Solving Problems: Teaching Resources

 

Activity #1 – The Human Knot Game

Delegates were put into groups of six to eight, and were taken outside where there was room to move around. Each small group formed a circle, and members were instructed to put one had in the middle of the circle, and take hold of another member’s hand. Then each member put their other hand in the middle, taking a different member’s hand. This creates the knot, because each group member is holding the hands of two other group members. The task of the group is to do whatever they need to do to "untie" the knot. The only restriction is that at no time in the course of the game can any group member drop hold of a hand.

Data Processing

Learning objective: To help group members learn the value of working together to solve a problem, to play a game that encourages communication, and to learn more about each other.

Procedure:

Divide the group into teams of six to ten that will compete against each other, or against the clock. Each time the leader will call out an order, the teams compete to get themselves into the proper order, ranking, or sequence in the shortest amount of time. When the team thinks they are in the right order, everyone should sit down or squat. Keep score by keeping track of the amount of time the teams take to get in the order requested, or by awarding them points according to how well they finished, with deductions for team members in the wrong order.

Suggestions for sequences:

• Shortest to tallest

• Alphabetical order by first names or middle names

• Numerical order by age (including months and days)

• Alphabetical order by state /city born in

• Alphabetical order by favorite ice cream

• Order of birth month

• Alphabetical order by names of favorite hobbies

• Alphabetical order by names of pets

• Other

Variation: Add a barrier to effective problem solving with each round. Barriers include no talking, uncooperative group members, multiple members acting as leaders, group members who are constantly negative towards others’ suggestions, etc. (When assigning roles to group members, such as negative members, dominating members, etc, do this secretly, so the rest of the group has to guess the problem.)

Closure: Begin the discussion by talking about some of the new things you learned about members of the group. Highlight the problem-solving processes the group used when forming their lines, and discuss how the various barriers effected how the group worked, and how the problem-solving process was affected when the barriers were introduced.

 

Adapted from: Wittmer, J. & Thompson, D. W. (Eds.). (1995). Large group guidance activities: A K-12 sourcebook. Minneapolis, MN: Educational Media Corporation.

 

Activity #2 – Break an Egg

Learning objective: To practice solving a problem using a problem-solving process, while choosing from several alternatives.

Procedure:

Hold a raw egg in the air and ask the group what will happen if the egg is dropped in an empty trash can. (Obviously, it will break.) Drop the egg into the trash can.

Tell the group that their goal for this activity is to drop a raw egg from 10 feet (or whatever height) up and keep it from breaking.

Divide the group into groups of four or five members each. Give each group a manila envelope with several paper clips, rubber bands, a paper cup, a 4-ft. piece of string, a pair of scissors, and 3-ft. pieces of masking tape. (You can add more items or vary the items, making sure each group has the same items.)

Tell each group to apply the problem-solving process to use the items within the envelope to keep the egg from breaking when it is dropped. their goal is to choose one of the methods proposed by their groups, discuss it, make a decision as a group, and then implement it (without practicing…they only get one egg per group.)

Move the group outside or place a plastic drop cloth on the floor to drop the eggs. Use a step ladder from which each group, one at a time, drops their eggs.

Variation: If time allows, allow groups three eggs each to practice. This focuses on the last part of the problem solving process, where they can revise their solutions as needed.

Closure: Discuss each component of the problem solving process with the group, and have each team give feedback on how they did each component. Discuss the outcome of the activity, and give each group time to reflect on their performance and solution, and identify what changes (if any) they would make to their solution.

Adapted from: Wittmer, J. & Thompson, D. W. (Eds.). (1995). Large group guidance activities: A K-12 sourcebook. Minneapolis, MN: Educational Media Corporation.

 

Activity #3 – Numbers on a Line

To begin this activity, group members are split into groups of seven. Each small group places eight pieces of paper in a line on the floor, numbered one through eight. Each person stands on a piece of paper, except the paper #5. Persons on numbers one through four face those on numbers six through eight, and vice versa.

The goal of the activity is for the group members to switch places, by passing only one person at a time, and without moving backwards (from the direction they were facing to begin the activity). In the end, the person from #1 will be on #8, the person from #2 will be on #7, etc. This should leave the paper #4 empty.

At the conclusion of the activity, the group discusses aspects of problem solving that apply to this activity. They discuss the importance of communication, cooperation, listening, and stepping away from the problem to get the big picture (allowing one person to get out of line to look at it from a different angle).