Solve Problems - Reflections on How Adults Use This EFF Skill

"When we engage in task-oriented problem solving—how to do something or how to perform—we are engaged in instrumental learning. Reflection is involved when we look back on...assumptions guiding the problem-solving process to reassess the efficacy of the strategies and tactics used. We look back to check on whether we have identified all the relevant options for action, correctly assessed the consequences of alternative hunches or hypotheses, controlled the right variables, used the best methods of problem solving and used them correctly and carefully, made inferences warranted from the evidence and as free from bias as possible, generalized from a dependably representative sample, and correctly interpreted the feedback on actions taken. We may also look to make sure that our actions have been consistent with our values, to see how well we are doing in relation to our goals, whether our attitude has been objective and our interpretations of the results convincing. This is how we reflect on the process by which we have learned meaning through instrumental problem solving." ⁷
-Jack Mezirow

Insights From Field Research:
Using the Standard to Guide Teaching and Learning

Michelle Miller and Debbie Stowers
Canton City Schools ABLE, Canton, OH
ABE and GED; In-class activity and one-on-one tutoring.
Teacher data from the second round of field review, conducted 1998-1999.
(Adapted from Equipped for the Future Content Standards, p. 36.)

"We are generally pleased with our outcomes with this unit and with this activity. We feel the process of working through the problem was as important as or maybe more important than the final product in terms of student learning."

Describe what you know about the level of performance of your students.

• All students in this class have had some experience identifying problems. Unfortunately, most of the students have difficulty breaking a problem down into a clearly defined description.
• Most students in this class are able to identify major causes of a problem. However, they tend to overlook contributory causes or see just one reason rather than how a combination of factors can cause a problem.
• Few of the students in this class can come up with options for solving a problem. Often they feel too overwhelmed by the problem to feel that they even have options. They tend to be pessimistic about solutions.
• Very few of the students in this class are able to recognize strengths and weaknesses in a particular solution. That requires the ability to reflect on and anticipate outcomes and few of our students do that well.
• Few of the students in this class can select an option and put it into effect.
• None of the students in this class can establish benchmarks for evaluating a solution over time. Most are still learning what a benchmark is. Most of the students think of evaluation as just an opinion based on a feeling.

What are the steps you will look for in order to know if your students are making progress toward meeting the Standard?

• Determine the problem by thinking about what needs to be changed, fixed or eliminated. Write the problem clearly on the problem-solving form.
• Recognize factors that affect the problem. Identify the major and minor or contributory causes of the problem. Write the causes on the problem-solving form.
• Generate options by participating in a suggestion circle or sharing with a trusted friend. Generate options by researching community and in-class resources (books, Internet, social service agencies, etc.). List options on the problem-solving form.
• Reflect on each option's application. Write each option's strengths on the problem-solving form. Write each option's weaknesses on the problem-solving form.
• Reflect on the strengths and weaknesses of each option. Select option with the best chance of problem-solving success. Write choice on the problem-solving form and implement the decision.
• Reflect on the possible outcomes. Determine ways to measure success (benchmarks). Determine reasonable points in time to expect successful results. Write at what points in time the outcome will be measured for success of the solution and what that measurement or benchmark will be.

What evidence of student progress did you see and how did you document it?
Each student did write out a problem, explain causes, come up with several solutions and evaluate the strengths and weaknesses of each solution. Some students established benchmarks for evaluating the success of the solution over a period of time. This completed form will go into the portfolio.