Types of Problem-solving

See the full text for the discussion below in:

London: David Fulton Publishers (A NACE-Fulton Pub) ISBN 1 84312 107 7

 

A problem is any kind of challenge that ranges from simple everyday contexts to complex world scenarios, and we use our analytical, creative and practical intelligence to solve them.

Importantly, intelligence is problem-solving, and our problem-solving abilities can be improved if we practise ‘problem-solving behaviour’!

 

The TASC Framework summarises the essential processes of problem-solving behaviour, and uses whole brain activity. Schools using the TASC Framework across the curriculum report that students quickly develop greater independence, motivation and perseverance. Importantly, standards rise!

(See the report of the evaluation of TASC across 350 schools.)

 

We can break down problem-solving into 6 types ranging from closed to open. See Diagram 1 for this analysis.

 

Problem Types 1 to 3 are closed but are necessary to develop subject based skills and a range of basic thinking and recording skills. These types of problems have correct procedures and answers.

 

Problem Types 4 to 6 become increasingly open-ended and rely on a sound repertoire of problem types 1 to 3 but the possible solutions are creative, personalised and differentiated. The key words are: create, invent, design, construct, compose, imagine.

 

It is easy to see the difference between a type 1/2 problem and a type 5/6 but the significant change in a problem type occurs at level 4 and beyond. It is obvious that learners need to experience a balance of problem types within subjects and across the curriculum.

 

Most teaching and learning interactions involve problem types 1 to 3 - but it is essential that learners have many opportunities to engage in solving problems that range from type 4 to 6.   

 

Can we use the TASC Framework all the time?

Even with problem types 1 to 3, it is possible to use segments of the TASC Wheel - for example:

Gather and Organise: What do we already know?

Generate: How many ways can we do this?

Evaluate: Are we getting this right? What are the difficulties?

Learn from experience: What have we learned to do? Do we understand?

 

A planning and teaching tip! It’s a good idea to discuss with the learners that the overall aim of the series of lessons is to be able to tackle a problem type, 4, 5 or 6. Then to negotiate what needs to learned or revised as a problem type 1, 2 or 3.

 

Many learners will already have mastered the problem types 1, 2, 3 and can quickly move on to problem type 4,5 or 6.

See the following diagrams for a series of analysis of types of problem-solving: