{"id":75,"date":"2022-10-26T17:40:54","date_gmt":"2022-10-26T21:40:54","guid":{"rendered":"https:\/\/opentextbooks.concordia.ca\/ctlguidebook\/?post_type=chapter&#038;p=75"},"modified":"2024-03-26T16:08:26","modified_gmt":"2024-03-26T20:08:26","slug":"problem-solving","status":"publish","type":"chapter","link":"https:\/\/opentextbooks.concordia.ca\/active-learning\/chapter\/problem-solving\/","title":{"raw":"Problem-solving","rendered":"Problem-solving"},"content":{"raw":"<div class=\"textbox shaded\">\r\n\r\n<strong>On this page<\/strong>\r\n<ol>\r\n \t<li><a href=\"#case-studies\">Case studies<\/a><\/li>\r\n \t<li><a href=\"#problem-based-learning\">Problem-based learning<\/a><\/li>\r\n \t<li><a href=\"#think-aloud-pair-problem-solving\">Think-aloud-pair problem solving<\/a><\/li>\r\n<\/ol>\r\n<\/div>\r\n<div>\r\n<h2>Case studies<\/h2>\r\nStudents (individually, in pairs or in groups) analyze an authentic scenario and apply course ideas to provide a solution.\r\n\r\n<em>Promotes: inductive and analytical reasoning, knowledge integration<\/em>\r\n<ul>\r\n \t<li><a href=\"https:\/\/www.saltise.ca\/strategies\/case-studies\/\" data-bcup-haslogintext=\"no\">About Case Studies<\/a>\u00a0(SALTISE)<\/li>\r\n \t<li><a href=\"https:\/\/www.saltise.ca\/activities\/?strategies=2437#main\" data-bcup-haslogintext=\"no\">Case Studies Active Learning Activities<\/a> (SALTISE)<\/li>\r\n \t<li><a href=\"https:\/\/kpcrossacademy.org\/techniques\/case-studies\/\">Additional materials for Case Studies by The K. Patricia Cross Academy<\/a><\/li>\r\n \t<li><a href=\"https:\/\/www.youtube.com\/watch?v=-UK0Q4hE0qs\">Online Teaching Adaptation: Case Studies by The K. Patricia Cross Academy<\/a><\/li>\r\n<\/ul>\r\n<em>Teaching Technique 24: Case Studies<\/em>\u00a0video \u00a9 The K. Patricia Cross Academy\r\n\r\nhttps:\/\/www.youtube.com\/watch?v=kwjx1PV9RjI\r\n\r\n<em>Teaching by Case Study<\/em> video \u00a9 Standford University\r\n\r\nhttps:\/\/www.youtube.com\/watch?v=YYvN9rpwkfU\r\n\r\n<em>The Case Study Method for Advanced Teacher Education<\/em> video \u00a9 National Academy of Advanced Teacher Education\r\n\r\nhttps:\/\/www.youtube.com\/watch?v=l_-lLTazXM8\r\n<h2>Problem-based learning<\/h2>\r\nAn instructional approach wherein students learn through the direct experience of solving problems (SALTISE).\r\n\r\n<em>Promotes: Self-regulated learning, Content analysis, Application of knowledge<\/em>\r\n<ul>\r\n \t<li><a href=\"https:\/\/www.saltise.ca\/strategies\/problem-based-learning\/\" data-bcup-haslogintext=\"no\">About Problem-Based Learning<\/a>\u00a0(SALTISE)<\/li>\r\n \t<li><a href=\"https:\/\/www.saltise.ca\/activities\/?strategies=10157#main\" data-bcup-haslogintext=\"no\">Problem-Based Learning active learning activities<\/a> (SALTISE).<\/li>\r\n \t<li><a style=\"text-align: initial;font-size: 1em\" href=\"https:\/\/www.youtube.com\/watch?v=cMtLXXf9Sko\" data-bcup-haslogintext=\"no\">Problem-Based Learning (How it works &amp; why it is used)<\/a><span style=\"text-align: initial;font-size: 1em\"> \u2013 Video (Maastricht University,\u00a0Netherlands)<\/span><\/li>\r\n \t<li><a style=\"text-align: initial;font-size: 1em\" href=\"https:\/\/www.youtube.com\/watch?v=pQDz49XURY0\" data-bcup-haslogintext=\"no\">Introduction to Problem Based Learning curriculum (Science)<\/a><span style=\"text-align: initial;font-size: 1em\">\u00a0\u2013 Video (Rowan University,\u00a0School of Osteopathic Medicine)<\/span><\/li>\r\n<\/ul>\r\n<h3>Different variations<\/h3>\r\n<ul>\r\n \t<li><a href=\"https:\/\/serc.carleton.edu\/sp\/library\/dps\/index.html\" data-bcup-haslogintext=\"no\">Documented problem-solving<\/a>\u00a0- Students keep track of the steps they take as they solve a problem (SERC, Carlton College).<\/li>\r\n \t<li><a href=\"https:\/\/teaching.utoronto.ca\/teaching-support\/active-learning-pedagogies\/active-learning-adapting-techniques\/structured-problem-solving\/\" data-bcup-haslogintext=\"no\">Structured problem-solving<\/a> - Students work in teams to use a specific process to solve a complex problem (University of Toronto).<\/li>\r\n<\/ul>\r\n<h2>Think-aloud-pair problem solving<\/h2>\r\nIn pairs, students take turns listening while the other explains their solution and reasoning to a given problem.