit students from varied backgrounds . Importantly, SEL can help students succeed and reach their full potential because it:      

• Reduces Bullying : SEL work can reduce aggression and distress between students and foster more positive attitudes toward school . In a School Psychology survey study, researchers looking at 39 middle and high schools in Delaware found that “ four competencies commonly targeted in SEL programs — self-awareness, social awareness, self-management, and social relationships — differentiated associations with adolescents’ cyberbullying victimization experience ” and helped students choose beneficial behaviors toward one another. These programs teach students to recognize and manage emotions, develop empathy for others and establish positive relationships. 
• Supports Mental Health : SEL equips students with tools and resources to address mental health challenges . As noted by the Committee for Children, “ Teaching mindfulness, coping skills, communication skills, relaxation techniques, self-regulation, and emotion identification and management equips learners with tools and resources to address mental health challenges that interfere with learning .” 
• Improves Academic Performance : An independent study that CASEL® sponsored showed that “ SEL interventions … increased students’ academic performance by 11 percentile points …” Furthermore, this benefit is long lasting ! Students with SEL training tend to perform, on average, “ 13 percentile points higher than students who didn’t participate .” 
• Prepares Students for Real-World Challenges : SEL equips students with skills like critical thinking, problem-solving, creativity and collaboration . Not only are these skills essential for navigating the classroom, they also help people handle the complexities of daily life and the 21st-century workforce .

Creating compassionate learning communities

By focusing on the whole child, SEL helps students reach their full potential in both academics and life.

However, only 12% of U.S. districts measure SEL skill development , and 77% of educators say their schools or districts are barely assisting students using SEL skills . As educators continue to recognize the importance of SEL, they must also ensure that SEL-based initiatives are accessible to all students. Every child deserves a more inclusive and compassionate learning environment that truly prepares them for the future. 

Want to learn more about SEL resources?

By Praxis Editorial Team

Using the Tomorrow’s Teacher blog, the writers, thought leaders, and researchers who comprise the Praxis Editorial Team focus on the pedagogical issues that matter most to educators. The goal: to create and sustain a constant dialogue, and to unite the interests of all those who value teaching and learning.

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6 Tips for Teaching Math Problem-Solving Skills

Solving word problems is tougher than computing with numbers, but elementary teachers can guide students to do the deep thinking involved.

A growing concern with students is the ability to problem-solve, especially with complex, multistep problems. Data shows that students struggle more when solving word problems than they do with computation , and so problem-solving should be considered separately from computation. Why?

Consider this. When we’re on the way to a new destination and we plug in our location to a map on our phone, it tells us what lane to be in and takes us around any detours or collisions, sometimes even buzzing our watch to remind us to turn. When I experience this as a driver, I don’t have to do the thinking. I can think about what I’m going to cook for dinner, not paying much attention to my surroundings other than to follow those directions. If I were to be asked to go there again, I wouldn’t be able to remember, and I would again seek help.

If we can switch to giving students strategies that require them to think instead of giving them too much support throughout the journey to the answer, we may be able to give them the ability to learn the skills to read a map and have several ways to get there.

Here are six ways we can start letting students do this thinking so that they can go through rigorous problem-solving again and again, paving their own way to the solution. 

1. Link problem-solving to reading

When we can remind students that they already have many comprehension skills and strategies they can easily use in math problem-solving, it can ease the anxiety surrounding the math problem. For example, providing them with strategies to practice, such as visualizing, acting out the problem with math tools like counters or base 10 blocks, drawing a quick sketch of the problem, retelling the story in their own words, etc., can really help them to utilize the skills they already have to make the task less daunting.

We can break these skills into specific short lessons so students have a bank of strategies to try on their own. Here's an example of an anchor chart that they can use for visualizing . Breaking up comprehension into specific skills can increase student independence and help teachers to be much more targeted in their problem-solving instruction. This allows students to build confidence and break down the barriers between reading and math to see they already have so many strengths that are transferable to all problems.

