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1、Zaid Ali A 3. Problem Solving Process4. Problem SolvingTools1. What is Problem Solving?2. Barriers to EffectiveProblem Solving“Problems call forth our courage and our wisdom; indeed, they create our courage and our wisdom. It is only because of problems that we grow mentally and spiritually.”- M. Sc

2、ott Peck Problem solving forms part of thinking. Considered the most complex of all intellectual functions, problem solving has been defined as (Goldstein & Levin, 1987). It occurs if an organism or an artificial intelligence system . It is part of the larger problem process that includes problem fi

3、nding and problem shaping.Source: http:/en.wikipedia.org/wiki/Problem_solving “He who asks a question may be a fool for five minutes, but he who never asks a question remains a fool forever.”- Tom Connelly “Its not that Im so smart, its just that I stay with problems longer.”- Albert Einstein To sol

4、ve a problem, you must first be willing to the problem by acknowledging that the and committing yourself to trying to solve it. to find the motivation and commitment to prepare you to enter the problem-solving process:. how will solving the problem benefit you?.- formal commitment to solve problem.-

5、 we have the potential to control the direction of our lives.- what are potential disastrous consequences of your actions or inactions.- what is preventing you from solving the problem?q View the problem from different perspectives.q Identify component problems.q State the problem clearly and specif

6、ically.q Discuss the problem with other people.q Brainstorm ideas.q Change your location.q Evaluate and compare alternatives.q Combine alternatives.q Try out each alternative in your imagination.q Compare the results with the goals.q Get other perspectives.“Because Im thinking in a broader way, I fe

7、el like I am able to make better decisions.”- Takafumi Horie Role-playing (Put the hat on, take the hat off, switch hats, and signal your thinking) Encourage creative, parallel and lateral thinking Improve communication Speed up decision making Avoid debate Detaching the EgoOccasional Use (Single Ha

8、t) Sequence Use Questions:What information do we have here? What information is missing? What information would we like to have? How are we going to get the information? No need to justify the feelings. How do I feel about this right now?Examples: My gut-feeling is that this will not work. I dont li

9、ke the way this is being done. This proposal is terrible. My intuition tells me that prices will fall soon. Caution, Difficulty, Judgment and AssessmentQuestions: Is this true? Will it work? What are the weaknesses? What is wrong with it? Critical ThinkingHatQuestions: Why is this worth doing? What

10、are the benefits? Why can it be done? Why will it work? Questions: Are there any additional alternatives? Could we do this in a different way? Could there be another explanation? What are some possible solutions and courses of action?Creative ThinkingHatExamples:Set the agenda.Suggest the next steps

11、.Ask for other hats.Ask for summaries, conclusions, and decisions.Meta-Cognition HatWhiteGather available information.GreenExplore and generate alternatives.YellowAssess the benefits and feasibility of each alternative.BlackAssess the weaknesses of each alternative.GreenFurther develop the most prom

12、ising alternatives and make a choice.BlueSummarize and assess what has been achieved so far.Black Make the final judgment on the chosen alternative.RedFind out the feelings on the outcome.RedFind out the existing feelings about the idea.YellowFind out the benefits in the idea.BlackPoint out the weak

13、nesses, problems and dangers in the idea.GreenSee if the idea can be modified to strengthen the yellow-hat benefits and to overcome the black-hat problems.WhiteSee if available information can help in modifying the idea to make it more acceptable.GreenDevelop the final suggestion.Black Judge the fin

14、al suggestion.RedFind out the feeling on the outcome.Yellow/Black/Red: Quick assessment (idea)White/Green: Generate ideasBlack/Green: Improve an existing ideaBlue/Green: Summarize & suggest alternativesBlue/Yellow: Any benefits? (e.g. the idea)Etc Adapted from: Dyck, B. Case Study: Classroom Managem

15、ent - Six Thinking HatsURL: http:/ are talking (or on their phones) when Dr. Cool is talking. There is noise so that others are distracted or cant hear. Students dont know what to do after Dr. Cool has given instructions. Many students get silly or off task. Adapted from: Dyck, B. Case Study: Classr

