Create a Problem
Create a Problem
Embedded Files
Creating a problem...
Supports modeling through scenarios
Increases perspective taking
Promotes collaboration
Implementation
Implementation
Overview
Creating a low risk problem that a student or group of students can help solve.
This strategy is often used to create collaboration or give the feeling of empowerment
Problems include the teacher not knowing something, not having something they need, or asking for assistance.
The teacher allows the student(s) to help solve the problem and shows appreciation in reflection.
Core Components
Problem must require collaboration
Facilitated opportunity to review various perspectives
"Scaffold not spoon-feed"- Support as much as necessary
Model the process
Proactively- Used in task cards to promote situational thinking
Responsively- Scaffolded with students as conflict or problem arises.
Proactive Implementation
Proactively introducing or creating scenarios where students practice problem solving skills can build up foresight for when situations actually occur.
Responsive Implementation
Responsively introducing problems/scenarios typically arises when students are struggling with problem solving and critical thinking. Scenarios help them think through the dilemma.
Bucket Fits
Bucket Fits
Connection
If the need is connection then the scenario can be practiced as a skit with members of the class.
Skills Training
If the need is skill building then the scenarios should be designed with the specific skill in mind.
Awareness
If the need is awareness then a discussion with the class on how they would feel if they were impacted in the scenario is a must.
Emotional Regulation
If the need is regulation then the student scenario may be set where they do not have access to a particular coping tool and brainstorm what they could do.
Consider Factors Prior to Start
Student factors-
Gender, race, function, topography, family dynamics, interpersonal relationships
Contextual factors -
Resource availability, classroom instruction, physical space, time, technology
Intensifying or Fading During
Duration
Frequency
Feedback
Reinforcement
Goals
REMINDER
Make a note to document when you're starting this intervention.
After 10 consecutive school days of implementation, use collected data to determine the intervention's effectiveness.
Resource
Resource
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