1. The document discusses problem solving in teaching and addresses several key questions about problem solving situations. 2. It defines a problem as a challenging but solvable learning task, and problem solving as using knowledge to discover unknown information and arrive at solutions. Problem solving involves seeking information, developing new knowledge, and decision making. 3. Teaching through problem solving situations is important as it allows students to use knowledge in real-life activities and think at higher levels. It has been part of the Algerian teaching system since 2003 with the adoption of a competency-based approach.

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Problem Solving in teaching
Bouira Meeting & workshop
March 26th
2018
Mr Samir Bounab
( yellowdaffodil66@gmail.com
Most teachers feel anxious about t problem
solving situations .
To clarify this some important questions
must be raised :
:
1- What is a problem ?
2- What is problem solving situation?
3- Why problem solving in teaching?
4- Is problem solving new in our teaching
system?
5- How to plan problem solving lesson?
6- Barriers to problem solving teaching?
7- What are the classroom problem solving
activities ?
:
1. A problem is a task that requires the
learner to think through a motivating and
challenging learning situation which is not
impossible to solve.
2. A problem solving situation is a process
of working on facts, details , information
and knowledge to reach a solution. It is an
ongoing activity in which we use what we
know to discover what we don't know. It
includes expectable obstacles by
generating hypo-theses, predictions, and
arriving at satisfactory solutions.
- Problem-solving involves three basic
functions:
a) Seeking information
b) Developping new knowledge
c) Making decisions
Problem-solving is, and should be, a very
real part of the curriculum. It
presupposes that students can take on
some of the responsibility for their
own learning and can take personal
action to solve problems, resolve
conflicts, discuss alternatives, and
focus on thinking as a vital element of
the curriculum.
It provides students with opportunities to
use their newly acquired knowledge in
meaningful, real-life activities and assists
them in working at higher levels of
thinking.
3. Problem solving learning situations is
very important since it places learners in
situations that test/check their capacity
to overcome obstacles and problems .
Languages are learned most effectively
and lastingly when they are used to solve
problems through hypothesis testing .
Problems make the learners think and
. They word theirthey learn by thinking
thinking in English while solving the
problems.
4. Teaching and learning through problem
solving situations has been introduced in
the Algerian teaching system since 2003
when the Ministry of National Education
opted for the Competency Based
Approach . CBA is an action-oriented
in that it gears language learning to the
acquisition of embedded inknow-how

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functions and skills. These will allow
the learner to become an
effective/competent language problem
solver user in real-life situations
outside the classroom.
5. Planning lessons through problem
solving situations necessitates from
the teacher to take into account many
important facts:
a) Consider and acknowledge the
learners abilities and competences
toward the target language .
b) Adapt the lesson’s learning
objectives to the learners level,
abilities , competences, needs and
likes
c) Create a climate of communication
by inviting the learners to act in
reflective thoughts .
d) The problem exposed must be of
some interest to the learners who
must have experienced such
similar problem situation.
e) Such problem must be motivating
and stimulating to think about the
options to solve the problem.
f) The learner already possesses a
minimum of data to deal with the
problem exposed .
g) Help the learner reach the solution
in a complete autonomous way
where he or she feels responsible
about his or her thoughts.
h) Put their ideas (solution) into
practice and see their validity ( self
evaluation)
i) Encourage Independence : Have
students work through problems on
their own. Ask directing questions
or give helpful suggestions,
but provide only minimal
assistance and only when needed
to overcome obstacles. Don’t
fear group work! Students can
frequently help each other, and
talking about a problem helps them
think more critically about the
steps needed to solve the problem.
Additionally, group work helps
students realize that problems
often have multiple solution
strategies, some that might be
more effective than others
j)
e sensitive : when working problems,
students are unsure of themselves. This
lack of confidence may chain their
learning. It is important to recognize this
when students come to us for help, and to
give each student some feeling of mastery.
Do this by providing positive
reinforcement to let students know when
they have mastered a new concept or skill.
k)
ncourage Thoroughness and Patience :
Try to communicate that the process is
more important than the answer so that
the student learns that it is OK to not have
an instant solution. This is learned through
your acceptance of his/her pace of doing
things, through your refusal to let anxiety
pressure you into giving the right answer,
and through your example of problem
solving through a step-by step process.
6. The barriers that may trouble dealing
with problem solving situation are:

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a) Fail to recognize the problem
b)Uncertain about what is the problem is
dealing with .
c) Being uncertain about the choice to adopt
since the problem may expose a variety of
solutions.
d) Doubt about if the reached solution
is doable and achievable .
7. Some problem solving classroom
activities: Problem solving skill are
very important in real life and
classroom activities can help a lot in
preparing the learner to face such
problems in daily life. They do not
need to be dull and routine activities
( they depend on the type of the
target language tackled)
a) Brainstorming : helping learners to
generate as many as possible as idea
and elicit them in lists .
b) Guessing : using pictures ( generally the
ones of the school manuals) invite the
learners to guess and improvise.( teacher
may help them to put their ideas “black
on white” by answering specific
questions like : 1) where does the
situation take place? 2) who is in the
picture ? 3) what is happening? (
learners will see , think then write short
production )
c) What’s the problem ? This is a
powerful technic to unify all the ideas
d) Group activities: One of the
motivating problem solving
strategies is group work where
learners can express themselves
easily ( shy learners can easily
share their ideas with their peers)
.Learners may deal with :
1) Brain Purge activity : Many ideas
are suggested by all the members
of the group about the problem
exposed which may save time.
2) Brain sketching: instead the learners
interact about their ideas or interpret
them in written way , they draw that on
paper , each member of the group does
that then they share their drawings.
3) Combo Chatter: is process of
generating ideas then selecting the best
ones and developing them into workable
product.
4) The “sentence trigger” = what
if……. ? : helps push the limits of our
imagination
5) Mingling: moving around and talking to
peers or groups which will oblige
learners to take part in discussion about
the problem exposed.
- These are just ideas , teachers can
generate their own ones depending on
their learners needs and interests .what
is important while using problem
solving teaching is the learner is a
collaborator and an individual where all
his needs and interests are taken into
account.
- Using problem solving teaching helps to
build who are not only excellent learners
but future problem solvers.
By : Mr Samir Bounab (Teacher
trainer)
Yellowdaffodil66@gmail.com