What problem solvers do?

• Identify the problem
• Understand the obstacles to overcome solving the problem
• Come up with possible solutions
• Prioritize and evaluate different solutions
• Select a solution
  

IDEAL problem solve

1. I Identify the problem
2. D Define and represent the problem
3. E Explore possible strategies or solutions
4. A Act on a selected strategy or solution
5. L Look back and evaluate
   

What questions can we ask?

• What classroom tasks or activities support problem-solving thinking?
• How will students learn the skills to identify a complex problem that requires higher order thinking?
• How will students know when not to over-think the solution?
• What process will students use to read and understand complex problems?
  

Before a student can solve higher order thinking problems, they need to understand the task. Students must ask questions about the problem. Once they understand the issue, then they make sense of relevant information.

Strategies

As with all learning skills, strategy needs to be taught, modeled and practiced regularly.

An appropriate strategy will deliver better work product, and make it easier to grade or evaluate.

Sample strategies

• Creating lists
• Organizing thinking with outlines
• Graphic organizers
• Note-taking skills
  

Relevant information

Problem-solving skills include the ability to identify non-relevant information. Students need modeling and independent practice to gain these skills. It may take some several years for some students to understand how to value and trust information.

1. How will we scaffold this skill?
2. What background knowledge is necessary for the task?
   

Critical thinking

Students need to become independent thinkers and over support does not allow this to happen.

Structured tasks

Structured tasks usually have one correct answer and follow a set process to solve. Solving a structured task does not support high levels of thinking.

Structured tasks can be difficult, but higher order thinking requires complexity.

Unstructured tasks

Unstructured tasks usually have more than one correct answer. Students need to justify their thinking. Unstructured tasks are more like real-life situations.

Students have to make decisions solving unstructured problems.

Real world tasks

• Involve ambiguities
• Need more than one source of information
• Judge value of information.
• Use close reading skills
  

Source: How to Assess Higher-Order Thinking Skills in Your Classroom – Brookhart