problem-solving

SEND-A-PROBLEM

Instructor Preparation Time Medium
Student Response Time Medium
Instructor Analysis Time Low
Large Classroom Considerations Movable tables and chairs
Complexity of Activity Medium

DESCRIPTION

Send-A-Problem has each group receive a problem, try to solve it, and then pass the problem and solution to a nearby group. The next group works to solve the problem without looking at the previous group’s answer. After several passes, groups analyze, evaluate, and synthesize responses and report the best solution to the class.

USE WHEN YOU WANT…

  • To provide opportunities for students to solve problems and evaluate solutions,
  • To have students practice and learn from each other about the thinking skills required for successful problem-solving,
  • To help students compare and discriminate between multiple solutions, or
  • To get students to explain/defend their decisions.
PRE-CLASS
Determine the number of problems you will need to have all groups working simultaneously.
Decide how to present the problem. Consider attaching each issue to a file folder or envelope into which groups can then insert their solutions.
Think carefully about time limits and the order in which students should pass the problem.
IN-CLASS
Form groups of two to four students, describe the activity, give instructions, and answer questions.
Distribute a different problem to each group. Ask each group to discuss the issue, generate possible solutions, choose the best solution, and record their response in the folder or envelope.
Call time and instruct teams to pass the problem to the next group. Each group should receive a new question.
Upon receiving new problems, students again brainstorm responses and record results until time runs out. They pass the issue to a new group. Repeat the process as many times as it seems useful.
The final group reviews the responses, synthesizes the information, and adds any additional information.
The activity concludes as teams report on the responses contained in the folder they evaluated. As groups report out, add any points that groups missed, and reinforce correct processes and solutions.
POST-CLASS
 Review the outcomes of the activity.

CITATION/SOURCE

Barkley, Elizabeth F. et al. Collaborative Learning Techniques A Handbook For College Faculty. Wiley, 2014. pp. 232-237.