Solving Problems with
Critical & Creative Thinking
Problem Solving Process
LESSON INFORMATION
Course/IBM SkillsBuild Module: Solving Problems with
Critical & Creative Thinking
Teacher:
Year: 1
Date:
Topic: The Five Step Problem Solving Process
Length of Class: 2, 60-minute classes
OUTCOMES
BRIDGE/LEAD-IN
Learning Outcomes:
What learners will be able to know, do, or value by the end of
the lesson
— Students will be able to identify the five steps of the
problem solving process.
Warm-up: How can you build value of the lesson for learner/
motivate learner?
Ask students the following questions:
— What are some problems you face daily?
— What problems do you tend to focus your time &
energy on?
Allow a few minutes for students to share (5 – 10 mins).
—
Students will demonstrate an ability to effectively work
through the five steps of the problem solving process.
—
Student will be able to apply each step of the
five-step problem solving process to a variety of
problem scenarios.
IDENTIFY WORKPLACE LEARNING SKILLS
Check all that apply:
✓ Communication
✓ Collaboration
✓ Analytical Thinking
✓ Self-Management
☐ Entrepreneurship
✓ Responsible Leadership
✓ Agility & Cognitive Flexibility
List Applicable Sub-Skills:
— Verbal, Interpretive and Interpersonal Communication
— Ask questions, share resources, build consensus, stay
on task
— Solicit expert advice, input and opinions
— Organize & integrate information
— Set and test theories
— Make decisions based on research, data and expert input
— Problem-solve
— Demonstrate empathy, cultural awareness and
intelligence
— Practice accountability for commitments and actions,
time management and prioritization
— Foster collaboration
— Lead by example
— Initiate action for self and/or teams
— React proactively to change and adapt
— Iterate on deliverables and solutions
Pre-Assessment: Gauge what learners already know.
Refer students to Stephen Covey’s Circle of Concern &
Influence (see right) from the Before you Begin Module.
Ask if students recognize the difference between the entire
circle of concern (all problems they may face) vs. the circle
of influence (those problems that they have some level of
control over). Students should already have completed this
module, and this would be a form of review before launching
into the 5-Step Problem Solving Process.
Remind students that effective people tend to spend more
of their energies focusing on problems that they have some
element of influence or control over; areas where they can
actually have an impact. (10 mins)
LEAD-IN IDEAS
✓ Activate prior knowledge (i.e. refer to last lesson,
brainstorm, etc.
☐ Tap into interests.
☐ Use video clip, short engaging activity, etc.
✓ Pre-Quiz or Q & A.
PARTICIPATORY LEARNING/LESSON PROGRESSION:
✓ Blended Learning
Day 1
Intro: Begin by reviewing the difference between CRITICAL
& CREATIVE thinking as outlined in the module. It is
important for learners to recognize how these two types
of thinking merge together to find effective solutions to
problems.
Next, Review the 5-Step Problem Solving Process outlined
in the course.
Teach (Review) Steps:
— Step 1 – Identify
— Step 2 – Analyze
— Step 3 – Explore
— Step 4 – Select
— Step 5 – Implement
(10 mins)
Apply:/Activities:
A. Break students into groups of 3-5 people. Teacher will
provide students with a scenario to solve a problem
using the 5-step process. It makes the most sense to use
a scenario that aligns with something students are
currently working on this or another course. Some ideas
might include:
— A school event that has been tradition for many
years, can no longer take place on campus – how
can they still host this event?
— A sports team has an important game/match coming
up, and a key player is out due to illness. How do
they stay motivated and prepare for the game?
— Mentoring is a huge part of a P-TECH school, but
face-to-face mentoring can no longer take place due
to Covid – how can they continue to communicate
with their mentors regularly?
B. Remind to students to review each of the five steps
in the course 5-step model thoroughly
C. Provide students with the 5-Step Process Handout
(Appendix 1)
D. Allow students a full class period to work through each
step as a group, using the handout and guiding questions.
E. Instruct students to have one team member record all
information on the handout. Another student should
agree to be the group speaker who summarizes how
the team effectively worked through the process during
an all-class debrief.
(15 mins) Use remaining class time (20-25 mins) to
form groups and assign scenarios. Note that the above steps
D & E will take place during a second class (and potentially a
3rd class is deemed necessary).
Consolidate: Bring the class to a close by emphasizing the
importance of each group taking time to review each of the
5 steps. The teacher may also wish to encourage students
to think back to previous classes on interpersonal skills and
effective tools/strategies for working in teams/groups such
as establishing a set of group norms or a Group Charter.
Teacher will need to determine if more time is required
after the 2nd class and will need to assign a due date for
submitting group worksheet.
UNIVERSAL DESIGN FOR LEARNING (UDL)
Considerations to include:
☐ Differentiated learning styles/needs
☐ Approved student accommodations
☐ Methods to ensure inclusion of all learners
☐ When to use direct teaching vs. facilitate learning
Required Learning Materials/Resources:
✓ 5-Step Problem Solving Process Handout
(Appendix 1) for group work
Learning Environment Needs: Only internet access
ASSESSMENT/EVALUATION
Based on application, how I will I know learners have met
intended outcome?
1. Students will submit one final version of a completed 5Step Process Problem Solving Process Handout.
2. Students will independently complete the course quiz,
End of Course Assessment online.
3. Class Debrief – It is recommended that the teacher host a
class debrief/discussion where each group shares their
solution and summarizes how they worked through the
process together to arrive at said solution. This could be
an opportunity for students to give one another feedback
to improve on ideas and reinforcing the concept of being
agile.
4. Optional Additional Assessment – Have students
complete a reflection or journal entry and encourage
them to answer the following questions:
— What were your biggest take-aways from working
through the problem solving process with a team?
— Now that you have participate in this process, how
could you apply these steps to solve a problem in
your own life?
SUMMARY/CONCLUSION
How will I bring lesson to an effective closing?
Review details of assessments above. Summarize by
reinforcing that in order to effectively solve problems, it is
integral to not rush into choosing a solution and to use both
critical & creative thinking to determine the best solution.
Furthermore, using the 5-step problem solving model
outlined here is a great tool to work through this process.
Tell students that this is the last course in the Professional
Skills Course and once they have successfully completed
the course assessment they will receive their Badge.
TYPES & FORMS OF ASSESSMENT TO CONSIDER
✓
☐
☐
☐
Summative & Formative
Level of skill (intro, mastery, etc.)
Anecdotal records, checklist, rubric, rating scale, etc.
Build success criteria
IDEAS FOR LESSON CLOSING
☐
☐
☐
☐
Ensure a sense of closure/completion.
Clear up “muddy points”.
Some form of reflection.
Set up future learning – where will we go next?
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