Basic Problem Solving Principles

Seven Principles for Intelligent Problem leondumoulin.nl The authors continue by listing seven basic principles for effective problem-solving.
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• Additional Guidelines for Problem Solving and Decision Making
• Problem-Solving—The Top Ten Principles
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• Teaching Problem Solving | Center for Teaching | Vanderbilt University

Problems can be classified into those over which you have. Clean up your own backyard first. Don't look for problems in other areas until you are perfect! Your own problems usually can be fixed the quickest. Then go on to problems that require the co-operation of your boss or the people in the next department. Do not get frustrated about problems over which you have no control.

Additional Guidelines for Problem Solving and Decision Making

If they really bother you, bring them to the attention of senior management and then get back to solving your own issues. Follow a step-by-step approach. Problem-solving is most effective when it follows a sequence of steps see the Problem-Solving Road Map on page Without such an approach, people often start with solutions.

Don't jump to conclusions or try to solve problems before defining them or finding their real causes. This wastes time and money, since the solution might not remove the root cause. Rely on data whenever possible. Facts are always more compelling than opinions. Unless the problem is small or insignificant, collect statistics to provide answers to the five Ws and an H:. Break the problem down so you can deal with one aspect at a time. Problems having to do with quality, communications, and productivity can be enormous and may defy solution.

To reduce their impact, deal with these problems in the same way that you would eat an elephant: Use a team approach where necessary. Remember, many hands make light work. Once a solution has been reached, students should ask themselves the following questions:. If you have questions concerning access, such as parking, building layouts, or obtaining information in alternative formats, or wish to request accommodations for a CTE workshop or event, please contact CTE via email cte uwaterloo.

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Skip to main Skip to footer. Show sub-menu Support for Centre for Teaching Excellence. Faculty and staff Chairs and directors Postdoctoral fellows Graduate students. Principles for teaching problem solving Model a useful problem-solving method. Problem solving can be difficult and sometimes tedious.

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 e. 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. Ask questions and make suggestions. 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.

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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. Have students identify the system under study e.

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. 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. 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. 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.