Problem Solving Step 4

Problem Solving: The ability to find a solution to a situation or challenge.

Step 4: I explore problems by creating different possible solutions

Outcomes

To achieve Step 4, learners will be able to see that many problems have multiple possible solutions to them. They will be able to start coming up with different options to solve those problems.

In earlier steps the focus was on completing a simple task by following instructions, seeking help or finding extra information. The emphasis here now switches to exploring problems – understanding that unlike simple tasks, there is not always one obvious solution, but multiple options.

Learners need to be able to:

Understand when problems might have lots of answers
Know how to come up with multiple potential solutions for those problems

Introduction

Ask the learners "What sort of problems might have more than one answer? Can you give any examples?". Discuss answers.
There is a difference between simple problems which have one correct answer, and those that we call complicated problems which might have different possible solutions.

Skill Starter

Options Open

During practice or a match, pause the game at intervals and ask all learners to freeze where they are.

Learners each reflect on the problem ‘What should I do next?’ and should generate a range of possible ideas. If appropriate, learners can share their ideas before resuming the game, or at the end, to evaluate the range of possible approaches.

Where possible, practise this activity using video footage. Learners different solutions in small groups, before sharing ideas altogether.

10 mins

Group activity

Active

Teach & Apply

Simple problems might include things like: Where did I leave my pen? What is my address? What time is rugby training?
For simple problems, it is about trying to find the correct answer.
Complicated problems do not have one obvious answer, and might include a range of options like: How should I travel to London?
Once we have recognised that something is a complicated problem where it is helpful to have lots of possible solutions, we then have to explore a problem, rather than using the first idea that we have.
It is hard to come up with lots of ideas, so it is often easier just to stick with the first one we create. However, there is also evidence that our first ideas are not always our best ideas.

Optional Activity

It's Complicated

Together or in small groups, learners can identify from a list of options which problems are simple or complicated. Learners can also be encouraged to add in ideas of their own.

To make the task active, ask learners to write down problems on paper/mini whiteboards/cones. Place all ideas in the centre and ask learners to sort them into two separate zones: simple and complicated.

For an extra challenge, set a simple and a complicated sports challenge to complete in the zone before learners return to the centre.

15 mins

Group activity

Discussion

Active

Reflection & Assessment

Embed these strategies across your teaching and coaching to help learners apply what they’ve learnt.

Learners can be reminded when a question they are being asked is a simple problem or a complicated problem. In the case of a complicated problem, it is worth actively encouraging learners to think about the range of possible answers or solutions that they could come up with, rather than just picking the first idea that comes to mind.

Use these ideas for ways of assessing this skill step to help you check learners’ understanding and confidence.

Ask learners to identify from a list of options, which problems are simple or complicated.
Ask learners these key reflection questions:
- What sort of problems might have more than one answer?
- Can you give any examples?
- How can you come up with lots of possible solutions?