Problem Solving
Instructor's Guide

Skills Students Need

This module addresses academic survival skills and communications skills, requires active use of writing, speaking, and other forms of self-expression, and provides opportunities for information gathering, synthesis, and analysis in solving problems and in critical thinking.

Students should have the following skills prior to using this module:

• ability to send and receive e-mail
• ability to access and use the Penn State Course Management System, ANGEL
• ability to use a network browser and access to the Internet

The instructor should identify local resources that can provide these students with the skills they need to complete this module. Some examples of these resources include:

• computer labs
• seminars
• periodic training sessions
• peer tutoring

Identification of students lacking these skills and providing them with learning opportunities to acquire these skills is a critical necessity. This module will not provide this instruction. It will only provide the opportunity for students to utilize these resources in a meaningful, relevant manner.

Underlying Concepts and Theories

There are many problem-solving theories and methodologies in existence. The purpose of this module is not to introduce yet another methodology, but to provide students with a set of tools so they can objectively examine any stated problem, dig deeply into it, and discover the root cause of the problem. Nearly all problem- solving theorists agree that this is a crucial first step when approaching any problem.

Problems can be classified into well-structured and ill-structured problems. An example of a well-structured problem is your typical mathematical, 2+2 = ? query. This question has a definitive, "correct" answer. In contrast to this are ill-structured problems, problems where many possible answers exist. An example of an ill-structured problem is the question "How can we maximize water resources in our area?" In this real-life problem, over 20 solutions were proposed; it was up to the local area authorities to weigh the pros and cons of each solution and choose the best (not the correct) solution for the area. Ill-structured problems are thus more difficult to solve. This module concentrates on ill-structured problems because they are encountered in "real life" and require higher order thinking skills to solve.

ANGEL

The instructor should explain that the content for this module resides in ANGEL and ask students to read the content, and complete any relevant activities prior to any in-class instruction.   Provide students with the following information:

• Computer resources available, including any constraints such as lab hours, number of computers, etc.
• Who will assist students with technical help (Learning Center tutors, lab attendants, etc.).
• Who will assist students with subject matter help (in most cases this is the instructor).
• A definite completion date, keeping in mind the constraints students must operate under to access the module in ANGEL.
• Lab hours when the instructor will be available to serve as a facilitator.

Quizzes, Reflective Questions and Activities

Each module contains activities designed to help students learn and practice the concepts presented.   Reflective questions help students recall what they already know about the topic as well as to work through new ideas and concepts.   Worksheets and tip sheets supplement the instruction and give students an opportunity for additional practice.   Quizzes provide yet another means for students to practice as well as to check to be sure they have read and understand the materials.

The modules all have a standard layout. When you import a module into your ANGEL group or course a folder with the module's name will be added under the "Lessons" tab (course) or the "Content" tab (group). This folder can be moved and placed within another folder if desired.

To start the module, students should open the first file in the list inside each module's folder. This file has the word lesson as part of its name and contains the links to other parts of the lesson.

Open the first file in the module folder to begin the lesson.

This "master" file contains descriptions of the purpose, goals, and objectives, as well as instructions for completing the module, references to materials used in designing and developing the content of the module, a summary of the important points in the module, and a survey for students to complete after finishing the module. (Survey results are available to editors in the group or course through the on-line grade report tool.)

The rest of the files in each module's folder are accessed through links embedded within the content. As the student reads the content and completes the activities, other files from the folder will be used.   Some students may become confused if they try to complete the module by working their way down the list and viewing each file without reading the accompanying materials.   Instructors may want to make a point of announcing in class and/or putting directions in the syllabus about how to complete each module.

Note: The module will not work correctly if the student does not begin with the "master" file and work through the activities using the embedded links.

Scores for quizzes are recorded in ANGEL and can be accessed through the on-line grade report tool. Responses to reflective questions using the "My Notes" tool are accessible only to the person who types them - they are not available to the group or course editors. If you, as the instructor, want to see the answers to the reflective quesitons, you will need to have the students use a word processor to record their answers instead of the "My Notes" tool.

In addition to the quizzes and activities already written into each module, owners/editors may want to add discussion (message) boards, chat rooms, surveys, links, etc. These are all tools that are available within ANGEL. Instructors also have the option of editing and adding or deleting quiz questions and/or quizzes.

As the instructor, you will need to choose which assignments students are to complete, determine if and how credit will be given for the assignments, and establish due dates and submission methods for the assignments.   Including this information in your course syllabus will make it readily available to students.

Following are the assignments embedded in the Problem Solving module:

Activity 1:   Reflective question - what problems are the virtual students having?

Activity 2:   Reflective question - is there an easy solution to the problems the virtual students are having?

Activity 3:   Quiz

Activity 4:   Quiz

Activity 5:   Quiz

Activity 6:   Activity - what causes should Juan consider?

Activity 7:   Activity - state the problem in clear teams

Activity 8:   Reflective question - how can you structure your college life for the best experience?

Activity 9:   Reflective question - how can you benefit from good problem solving skills?

Activity 10:   Quiz

Relationship to Other iStudy Modules

This activity is the first step in most research methodologies. A typical research methodology can be described as:

• Identification of the Problem
• Data Collection
• Data Analysis
• Report Writing
• Review, Revision, and Publication of Findings

Therefore, it is recommended that instructors introduce this module to students prior to any modules that deal with data collection and analysis, report writing, or the review, revision, and publication process.

Suggested In-class Methods of Presentation

Lecture

• Explain the purpose/intent of the session. Refer to the Purpose section for more detail.
• Explain general information about the problem solving, including well-defined problem, ill-defined problems, and why problem solving is an important skill.

Discussion

• Provide examples of ill-structured problems. Instructors should provide several examples, and invite students to cite some examples as well.
• Explain that determining the true problem is the most important step in problem solving.
• Break the students up into small (four-five people) groups. Provide each group with a problem, perhaps a current social issue. Each group should work with the provided problem to create a probable problem statement, listing why it is a problem and what will happen when the problem is solved as showed in Key Points listed below.
• Each group should present its findings to the class and be prepared to discuss them. Instructors can assess students' understanding of identification of the true problem at this point by observing how each group presents its findings and responds to questioning.

OPTIONAL - Have students look in your local or college newspaper for examples of problems faced by students, the community, the state, the nation, or the world. Have them identify the true problem or problems.

Note : This is an excellent opportunity to utilize and reinforce the cooperative learning techniques from the Cooperative Learning Module.

Key Points

These points are covered in the iStudy module, but should be emphasized in any discussions.

Steps in a problem-solving process.

Identifying the true problem.

Separate symptoms from causes.

Define and analyze the problem.

Assessment

Through observing both the group's and the individual's activity, the instructor may assess student performance. Assessment criteria are as follows (Instructors supply the percentage weights):