Problem Solving... in teaching!

Okay, so we all know that when solving a problem, we apply a lot of previous knowledge, base understanding, and decision-making skills. However, did we all know that problem solving in teaching is a very effective tool to develop students' sociocultural strengths and constructivist domain? Yeah, those words are big for me too, but its okay. It basically means that, if we structure problem based learning properly, we can develop a student's ability to engage with others and build on previous learning/past experiences to solve real problems.
Little did I know before reading this week's readings - Problem Based Learning (PBL) includes the following categories:

1. Problem solving
2. Inquiry learning
3. Project-based teaching
4. Case studies

I don't know how I clumped those teaching methods previously, but now things are much clearer and I understand how I can utilize them as a teacher

Let's not forget as teachers, we must use problems that:

• provide new learning experiences
• provide new knowledge (or motivation to learn new knowledge)
• build on existing knowledge

And here's how we do it in real life vs. the classroom (classroom in parentheses):

1. Experience a provocative situation (interest approach)
2. Define the problem (objectives to be achieved, questions to be answered)
3. Seek data/info (problem solution)
4. Formulating possible solutions (problem solution - develop possible solutions, acquire new knowledge/skills, formulate conclusions and general principles)
5. Testing proposed solutions (testing solutions through application)
6. Evaluating the results (evaluation of solutions)

So what was the coolest thing I learned? 

Problem-solving in teaching can be done using two types of problems:

1. Well-structured problems = problems that have one clear solution, thus little declarative (factual) knowledge is needed and the structuring of these problems is easiest
2. Ill-structured problems = problems that have multiple/unknown/uncertain solutions and therefore require much more declarative knowledge, as well as procedural knowledge to decide upon the correct response and reason through it. These problems are more difficult to construct (by teachers) but have the most real-world application (transfer). 

You would think you wanted something with the word "well" in it rather than "ill" but in fact, we, as teachers, should constantly be trying to develop ill-structured problems for problem-solving in teaching, but ONLY if we provide the opportunity for the students to learn all the declarative knowledge they need to! 

I love how this dude (with the crazy earrings) addresses ill-defined problems as "gnarly" and "wicked" but how he closes with the simple satisfaction of how, using multiple disciplines, we can get through the problem and find out the best solution... but I would not recommend allowing your students to celebrate solving these problems by sitting on the couch and drinking a beer.