Teaching Problem-Solving

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Why it works

Research on problem-solving (across math, science, and beyond) shows that effective problem-solvers use a process (understanding the problem, planning, carrying out, and checking) and strategies (such as breaking into parts, drawing a diagram, working backward), and that these can be taught explicitly, alongside the domain knowledge that problem-solving requires. Teaching problem-solving means modeling the process and strategies, giving worthwhile problems (including unfamiliar ones), and building both the thinking process and the knowledge it draws on, not just drilling worked procedures.

The research: Polya on problem-solving; research on problem-solving instruction.

The run-of-show

Choose your slot. The agenda, timings, and length update to match.

The core activity: teach the problem-solving process

Teachers leave with the process and a strategy modeled on a worthwhile problem.

Pick a worthwhile problem (including an unfamiliar one).
Model the problem-solving process (understand, plan, try, check).
Teach a strategy or two (break into parts, diagram, work backward).
Build both the process and the knowledge it draws on.

Teach the process, not just the procedureProblem-solving is understand, plan, try, check, plus strategies and knowledge. Teach the process explicitly so students can tackle unfamiliar problems.

Facilitator notes

Teach the process and strategies explicitly, and model them.
Give worthwhile and unfamiliar problems.
Build process and knowledge together.

Drilling procedures does not build problem-solversStudents who only practice worked procedures freeze on unfamiliar problems. Teach the problem-solving process and strategies explicitly.

Adapt it

Elementary: simple process, strategies, worthwhile problems.
Secondary: process, strategies, unfamiliar problems, domains.
All settings: teach process and strategies explicitly.

Participant handout

One page for every teacher. Print it, or save it as a PDF.

K12 Academics · Professional Learning

Problem-Solving: teach the process

Beyond procedures: model the process (understand, plan, try, check) and strategies, on worthwhile problems.

The worthwhile or unfamiliar problem:
How I model the problem-solving process:
The strategy or two I teach:
How I build process and knowledge together:
Where I drill procedures instead:

Make it stick

Process and strategies:

Teach the process and strategies.
Give unfamiliar problems.
Bring a problem-solving lesson to the next PLC.

Common questions

Don't students learn to problem-solve by doing lots of problems?

Practice helps, but explicitly teaching the process (understand, plan, try, check) and strategies, and modeling them, builds transferable problem-solving better than only drilling procedures.

What strategies should I teach?

General ones (break into parts, draw a diagram, work backward, try a simpler case) alongside domain-specific approaches, and the overall process of understanding, planning, doing, and checking.

Isn't problem-solving just applying what you know?

It requires knowledge, yes, but also the process and strategies to apply it to unfamiliar problems. Teach both the knowledge and the problem-solving process.