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Learning is not only a fundamental objective of education but also an intricate attribute that facilitates training. An explicit understanding of training relays the use of various strategies targeting driving ideas into another person. These strategies could incorporate activities, experiments, teachings, motivations, field studies, and individual practices, among others. They are used to internalize skills applicable when reading, presenting, listening, examining, answering questions, and solving problems.
All these activities play a vital role in individuals who are learning. Therefore, problem-solving is amongst the skill that learners must understand well for their educational works and life issues. Consequently, this training will pay particulate attention to problem-solving. In a bid to establish this training, the strategies identified will be described and evaluated in accordance with the outcomes expected.
Problems are common and diverse in the education system. They range from unanswered questions that learners have tried to answer without progress. Robertson (2001) described precisely that although a question might not be a problem when an answer is available, it becomes a problem when an individual cannot provide an answer. This allegation portrays the distinction existing between the term question and problem.
Furthermore, it clarifies that a problem could be a hard or difficult question to answer. Probably, the answer could have valid uncertainty or doubts. Learning requires techniques to solve these problems strategically when reviewing past papers and performing personal assessments. Additionally, problem-solving skills equip a learner with the necessary strategies and step by step techniques to answer examination questions. Problem-solving is quite common in mathematical operations and continues to integrate into other subjects. Research arises to provide solutions from a predetermined problem or a question that requires an answer.
Therefore, it is apparent that training learners about solving problems are entirely critical for proper studies. Also, there are life problems that a learner might solve using step by step problem-solving techniques. For instance, whenever a family the problem arises to a trained person, s/he could identify and evaluate the repercussion of the decisions made. What if a man needs to divorce hi outs wife due to unfaithfulness? It can be identified that divorce will leave children without one parent. This could direct the divorcing individuals on finding a satisfactory solution for the sake of their daughters. Although this could just be a less significant problem, there are many life issues that apply problem-solving skills to provide tentative solutions. These ideas depict that learning must incorporate the skills and techniques to solve problems.
According to Clements and Jones (2008), there is a performance proportionality existing between the positive attitude of learners and goal oriented studies. They indicated that attitude directs an individual towards achieving something s/he had not identified fully. Similarly, goal driven studies are directive and precise. A learner aims at achieving a set goal intimately and regardless of the side forces.
This training targets at providing an explicit understanding of the problem-solving skill. It will facilitate the trainees to perform personal assessment effectively. Consequently, future learning and researching will have strong bases due to strong understanding retrieved from these solving techniques. Moreover, the performances on examinations will appreciate due to a rising understanding and improved perception. The strategies of solving problems will be boosted and amplified in accordance with the recent research finding. Ultimately, learning and training through this presentation will facilitate the internalization of the skill.
This training will consider several parts that will guide towards the goals. First, the trainees will be able to differentiate between a problem and a question. This will direct them towards the main cause of the problem. Probably, it could be done by identifying a problem and differentiating it from a question. Learners should be able to make clarifications of the problem by observing, requesting help, visualizing and gathering information. After gaining clarity of the problem, it could be broken down into parts that could be solved easily. Consequently, learners must be able to break down the problem. When the solvable parts are established, the learner must know how to set and follow a target. For instance, a learner could choose to seek assistance in solving a math problem to fulfill a goal of understanding trigonometry.
Therefore, the learner must be able to identify a goal. A proper goal should consider timing, specificity, reality, measurement and the ability to achieve it. Another vital objective is establishing the ground causes of a problem. This could involve identifying all the available information about the problem, trying to establish the hidden points, and knowing what requires identification through research or calculations. This indicates the necessity of trainees’ knowledge about the causes of the problem.
At the end of the training, a trainee will be able to identify various countermeasures related to a selected problem. Development of these countermeasures will be based on learners’ ability to play draft. Learners will learn how to play draft and identify problems that require decisions for successful winning. Making each move will involve the implementation of a countermeasure. After completing the game, the results and processes will be evaluated in accordance with the fate of each participant. This implies that learners will be able to develop and implement countermeasures for goal achievement. Also, they will be able to analyze the results and process before identifying the way forward.
This training will require several material to complete the training successfully. First, there are the obvious class resources such as books and writing materials. Secondly, the training will require several mathematical problems presented to the students through a handout. Possibly, there could be a video presentation involving divorcing parents.
Consequently, devices to show the video could be presented. This is necessary because the trainer could have the opportunity of using many training styles.
Additionally, it will break the monotony of training and create an allowance to request for the available solutions. Also, the trainers could use the video to apply step by step problem-solving strategies described in the following paragraph. Another material requirement will be draught equipment. This equipment could be modified by using bottle tops and drawing squared planes similar to those shown in the following figure.
The group will select a facilitator and an emcee to direct the group proceedings. Each student will have a role to play in the presentation. The session will begin by evaluating what the audience knows about the problems. This will be followed by a description of the training goals and objectives. When the students understand the reasons for the training, a video will be shown to trigger previewing of the problem-solving issues. This will allow the trainer to ask questions about the best solutions regarding the case presented. Step by step analysis will be presented by the trainer to clarify the problem-solving strategies. These steps will be presented as shown in the following list.
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- Problem identification;
- Problem breakdown;
- Target determination;
- Identification of the root causes and their analysis;
- Development and implementation of countermeasures;
- Evaluation of results and processes;
- Identification and implementation of the standard solution.
Also, these steps will be followed after playing the draught. Several math questions will be provided to the trainees whereby they will differentiate questions from problems. Finally, the necessity of problem-solving will be described to elaborate on the vitality of the study. The emcee will conclude the training by pointing out several issues trained during the session.
Content of the Training Module
First, the training module will introduce the study with a clear topic of problem-solving. Secondly, it will identify the goals and objectives of the study. A list of activities and material requirements will follow consecutively. There will be an elaborate description of problem-solving and its overall benefits. Step by step problem-solving strategies will be another vital content.
Problem-solving is a vital attribute that learners must understand to study effectively. Mishra and Sharma (2005) postulated that multimedia facilities could be applied to provide quality training. This training applied videos and could use computer programs to facilitate the playing of draught. Therefore, many strategies should be applied to training and boosting the perception of learners.
Clements, P. E., & Jones, J. (2008). The diversity training handbook a practical guide to understanding & changing attitudes (3rd ed.). London: Kogan Page. Web.
Mishra, S., & Sharma, R. C. (2005). Interactive multimedia in education and training. Hershey PA: Idea Group Pub. Web.
Robertson, S. I. (2001). Problem solving. England: Psychology Press. Web.