\r\n\r\n<em>Promotes: active listening, knowledge application<\/em>\r\n<ul>\r\n \t<li><a href=\"https:\/\/kpcrossacademy.org\/techniques\/think-aloud-pair-problem-solving\/\">Additional materials on Think-Aloud-Pair Problem-Solving by The K. Patricia Cross Academy<\/a><\/li>\r\n \t<li><a href=\"https:\/\/www.youtube.com\/watch?v=nnc5yYhybqc\"><em>Online teaching adaptation: TAPPS<\/em> video by The K. Patricia Cross Academy<\/a><\/li>\r\n<\/ul>\r\n<em>Teaching Technique 48: TAPPS<\/em> video \u00a9 The K. Patricia Cross Academy\r\n\r\nhttps:\/\/www.youtube.com\/watch?v=d9Iwufv_I5Y\r\n\r\nThink-Aloud-Pair-Problem Solving is a technique that allows students to work in pairs using a turn-based approach.\r\n\r\nThe instructor begins by presenting a problem or asking students to think of a problem which they must solve. Taking turns, <b><i>Student A<\/i><\/b>\u00a0presents the problem to their partner and explains their proposed solutions based on theory and assumptions.\u00a0<b><i>Student B<\/i><\/b> is tasked with active listening, responding at the end of the explanation with feedback and comments to validate the solution or address any errors or imprecisions. These roles are then reversed so that Student B presents a new problem, followed by the problem-solving expression, and Student A engages in active listening, followed by feedback and comments in response to the explanation.\r\n\r\n<\/div>\r\n\r\n[caption id=\"attachment_448\" align=\"aligncenter\" width=\"960\"]<img class=\"size-full wp-image-448\" src=\"http:\/\/opentextbooks.concordia.ca\/active-learning\/wp-content\/uploads\/sites\/50\/2022\/10\/think-aloud-pair-problem-solving.png\" alt=\"This illustration shows the Think-Aloud Pair Problem-Solving active learning technique with two figure drawings depicting two students (A and B) working together. Figure drawing of student A is carrying out &quot;Active Listening&quot; shown in a listening graphic shown above the head of the figure drawing of student A while the figure drawing of student B shows in the speech bubble above their head with the text &quot;Problem Solving&quot; the action explaining problem solving steps that the figure drawing of student A is listening and responding to. The illustration shows the same four figure drawings while alternating the text in the speech bubbles showing figure drawing of student B now engaged in &quot;Active listening&quot; indicated in a listening graphic above the head and figure drawing of student A now engaged in outlining the steps for problem solving indicated in the speech bubble above the head of student A containing the text, &quot;Problem Solving&quot;. These two drawings are repeated again to illustrate four alternating terms altogether as a sequence representing four turns.\" width=\"960\" height=\"540\" \/> Diagram of think-aloud pair problem-solving active learning technique.[\/caption]","rendered":"<div class=\"textbox shaded\">\n<p><strong>On this page<\/strong><\/p>\n<ol>\n<li><a href=\"#case-studies\">Case studies<\/a><\/li>\n<li><a href=\"#problem-based-learning\">Problem-based learning<\/a><\/li>\n<li><a href=\"#think-aloud-pair-problem-solving\">Think-aloud-pair problem solving<\/a><\/li>\n<\/ol>\n<\/div>\n<div>\n<h2>Case studies<\/h2>\n<p>Students (individually, in pairs or in groups) analyze an authentic scenario and apply course ideas to provide a solution.<\/p>\n<p><em>Promotes: inductive and analytical reasoning, knowledge integration<\/em><\/p>\n<ul>\n<li><a href=\"https:\/\/www.saltise.ca\/strategies\/case-studies\/\" data-bcup-haslogintext=\"no\">About Case Studies<\/a>\u00a0(SALTISE)<\/li>\n<li><a href=\"https:\/\/www.saltise.ca\/activities\/?strategies=2437#main\" data-bcup-haslogintext=\"no\">Case Studies Active Learning Activities<\/a> (SALTISE)<\/li>\n<li><a href=\"https:\/\/kpcrossacademy.org\/techniques\/case-studies\/\">Additional materials for Case Studies by The K. Patricia Cross Academy<\/a><\/li>\n<li><a href=\"https:\/\/www.youtube.com\/watch?v=-UK0Q4hE0qs\">Online Teaching Adaptation: Case Studies by The K. Patricia Cross Academy<\/a><\/li>\n<\/ul>\n<p><em>Teaching Technique 24: Case Studies<\/em>\u00a0video \u00a9 The K. Patricia Cross Academy<\/p>\n<p><iframe loading=\"lazy\" id=\"oembed-1\" title=\"Teaching Technique 24: Case Studies\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/kwjx1PV9RjI?