2. Avoid boxing students into choosing a specific operation

It can be so tempting to tell students to look for certain words that might mean a certain operation. This might even be thoroughly successful in kindergarten and first grade, but just like when our map tells us where to go, that limits students from becoming deep thinkers. It also expires once they get into the upper grades, where those words could be in a problem multiple times, creating more confusion when students are trying to follow a rule that may not exist in every problem.

We can encourage a variety of ways to solve problems instead of choosing the operation first. In first grade, a problem might say, “Joceline has 13 stuffed animals and Jordan has 17. How many more does Jordan have?” Some students might choose to subtract, but a lot of students might just count to find the amount in between. If we tell them that “how many more” means to subtract, we’re taking the thinking out of the problem altogether, allowing them to go on autopilot without truly solving the problem or using their comprehension skills to visualize it. 

3. Revisit ‘representation’

The word “representation” can be misleading. It seems like something to do after the process of solving. When students think they have to go straight to solving, they may not realize that they need a step in between to be able to support their understanding of what’s actually happening in the problem first.

Using an anchor chart like one of these ( lower grade , upper grade ) can help students to choose a representation that most closely matches what they’re visualizing in their mind. Once they sketch it out, it can give them a clearer picture of different ways they could solve the problem.

Think about this problem: “Varush went on a trip with his family to his grandmother’s house. It was 710 miles away. On the way there, three people took turns driving. His mom drove 214 miles. His dad drove 358 miles. His older sister drove the rest. How many miles did his sister drive?”

If we were to show this student the anchor chart, they would probably choose a number line or a strip diagram to help them understand what’s happening.

If we tell students they must always draw base 10 blocks in a place value chart, that doesn’t necessarily match the concept of this problem. When we ask students to match our way of thinking, we rob them of critical thinking practice and sometimes confuse them in the process. 

4. Give time to process

Sometimes as educators, we can feel rushed to get to everyone and everything that’s required. When solving a complex problem, students need time to just sit with a problem and wrestle with it, maybe even leaving it and coming back to it after a period of time.

This might mean we need to give them fewer problems but go deeper with those problems we give them. We can also speed up processing time when we allow for collaboration and talk time with peers on problem-solving tasks. 

5. Ask questions that let Students do the thinking

Questions or prompts during problem-solving should be very open-ended to promote thinking. Telling a student to reread the problem or to think about what tools or resources would help them solve it is a way to get them to try something new but not take over their thinking.

These skills are also transferable across content, and students will be reminded, “Good readers and mathematicians reread.” 

6. Spiral concepts so students frequently use problem-solving skills

When students don’t have to switch gears in between concepts, they’re not truly using deep problem-solving skills. They already kind of know what operation it might be or that it’s something they have at the forefront of their mind from recent learning. Being intentional within their learning stations and assessments about having a variety of rigorous problem-solving skills will refine their critical thinking abilities while building more and more resilience throughout the school year as they retain content learning in the process. 

Problem-solving skills are so abstract, and it can be tough to pinpoint exactly what students need. Sometimes we have to go slow to go fast. Slowing down and helping students have tools when they get stuck and enabling them to be critical thinkers will prepare them for life and allow them multiple ways to get to their own destination.

The Effects of Problem-Based Learning on the Writing Skills of Students Across Various Personality Types

• Jumariati Jumariati Universitas Lambung Mangkurat
• Elvina Arapah Universitas Lambung Mangkurat

Problem-based learning (PBL) is an approach where group discussions and collaboration are apparent during problem-solving activities. Accordingly, learners’ personality types that affect the way they think, feel, behave, and interact may potentially have a role in PBL classrooms. This study tries to reveal the possible roles personality types play in PBL by investigating the effects of PBL on the argumentative essay writing of both extroverted and introverted students. This study employed a quasi-experimental design by randomly selecting students in academic writing courses for both the experimental and comparison groups and involving them in the intact classes. The findings revealed that the students in the PBL group scored higher than those in the guided writing group. Moreover, the extroverted students in the PBL group achieved higher mean scores than the extroverted students in the comparison group; however, the difference was insignificant. On the contrary, the statistical analysis showed that the introverted students in the experimental group outperformed those in the comparison group. This is to say that the introverted students taught using PBL had better skills in writing argumentative essays compared to those taught using guided writing techniques. This finding implies the need to use suitable teaching strategies that facilitate both extroverts and introverts in developing their writing skills while also sharpening their communicative and social skills.

Author Biographies

Jumariati jumariati, universitas lambung mangkurat.

English Language Education Study Program

Elvina Arapah, Universitas Lambung Mangkurat

Alavinia, P. & Hassanlou, A. (2014). On the Viable Linkages between Extroversion/Introversion and Academic Iranian EFL Learners’ Writing Proficiency. English Language Teaching, 7(3), 167-185. DOI: http://dx.doi.org/10.5539/elt.v7n3p167

Boroujeni, A., Roohani, A. & Hasanimanesh, A. (2015). The Impact of Extroversion and Introversion Personality Types on EFL Learners’ Writing Ability. Theory and Practice in Language Studies, 5(1), 212-218. DOI: http://dx.doi.org/10.17507/tpls.0501.29

Burch, K. (2000). A Primer on Problem-Based Learning for International Relations Courses. International Studies Perspectives, 1(1), 31-44. Retrieved January 13th 2024 from http://www.jstor.org/stable/44218105 .

Cain, S. (2012). Quiet: The Power of Introverts in a World That Can't Stop Talking. New York, NY: Crown Publishers.

Cao, C. & Meng, Q. (2020). Exploring personality traits as predictors of English achievement and global competence among Chinese university students: English learning motivation as the moderator. Learning and Individual Differences, 77, Article 101814. DOI: https://psycnet.apa.org/doi/10.1016/j.lindif.2019.101814

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AI 'won't replace' creative skills, study finds

The relatively swift adoption of artificial intelligence (AI) across industries has shaken up the job market. College students and recent grads are trying to navigate the fast changes  as much as mid- and late-career professionals. A new report from  Canva  examines how schools can best prepare students for the shift -- namely by emphasizing creativity. 

Canva's 2024 Creativity in Education report found that creativity is "crucial for career success," according to both recent graduates and hiring managers. Recent graduates ranked creativity as the top most valuable skill to learn in college.

Via The Harris Poll, Canva surveyed 3,066 "educators, recent college graduates, and hiring managers" in the US, UK, and Australia about how valued creativity is across education and workplaces. The report defines creativity as "the ability to use your imagination to express yourself or your ideas, solve problems, or create something new," adding that thinking outside the box and connecting concepts are key components. 

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"Creativity in education is becoming increasingly important as AI and other technologies reshape the skills demanded in the workforce," the report states. "With AI automating many routine tasks, uniquely human skills like creativity are now more crucial than ever." 

As many as 80% of the recent graduates surveyed credited feeling successful in their current job to their creativity. Respondents cited designing original marketing campaigns, personalizing customer services, and optimizing processes as examples of how creativity has served them well in the workforce. 

The report emphasizes that, beyond self-expression, creativity helps foster innovation skills and problem-solving, both of which prepare students to adapt to evolving conditions in any career. 

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However, not every student has the tools they need. The study found that while 69% of recent graduates feel prepared by their education to enter the workforce, only 56% of hiring managers and 38% of educators agree, especially for creativity and design. 

That gap could be filled by encouraging creativity as a valuable skill in school, Canva suggests -- and the overwhelming majority (over 80%) of graduates, hiring managers, and educators agree. However, 34% of educators reported that their current curriculum lacks creativity. Just over a third (36%) cite a lack of time as a roadblock to providing their students with creative opportunities, while 32% say limited funding and resources are also problems. 

Also:  College grads with AI experience attract employers from every job sector

Still, the potential for change exists: 62% of educators have seen creativity increase among students in recent years, and believe students are more engaged when working on creative tasks, especially in the UK and Australia. 

Canva's report points to the growing importance of what Carly Daff, head of teams and education at the company, calls the "human touch." 

