Teaching Strategy #4: Problem Solving

Problem solving as a teaching strategy is about teaching through problem solving, in other words – it’s about ‘using problem solving as a technique to help students learn’ (Killen, 2009). This teaching strategy is also one that is versatile in many different teaching contexts and key learning areas. This strategy also has assisted in developing the problem-based learning approach to curriculum design (Killen, 2009). People are faced with problems every day, so it is vital to equip students with the skills they need to solve these problems. Killen (2009, pg. 242) suggests that problem solving can engage and motivate students to develop deeper understanding through applying ideas to real-world situations. He also implies that there are advantages and disadvantages with the teaching strategy, such as; helping develop critical thinking skills, actively engages learners and helps teachers to gain a better understanding of the abilities of the students. Having students collaboratively work on problems proves more beneficial to both the learner and teacher as it gains the benefits from small-group work and collaborative learning (Killen, 2009). The limitations of teaching through problem solving include; lack of interest if problems aren’t relevant, problems are required to be well structured for specific learning outcome and as Kirschner, Sweller and Clark (2006, pg.84) discuss, ‘students may acquire misconceptions through learning independently’. However, most of these misconceptions can be overcome through careful monitoring and high quality structuring, of the problem itself, by the teacher. This strategy links with the UDL guidelines (CAST, 2011) by providing options for: perception, communication and expression as well as executive functions. Overall, this strategy seems to be beneficial to teachers to help promote their students to gain deeper understanding and engagement with their learning.

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