Problem-Solving

This weeks reading focuses on using problem solving in the classroom. When studying educational philosophies, theories, and techniques, we are reminded of John Dewey and his work on learning through experience. Agricultural educators have relied a lot of his teaching styles and thoughts because a major part of the ag ed program focuses of learning by doing. The problem solving learning approach is great to use in lab situations and in the ag ed classroom to allow the students to go through a learning through a process that encourages growth of the mind and shows students how to solve problems on their own. Looking at both Bransfords problem solving model and Deweys we are able to learn the way we could most effectively teach students through problem solving. 

Bransfords's IDEAL model

1. Identify the problem

2. Define the problem through thinking about it and sorting out the relevant information

3. Explore solutions through looking at alternatives, brainstorming, and checking out different points of view. 

4. Act on strategies

5. Look back and evaluate the effects of your activity

Both Dewey and Bransford's solving models that have the same key components. We must first understand the types of knowledge behind problem solving instruction. Both declarative and procedural are important for overall effectiveness of the lesson. Declarative knowledge is the facts, concepts, and principals behind the concepts being learned. Procedural knowledge pertains to the type of problem is trying to be solved. For example a harder problem might need more scaffolding then a problem that has clearer goals which might be easier to solve. 

As teachers there are several principals or skills we can use when using problem solving in the classroom that were designed by PLATO. Using both declarative and procedural knowledge hand in hand while teaching will work better then teaching one before the other. Help learners to understand the goal and then breakdown the intermediate goals. Cognitive coaching can be used by to have students reflect on the strategy used. We can also make sure that that our teaching styles and contexts are interesting, motivational, and  instill confidence in our students.