"This research underscores that while technology can automate a huge range of tasks in both the classroom and the workplace, it can't fully replicate the unique creative thinking that drives innovation," she said. 

"As we think about the future, we need to ensure our education systems prepare students not just with technical skills but with the creativity and problem-solving abilities that will set them apart in the workforce."

Also: 5 ways college students can use Gemini AI to keep up with school work

As many as 85% of hiring managers think AI's ascent will promote creativity, and most individuals surveyed believe AI to be a learnable skill, especially when taught in elementary school. 

The research suggests that if creativity can be taught, there's room for educational institutions to nurture it more directly, preparing students for the workforce -- especially for "roles in marketing, product design, research and development, and management." 

So what does teaching creativity look like for educators? 

"In the classroom, creativity is encouraged through project-based learning, collaborative assignments, and innovative problem-solving activities," the report explains. "These methods help students develop their creative skills by working on real-world problems and exploring new ideas."

Also: A third of all generative AI projects will be abandoned, says Gartner

"We aren't born more or less creative than others," said Kristina Holzweiss, a high school ed tech librarian. "Students who are encouraged to share stories are more likely to develop confidence in their writing, self-awareness of their voices, and curiosity to explore different perspectives."

AI could even have a role in that change. The report mentions how the technology can support creative skill-building by automating busywork and freeing up time. Plus, according to Canva's study on AI in education , 78% of teachers are interested in bringing AI into their classrooms. The company reports that as of July 2024, "teacher usage of Canva's AI tools has more than doubled" in the last year, with a 109% increase in Magic Write specifically since January. 

Canva offers several AI tools to support creative education, including Canva for Education and Canva for Campus .

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Working together, we can reimagine medicine to improve and extend people’s lives.

Principal Scientist with PhenoCycler Fusion experience (PhD)

About the role.

Internal Job Title: Principal Scientist I/II

Position Location: Cambridge, MA, onsite

About the Role:

We are seeking a highly motivated individual passionate about cutting-edge technology to explore single cell multiplex spatial proteomics. This role involves working with the latest generation PhenoCycler Fusion instrument and collaborating with translational immunologists, cancer biologists, and other researchers to advance our understanding of cellular processes in complex tissues and their application to drug development. This role offers exciting opportunities for career development, enhancing leadership skills and influencing collaborative efforts within various disease areas.

Key Responsibilities:

• Operate, maintain, and utilize the PhenoCycler Fusion (formerly CODEX).
• Build and optimize antibody panels.
• Conjugate and perform quality control of reagents.
• Consult with users on potential projects, including sample accessibility and experimental design.
• Optimize procedures, design panels, and provide data analysis consultation.
• Conduct multiplex imaging experiments.
• Perform basic data quality evaluation.
• Analyze data using licensed software.
• Maintain records of procedures and resultant data, both manually and on the computer.

Knowledge, Skills, and Abilities:

• Serve as a leader in spatial proteomic single cell biology and translational research applications, focusing on new targets, biomarkers/patient population selection, and treatment strategies.
• Focus efforts in priority application areas in Biomedical Research (BR) at Novartis to deliver impactful results through matrix collaboration with DA teams.
• Building on success from initial focused efforts, develop broader application strategies at BR in translational and reverse translation research, with support from leaders in Discovery Science, Disease Areas and Biomedical Research.
• Strong interpersonal and communication skills for close collaboration with team members.
• Ability to work effectively in a fast-paced, diverse environment.
• Good judgment, technical problem-solving, and analytical skills.
• Flexibility and adaptability as technology evolves.
• Prior experience in imaging techniques and applications in biological research.
• General lab skills and knowledge of lab safety and infection control.

