Teacher Professional Development Building Resilience in Children and Young People ProblemSolving Why Teach Problem Solving The coping repertoire of children and adolescents includes their problemsolving competencies and skills ID: 406978
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Problem-Solving
Teacher Professional Development
Building Resilience in Children and Young PeopleSlide2
Problem-SolvingWhy Teach Problem- Solving?
The coping repertoire of children and adolescents includes their problem-solving competencies and skillsProblem-solving is identified by the World Health Organisation (WHO) as a key skill for health It is important to help students develop their critical and creative thinking skills Young people need to be able to think logically and predict and evaluate the consequences of various actions They benefit from learning a range of problem-solving techniques that can be applied when confronting personal, social, and ethical dilemmasStudents benefit from applied learning tasks in which they apply their problem-solving skills to realistic scenariosSlide3
Problem-SolvingWhy Students need to participate in problem-identification and problem-solving
People tend to resist solutions that are pushed upon them by others They rebut arguments, highlight the barriers and end up speaking the argument against changeWhen the solution is imagined and spoken by the person themselves, then they are more able to take it upWhen students identify positive solutions, they create the possibility of enacting these strategiesSlide4
Problem-SolvingActivities in Problem-Solving Lessons aim to assist students to:
Recognise the needs and interests of othersListen to others’ ideas and recognise that others may see things differentlyIdentify options when making decisions to meet their needs and the needs of othersRecognise there are many ways to solve conflictDescribe similarities and differences in points of view between themselves and people in their communitiesIdentify cooperative behaviours in a range of group activities Practise individual and group decision-makingPractise solving simple interpersonal problems Identify communication skills that enhance relationships for particular groups and purposes
Describe characteristics of cooperative behaviour and identify evidence of these in group activitiesContribute to and predict the consequences of group decisions in a range of situationsIdentify a range of conflict resolution strategies to negotiate positive outcomes to problemsDiscuss the concept of leadership and identify situations where it is appropriate to adopt this roleDescribe and apply strategies that can be used in situations that make them feel uncomfortable or unsafeDevise strategies and plans to assist in the completion of challenging tasks, decisions or problemsIdentify factors that influence decision-makingIdentify causes and effects of conflict and practice different strategies to diffuse or resolve it Predict the outcomes of challenges based on problem-solving and decision-making strategies
Assess individual and group decision-making processes in challenging situationsPlan projects, applying effective problem-solving and team-building strategies
Acknowledge the values, opinions and attitudes of different groups
Foundation
Level 9/10Slide5
Problem-SolvingModels for Problem-Solving
Problem-solving can be broken down into a number of smaller steps: Naming the problem (no blaming, no emotion, just facts) Brainstorming options (collect many ideas)Predicting the consequences of the options Appraising the positive or negative features of each optionEvaluating the practicality of the various ideas (could this one work?)Assessing what strengths and resources are needed to carry out a particular choiceChoosing the best option Deciding what would need to be done, by whom, whenTrying out the option Assessing the option (Did it work? If not, repeat the thinking steps)Slide6
Problem-SolvingUse of Stimulus Scenarios
The Building Resilience Social and Emotional Learning (SEL) lesson materials provide a number of learning activities to promote the skills of problem-solvingScenarios are provided to challenge students to apply their thinking to the types of personal and social situations that they or their peers might encounter as part of daily life. They can be modified by the teacher to suit the needs of the classUse of the scenarios provided permits an externalised focus and removes the need for students to disclose their personal problems in the public space of the classroom. This also protects the privacy of those others who may be involved in the students’ personal problemsStudents are encouraged to use more private help-seeking pathways in the school to seek assistance with their own problemsSlide7
Problem-SolvingExamples of problem-solving models:Level
3-4: The Roads and Roundabouts ModelCentre of the roundabout: name the issue or problemExit roads: for different optionsDestinations: the consequences or the destination the journey will take you toStudents are asked to identify the different options and imagine the consequences before they decide which destination they will choose.They take thinking time as they go around the roundabout.Slide8
Problem-SolvingExamples of problem-solving models:Level 5-6: The Daisy Model
Stem: name the problemPetals: the possible optionsCentre of the flower: the chosen optionStudents are asked to evaluate the different options before they decide which one to chooseSlide9
Problem-SolvingExamples of problem-solving models:Level 7-8: The Tree Change Model
Students draw a tree outlining the following:Trunk: name the issue or problemRoots: multiple causes of the problem Branches: possible options Leaves: possible consequences of the option chosenThe ‘problem tree’ is used as a thinking tool to explore a problem and to think through the options before making a choice about what to doSlide10
Problem-SolvingTeacher Activity: Problem-Solving
Choose from: Roads and roundabouts (Level 3-4)The daisy (Level 5-6)Tree change (Level 7-8)Use one of the problem-solving models to work through the following scenario:EXAMPLE SCENARIO: OverstretchedOlivia is exhausted. Corrections are piling up and she has some behaviour management problems with her class. The Assistant Principal has just asked her to go on a school camp next week in the place of a sick colleague.Slide11
Problem-SolvingREFLECT
How do you respond to problems in your day-to-day life?How do you model collaborative problem-solving within your classroom?What language do you use to assist your students in developing their ability to articulate when they have a problem?Slide12
6d. Problem-SolvingUseful Links
Get Ready Drug Education Resourceshttps://fuse.education.vic.gov.au/pages/Catching On Early and Catching On Later (Sexuality education activities for primary and secondary schools) http://www.education.vic.gov.au/school/teachers/teachingresources/social/physed/pages/resources.aspx Bully stoppers www.education.vic.gov.au/about/.../bullystoppers/Bullying. No way! https://fuse.education.vic.gov.au/secondary/pages/View.aspx?id..Cybersmart
https://fuse.education.vic.gov.au/pages/View.aspx?id=4e59b848...Esmart Schools https://www.esmartschools.org.au/Pages/default.aspx