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<p><em>Teaching by Case Study<\/em> video \u00a9 Standford University<\/p>\n<p><iframe loading=\"lazy\" id=\"oembed-2\" title=\"Teaching by the Case Method\" width=\"500\" height=\"375\" src=\"https:\/\/www.youtube.com\/embed\/YYvN9rpwkfU?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<p><em>The Case Study Method for Advanced Teacher Education<\/em> video \u00a9 National Academy of Advanced Teacher Education<\/p>\n<p><iframe loading=\"lazy\" id=\"oembed-3\" title=\"The Case Study Method for Advanced Teacher Education\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/l_-lLTazXM8?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<h2>Problem-based learning<\/h2>\n<p>An instructional approach wherein students learn through the direct experience of solving problems (SALTISE).<\/p>\n<p><em>Promotes: Self-regulated learning, Content analysis, Application of knowledge<\/em><\/p>\n<ul>\n<li><a href=\"https:\/\/www.saltise.ca\/strategies\/problem-based-learning\/\" data-bcup-haslogintext=\"no\">About Problem-Based Learning<\/a>\u00a0(SALTISE)<\/li>\n<li><a href=\"https:\/\/www.saltise.ca\/activities\/?strategies=10157#main\" data-bcup-haslogintext=\"no\">Problem-Based Learning active learning activities<\/a> (SALTISE).<\/li>\n<li><a style=\"text-align: initial;font-size: 1em\" href=\"https:\/\/www.youtube.com\/watch?v=cMtLXXf9Sko\" data-bcup-haslogintext=\"no\">Problem-Based Learning (How it works &amp; why it is used)<\/a><span style=\"text-align: initial;font-size: 1em\"> \u2013 Video (Maastricht University,\u00a0Netherlands)<\/span><\/li>\n<li><a style=\"text-align: initial;font-size: 1em\" href=\"https:\/\/www.youtube.com\/watch?v=pQDz49XURY0\" data-bcup-haslogintext=\"no\">Introduction to Problem Based Learning curriculum (Science)<\/a><span style=\"text-align: initial;font-size: 1em\">\u00a0\u2013 Video (Rowan University,\u00a0School of Osteopathic Medicine)<\/span><\/li>\n<\/ul>\n<h3>Different variations<\/h3>\n<ul>\n<li><a href=\"https:\/\/serc.carleton.edu\/sp\/library\/dps\/index.html\" data-bcup-haslogintext=\"no\">Documented problem-solving<\/a>\u00a0&#8211; Students keep track of the steps they take as they solve a problem (SERC, Carlton College).<\/li>\n<li><a href=\"https:\/\/teaching.utoronto.ca\/teaching-support\/active-learning-pedagogies\/active-learning-adapting-techniques\/structured-problem-solving\/\" data-bcup-haslogintext=\"no\">Structured problem-solving<\/a> &#8211; Students work in teams to use a specific process to solve a complex problem (University of Toronto).<\/li>\n<\/ul>\n<h2>Think-aloud-pair problem solving<\/h2>\n<p>In pairs, students take turns listening while the other explains their solution and reasoning to a given problem.<\/p>\n<p><em>Promotes: active listening, knowledge application<\/em><\/p>\n<ul>\n<li><a href=\"https:\/\/kpcrossacademy.org\/techniques\/think-aloud-pair-problem-solving\/\">Additional materials on Think-Aloud-Pair Problem-Solving by The K. Patricia Cross Academy<\/a><\/li>\n<li><a href=\"https:\/\/www.youtube.com\/watch?v=nnc5yYhybqc\"><em>Online teaching adaptation: TAPPS<\/em> video by The K. Patricia Cross Academy<\/a><\/li>\n<\/ul>\n<p><em>Teaching Technique 48: TAPPS<\/em> video \u00a9 The K. Patricia Cross Academy<\/p>\n<p><iframe loading=\"lazy\" id=\"oembed-4\" title=\"Teaching Technique 48: TAPPS\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/d9Iwufv_I5Y?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<p>Think-Aloud-Pair-Problem Solving is a technique that allows students to work in pairs using a turn-based approach.<\/p>\n<p>The instructor begins by presenting a problem or asking students to think of a problem which they must solve. Taking turns, <b><i>Student A<\/i><\/b>\u00a0presents the problem to their partner and explains their proposed solutions based on theory and assumptions.