Qualifications:

• Ph.D. in immunology, biological sciences, biochemistry, or a related field, and 2+ years of related postgraduate work experience
• Other technical and academic degrees will be considered with relevant research experience.
• 3+ years of demonstrated skill and experience using CODEX/PhenoCycler.
• Possess deep knowledge and expertise in immunology, biology, and multi-omics applications in translational research across various disease areas such as oncology (ONC), immuno-oncology (IO), immunity-driven diseases, and related treatment strategies.
• Understanding sample preparation, instrument optimization, and data analysis.
• Interest in bioinformatics and experience with software.
• Ability to identify and troubleshoot critical issues.
• Detail-orientated

Why Novartis: Our purpose is to reimagine medicine to improve and extend people’s lives and our vision is to become the most valued and trusted medicines company in the world. How can we achieve this? With our people. It is our associates that drive us each day to reach our ambitions. Be a part of this mission and join us! Learn more here: https://www.novartis.com/about/strategy/people-and-culture

You’ll receive: You can find everything you need to know about our benefits and rewards in the Novartis Life Handbook: https://www.novartis.com/careers/benefits-rewards

Commitment to Diversity and Inclusion / EEO: The Novartis Group of Companies are Equal Opportunity Employers and take pride in maintaining a diverse environment. We do not discriminate in recruitment, hiring, training, promotion or other employment practices for reasons of race, color, religion, gender, national origin, age, sexual orientation, gender identity or expression, marital or veteran status, disability, or any other legally protected status. We are committed to building diverse teams, representative of the patients and communities we serve, and we strive to create an inclusive workplace that cultivates bold innovation through collaboration and empowers our people to unleash their full potential.

Novartis Compensation and Benefit Summary: The pay range for this position at commencement of employment is expected to be between $112,800 to $186,000/year; however, while salary ranges are effective from 1/1/24 through 12/31/24, fluctuations in the job market may necessitate adjustments to pay ranges during this period. Further, final pay determinations will depend on various factors, including, but not limited to geographical location, experience level, knowledge, skills, and abilities. The total compensation package for this position may also include other elements, including a sign-on bonus, restricted stock units, and discretionary awards in addition to a full range of medical, financial, and/or other benefits (including 401(k) eligibility and various paid time off benefits, such as vacation, sick time, and parental leave), dependent on the position offered. Details of participation in these benefit plans will be provided if an employee receives an offer of employment. If hired, employee will be in an “at-will position” and the Company reserves the right to modify base salary (as well as any other discretionary payment or compensation program) at any time, including for reasons related to individual performance, Company or individual department/team performance, and market factors.

Join our Novartis Network: If this role is not suitable to your experience or career goals but you wish to stay connected to hear more about Novartis and our career opportunities, join the Novartis Network here: https://talentnetwork.novartis.com/network

Commitment to Diversity and Inclusion: Novartis is committed to building an outstanding, inclusive work environment and diverse teams' representative of the patients and communities we serve.

Why Novartis: Helping people with disease and their families takes more than innovative science. It takes a community of smart, passionate people like you. Collaborating, supporting and inspiring each other. Combining to achieve breakthroughs that change patients’ lives. Ready to create a brighter future together? https://www.novartis.com/about/strategy/people-and-culture

Join our Novartis Network: Not the right Novartis role for you? Sign up to our talent community to stay connected and learn about suitable career opportunities as soon as they come up: https://talentnetwork.novartis.com/network

Benefits and Rewards: Read our handbook to learn about all the ways we’ll help you thrive personally and professionally: https://www.novartis.com/careers/benefits-rewards

EEO Statement:

The Novartis Group of Companies are Equal Opportunity Employers who are focused on building and advancing a culture of inclusion that values and celebrates individual differences, uniqueness, backgrounds and perspectives. We do not discriminate in recruitment, hiring, training, promotion or other employment practices for reasons of race, color, religion, sex, national origin, age, sexual orientation, gender identity or expression, marital or veteran status, disability, or any other legally protected status. We are committed to fostering a diverse and inclusive workplace that reflects the world around us and connects us to the patients, customers and communities we serve.

Accessibility & Reasonable Accommodations

The Novartis Group of Companies are committed to working with and providing reasonable accommodation to individuals with disabilities. If, because of a medical condition or disability, you need a reasonable accommodation for any part of the application process, or to perform the essential functions of a position, please send an e-mail to [email protected] or call +1(877)395-2339 and let us know the nature of your request and your contact information. Please include the job requisition number in your message.