# Problem-Solving

Active learning

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## Active Learning

Problem-Solving

**Problem-Solving** activities assess how well students can analyze, evaluate, and apply information toward the goal of solving a problem or drawing a conclusion based on available evidence or information. Using these approaches, instructors can evaluate how well students can work within a given framework to come to a solution individually or collaboratively.

Approach | Description | Outcome |
---|---|---|

Analytic Team | Students critically read an assignment, listen to a lecture, or watch a video by assuming a role (summarizer, connector, proponent, or critic) that guides their analysis. | Helping students understand the different perspectives and processes that constitute a critical analysis. |

Case Studies | Students review a written study of a real-world scenario and develop a solution to the dilemma presented in the case. | Helping students engage in critical reflection by considering multiple alternatives to solving problems. |

Send-A-Problem | Students solve a problem as a group and pass the problem and solution to a nearby group who does the same, with the final group evaluating the solutions. | Helping students work together to practice the thinking skills required for effective problem-solving and for comparing and discriminating between multiple solutions. |

Structured Problem-Solving | Students follow a structured process to solve problems. | Dividing problem-solving processes into manageable steps, so students don’t feel overwhelmed, and they learn to identify, analyze, and solve problems in an organized manner. |

Think-Aloud Pair Problem-Solving | Students solve problems aloud and try out their reasoning on a listening peer. | Emphasizing the problem-solving process (rather than the product) while helping students identify logic and process errors. |

## Source/Citation

Barkley, Elizabeth F. et al. *Collaborative Learning Techniques: A Handbook For College Faculty.* Wiley, 2014. pp. 225.