\u00a0<b><i>Student B<\/i><\/b> is tasked with active listening, responding at the end of the explanation with feedback and comments to validate the solution or address any errors or imprecisions. These roles are then reversed so that Student B presents a new problem, followed by the problem-solving expression, and Student A engages in active listening, followed by feedback and comments in response to the explanation.<\/p>\n<\/div>\n<figure id=\"attachment_448\" aria-describedby=\"caption-attachment-448\" style=\"width: 960px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-448\" src=\"http:\/\/opentextbooks.concordia.ca\/active-learning\/wp-content\/uploads\/sites\/50\/2022\/10\/think-aloud-pair-problem-solving.png\" alt=\"This illustration shows the Think-Aloud Pair Problem-Solving active learning technique with two figure drawings depicting two students (A and B) working together. Figure drawing of student A is carrying out &quot;Active Listening&quot; shown in a listening graphic shown above the head of the figure drawing of student A while the figure drawing of student B shows in the speech bubble above their head with the text &quot;Problem Solving&quot; the action explaining problem solving steps that the figure drawing of student A is listening and responding to. The illustration shows the same four figure drawings while alternating the text in the speech bubbles showing figure drawing of student B now engaged in &quot;Active listening&quot; indicated in a listening graphic above the head and figure drawing of student A now engaged in outlining the steps for problem solving indicated in the speech bubble above the head of student A containing the text, &quot;Problem Solving&quot;. These two drawings are repeated again to illustrate four alternating terms altogether as a sequence representing four turns.\" width=\"960\" height=\"540\" srcset=\"https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-content\/uploads\/sites\/50\/2022\/10\/think-aloud-pair-problem-solving.png 960w, https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-content\/uploads\/sites\/50\/2022\/10\/think-aloud-pair-problem-solving-300x169.png 300w, https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-content\/uploads\/sites\/50\/2022\/10\/think-aloud-pair-problem-solving-768x432.png 768w, https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-content\/uploads\/sites\/50\/2022\/10\/think-aloud-pair-problem-solving-65x37.png 65w, https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-content\/uploads\/sites\/50\/2022\/10\/think-aloud-pair-problem-solving-225x127.png 225w, https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-content\/uploads\/sites\/50\/2022\/10\/think-aloud-pair-problem-solving-350x197.png 350w\" sizes=\"auto, (max-width: 960px) 100vw, 960px\" \/><figcaption id=\"caption-attachment-448\" class=\"wp-caption-text\">Diagram of think-aloud pair problem-solving active learning technique.<\/figcaption><\/figure>\n","protected":false},"author":64,"menu_order":8,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-75","chapter","type-chapter","status-publish","hentry"],"part":59,"_links":{"self":[{"href":"https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-json\/pressbooks\/v2\/chapters\/75","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-json\/wp\/v2\/users\/64"}],"version-history":[{"count":17,"href":"https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-json\/pressbooks\/v2\/chapters\/75\/revisions"}],"predecessor-version":[{"id":471,"href":"https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-json\/pressbooks\/v2\/chapters\/75\/revisions\/471"}],"part":[{"href":"https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-json\/pressbooks\/v2\/parts\/59"}],"metadata":[{"href":"https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-json\/pressbooks\/v2\/chapters\/75\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-json\/wp\/v2\/media?parent=75"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-json\/pressbooks\/v2\/chapter-type?post=75"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-json\/wp\/v2\/contributor?post=75"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/opentextbooks.concordia.ca\/active-learning\/wp-json\/wp\/v2\/license?post=75"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}