Topic 4: Problem Solving
Learning Intention:
I can identify the problem in a scenario.
I can brainstorm possible options for a solution.
I can compare options and choose one to try
Explain that the focus of the next activity will be to try out some useful thinking strategies to use when dealing with problems or making difficult choices. Ask students to turn to the person near them and describe to them how they would define a personal problem. Ask for volunteers to share their definitions. Create a working definition and write it on the board. Now ask them to define the word option. Ask for volunteers to share their definitions and create a working definition to write on the board.
Explain that in life we can be faced with a range of problems, many minor and some on a larger scale. Sometimes we have to make difficult decisions or make hard choices. Being able to work through problems is an important skill for life. Helping others think through their options when they face a problem is also an important skill in friendship. It is more important to be able to help people think things through for themselves rather than to just tell them what to do.
Draw the image of the daisy on the board. Explain that this model can be used to help us map out our options before we make a decision about what is the right thing to do. First we name the problem and write the name on the stem. Then we brainstorm options, a different one for each petal. Then in the centre we put the option we have chosen. Read out the example scenario and work with the class to map it onto the daisy problem-solving model as shown.
Ask students to work in pairs or trios to map out problem- solving using the daisy model. Distribute one handout to each group. They can choose one of the problem scenarios or devise their own. Ask the students to map their chosen problem onto the flower, brainstorming options and together deciding upon a recommended action.
Once groups have completed the activity, ask them to report back to the class and explain their thinking and recommendations. Invite other students to comment on the choice.
Ask:
• In what ways will this choice help the person deal with the problem?
• How can using a thinking model like this be helpful when faced with a difficult choice?
Review the learning intentions by asking students to reflect on what they have learned in this activity. Ask: Has the activity helped you learn some thinking strategies to use when dealing with problems or making difficult choices? How has the daisy model helped you to do this?
Topic 4: Problem Solving
Learning Intention:
I can role play the selected option in a problem situation.
I can reflect on the challenges of carrying out choices in social situations.
I can evaluate an action.
I can modify an action based on advice.
Explain that having made a choice of which option to try for their scenario, they are now required to take action.
It can be harder to follow good advice than it is to think it up! This is why role play and rehearsal is helpful.
Ask students to work with their group to develop a role play around the scenario used in the previous activity.
They will have to show how they will translate the chosen option into an action. They should make the scenario as realistic as possible so as to test out what it would be like to carry out this option in real life.
After they have rehearsed, ask groups to present the scenario to the class. Invite other students to comment on the choice:
• In what ways did the chosen strategy help the person deal with the problem?
•In what ways could it have been done differently?
• What other options might work?.
Give students a chance to revise their role play based on a piece of advice from the feedback they received, and to show the revised scene. Alternatively, give them a chance to show how to ‘solve’ the challenge faced by another group through their own demonstration.
Check the students understand the distinction between character strengths and talents.
Topic 4: Problem Solving
Learning Intention:
I can describe commonly occurring problem situations.
I can develop advice for how to deal with these situations.
Explain that this activity will require students to identify some common problems that young people around their age encounter, and to practise some creative thinking approaches to addressing these problems.
Explain they are going to practise their lateral thinking skills by working out what different types of advice might be given from different perspectives or from different people. It is helpful to look at a problem from many angles before deciding how to act.
Pre-prepare a list of scenarios for the class to use, or ask the students to write a ‘Dear Dorothy’ letter. (A letter explaining a problem and seeking some advice.) Model an example for the class.
Allow time for students to write a Dear Dorothy letter which outlines a problem that affects people in their peer community. They should not name anyone. This is also an anonymous letter. Emphasise the importance of them choosing a realistic and relatively everyday sort
of problem. Collect the letters.
Set up an ‘advice panel’, allocating students to groups. Each group will be allocated a ‘role’ and they will help to prepare a volunteer from their group to act this role on the panel. However, they should be prepared to ‘sub on’ and take that representative’s place as the panel deals with its various requests for advice.
The roles on the Panel role cards include:
• Doctor (focuses on how to keep you safe and healthy)
• Movie Star (focuses on how to ensure your popularity)
• Grandparent (focuses on how to ensure your good future and happiness)
• Sports Coach (focuses on how to encourage you to get the best performance)
• Beautician (focuses on how to make you look good)
The student’s challenge will be to provide advice from the perspective of that role. This may not be the same as their own personal advice. Allocate the roles to the groups and arrange groups to have a quick meeting and brainstorm the sorts of things that their representative might have to say. They should also choose their first representative.
While groups are preparing, (if using Dear Dorothy letters written by the students) select some for the attention of the panel.
Read the letter/scenario. Allow some extra time for the groups to think up a response.
Invite panel members forward. They should wear their role card and take their seats across the front of the room.
Introduce yourself as the chat show host.
Re-read the scenario. Interview the panel members in turn to seek their advice. Encourage the class to applaud each panel member’s contribution. When all have contributed, ask the audience if they want to make further suggestions or critique the advice given by the panel members.
Finish by acknowledging one useful thing about each person’s contribution. Invite the new panel members up and repeat with an exploration of a second problem.
Make sure to read the problem scenarios that the groups have developed before selecting and handing them to the panel to make sure that no inappropriate material is read out.
After the activity is complete, ask students what they learnt from that exercise. Ask:
• Could any of this advice be useful in real life?
• Could any of this advice be harmful in real life?
• Is there any advice they did not think of which could be useful?