Teach Problem Solving Skills

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How to create 10 year calendar with less that 10 pages? I will share how I taught my 7 year old daughter to make 10 year calendar with less than 10 pages.

Then, I will answer why we should not teach simply the solutions to problems by explaining reasoning behind my teaching approach.

She easily found that each number just got incremented by 1. To fill 2011, she didn’t look at the 2011 calendar, instead just followed the pattern by just adding 1 to 2010’s page number.

Then we both checked against 2011 calendar and it matched perfectly.

She repeated the same for 2012 calendar, and during verification we found that the pattern changed.

For Jan and Feb, pattern remained same just one higher that previous year. For e.g index for Mar 2011 is 2 while index for Mar 2012 is 4.So most of them doesn’t even know how apply what they have learned.In Today’s computing and artificial intelligence revolution, intellectual skills are more important than knowing facts. So students should learn the basic building blocks for solving problems.But I let her do it wrong first time and discover the problem during verification.Because that’s how we solve problems in real life, but school education teaches only right steps to arrive at the solution.But, My goal is not to teach her this cool trick of making 10 year calendar with 9 pages, but the process of solving this problem so that she can apply it to other problems.We should teach kids the fundamental skill of researching subjects and creating theories. Adaptations: Once children have been taught these five steps to problem solving, they need opportunities to practice using them.Why we should not teach simply the solutions to the problems, instead teach kids the fundamental problem solving skills?There are different ways to calm down; we could take a break, take three deep breaths, use "milkshake breathing". – We need to know what the problem is before we can solve it. Remember this problem belongs to you, not other people. In the beginning, you may need to help them with solutions. The focus at this step is just to generate as many solutions as possible, not to evaluate solutions. Ask children to think what would happen next if they chose a solution. Step Three: Come up with Solutions – It is helpful to think of as many different solutions to the problem as possible. A solution might work one time but not another time.


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