16、oom Management - Six Thinking Hats URL: http:/ Cool feels offended.Students are frustrated because they cant hear his instructions. Those talking enjoy joking around and being heard. Adapted from: Dyck, B. Case Study: Classroom Management - Six Thinking HatsURL: http:/ is wasted.Learning is compromi

17、sed.Those who legitimately have the floor feel that listeners. dont care about what they are saying.Chaos in the classroom. Adapted from: Dyck, B. Case Study: Classroom Management - Six Thinking HatsURL: http:/ gets to say what is on their mind.It can be fun.You dont have to wait until you speak and

18、 therefore dont forget what you want to say.Not just the smart students get to speak. Adapted from: Dyck, B. Case Study: Classroom Management - Six Thinking Hats URL: http:/ Cool will be more aware of the amount of time that he talks“. He will try to include interaction from many different students,

19、 not just the smart ones.Students will work on resisting the need to say everything that comes into their mind. There needs to be further discussion on how students would work on this problem. Students will think about whether their comments will interfere with other peoples learning.We will keep th

20、ese charts up so that we can refer back to the learning of this moment and reassess how we are doing. Adapted from: Dyck, B. Case Study: Classroom Management - Six Thinking HatsURL: http:/ Cool learned that he needs to limit the amount of time he uses Talking as a form of teaching.He needs to involv

21、e all students in discussion. He needs to look for the one who rarely offers comments or is quietly waiting to be picked to answer.He needs to realize that some students need think time before they are ready to contribute to a discussion. Allowing time for these students to think is important part o

22、f class discussion so they dont tune out.Students now realize that when they talk when others are talking it makes the person talking feel like a fool or unappreciated. Students realize that just to get the laugh of the moment, they are jeopardizing other peoples learning.Students learned that speak

23、ing whenever you want show a lack of self-discipline and that not everything that goes through our minds is worth sharing.Teacher/student needs to revisit this topic and check how we are doing. Adapted from: Dyck, B. Case Study: Classroom Management - Six Thinking HatsURL: http:/ activity involves t

24、he whole class. One student (or the lecturer) will act as the (and time keeper). One student will the class findings. One student will into the word template. The whole class will do parallel thinking to discuss the problem3 min Brainstorm a Problem to discuss.3 min White Hat Facts and information a

25、bout the Problem?3 min Red Hat Feelings towards the Problem?3 min Black Hat What are the negative aspects of the Problem?3 min Yellow Hat What are the benefits/positive aspects of the Problem?3 min Green Hat What alternatives do we have?7 min Blue Hat - Sum what is learned and discuss possible next

26、steps.25 min Total7.1 What is Problem Solving?Higher-order cognitive process that requires the modulation and control of more routine or fundamental skills.7.2 Barriers to Effective Problem Solvingq Failure to recognize the problem q Conceiving the problem too narrowly q Making a hasty choice q Fail

27、ure to consider all consequences q Failure to consider the feasibility of the solution7.3 Problem Solving ProcessAccepting the Problem1. What is the Problem?2.What Are the Alternatives?3.What Are the Advantages and/or Disadvantages of Each Alternative?4.What Is the Solution?5.How Well Is the Solutio

28、n Working?7.4 Problem Solving Toolsq CoRTqSWOT Analysisq Six Thinking Hatsq Etc. Source: http:/ Courseware - Module 5: Problem Solving http:/cw.unitar.edu.my/ugb2013/c5/index.htm Problem Solving. URLs: http:/en.wikipedia.org/wiki/Problem_solving Edward de Bono 6 Thinking Hats. URL: http:/schoolnet.g

29、ov.mt/thinkingskills/thinkingtools.htmSix Thinking Hats. URL: http:/ faces: http:/ Angry Teacher: http:/www.webweaver.nu/clipart/img/education/angry-teacher.gif Titanic Sinking: http:/ UNIVERSITI TUN ABDUL RAZAK 16-5, Jalan SS 6/1247301 Kelana JayaSelangor Darul EhsanMalaysiaE-mail: Tel: 603-7627 7238 Fax: 603-7627 7246