A problem-solution approach

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A problem- solution approach




Problem Solving in the Classroom






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https://mrgirgis.blogspot.com/





Mr. Girgis





Click here to go to : Abouna Fanous Site.




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E-mail  1  :  girgishannaharoun@yahoo.co.uk




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Teacher: George, go to the map

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What is Problem Solving?



Problem Solving is a process of overcoming difficulties that

appear to interfere with the attainment of a goal. It is the

procedure of making adjustments in spite of interference.




The Problem



The problem is often reintroduced in the body of the article.

 The problem section is the part of the paper where the

writer shows that s/he shares readers’ concerns.  This

section of the paper may describe a local situation in

sufficient detail to provide a context for the solution. 




The description of the problem helps the reader identify

with the context described to the extent that s/he may feel

that the situation is actually very similar to his/her own.

 It is important to note that all the paragraphs and even

 the sentences normally work to serve the larger

organization of the text.




Solution



At some point in this type of article, one expects a switch

from problem to solution.

The change in orientation from problem to solution is

indicated not only by the heading, which is the inverse of

the problem section, but by the beginning of the sentences,

which substitute passive students for active problem-solving

 teachers and by a switch from synonyms of problem or

words of negation to synonyms of solution or the agents of

 change (teachers).





Problem-solving behavior occurs in a novel or difficult

situations in which a solution is not obtainable by the

habitual methods of applying concepts and principles

derived from experience in very similar situations.



Problem-solving is a process of overcoming difficulties that

appear to interfere with the attainment of a goal. It is the

procedure of making adjustments in spite of interference


 



What is AI-driven problem-solving?



AI-driven problem-solving uses artificial intelligence (AI) to 

analyze data, identify patterns, and provide effective solutions

 to complex problems. It involves training AI models with 

relevant data, generating solutions based on analysis, and 

validating their effectiveness. This approach complements 

human decision-making by offering data-driven insights. 

However, ethical considerations and transparency are 

vital for responsible AI implementation.


 



How does it work?


AI-driven problem-solving works by leveraging various 

AI techniques and algorithms to process data, analyze 

patterns, and generate solutions.



Data Collection


Data that carries essence is compiled from a pack of 

sources, including databases, sensors, and online platforms. 

This data can be structured (e.g., numerical data) or 

unstructured (e.g., text, images, videos).




Data Preprocessing


The collected data is cleaned, transformed, and organized

 to ensure its quality and compatibility with AI models. This 

step involves clearing noise, handling missing values, and 

standardizing the data format.




Training AI Models


The preprocessed data is used to train AI models, which

 can include machine learning algorithms like neural 

networks, decision trees, or support vector machines.

 During training, the models learn to recognize patterns 

and connections within the data.




Analysis and Inference


Once the AI models have undergone training, they can 

examine fresh data by leveraging the acquired patterns

 to make predictions or decisions. This analysis contains 

various tasks, including classification, regression, 

clustering, and natural language processing.




Solution Generation


The AI models develop solutions to the given problem 

based on the analysis and inference performed. 

These solutions encompass a range of outputs such as 

recommendations, optimizations, predictions, and more, 

tailored to the specific problem domain.




Validation and Refinement


The generated solutions are evaluated and validated to 

assess their accuracy and effectiveness. If necessary,

 the AI models can be refined by retraining them with

 updated data or adjusting their parameters to enhance 

their performance.




Deployment and Integration


After validating the AI models, the next step involves 

deploying and integrating the generated solutions into 

existing systems or processes. This may require the 

development of user interfaces, APIs, or other mechanisms 

to ensure that the AI-driven solutions are accessible and 

usable by stakeholders.




Monitoring and Iteration


AI-driven problem-solving is an iterative process. 

The deployed solutions are continuously monitored to 

ensure they perform as expected and remain up-to-date. 

Feedback from users and ongoing data collection can be 

used to refine and improve the AI models over time.



It’s important to note that the specific details of how 

AI-driven problem-solving works can vary depending 

on the problem domain, the available data, and the chosen 

AI techniques. Additionally, ethical considerations, 

transparency, and interpretability should be taken into 

account throughout the entire process to ensure 

responsible and trustworthy AI implementations.

 



Problem Solving Method in teaching





In everyday life, man faces varieties of problems. 

There are needs and motives that are to be satisfied.

 For this , purposes definite goals or aims are set.

 In an attempt for the realization of the goals, one 

experiences obstacles and interference in an attempt

 to achieve them. This creates problems. Serious 

and deliberate efforts have to be made to overcome 

these impediments.




Problem-Solving has been regarded as a form of 

complex learning. In problem situations, a response

 is not always readily available to overcome the 

obstacles and reach the goal. Recognizing and 

adapting our perceptual, cognitive, verbal and motor 

responses are necessary to arrive at the correct 

response which will solve the problem. In other

 words, modification of our behavior is necessary to

arrive at the solution.


 


 



Revising:



After writing the first draft, one needs to see how the

text looks to an uninitiated reader.



One way of revising is to try to read the article as if

one were unfamiliar with the text.



One should also give the article t o a colleague who

may have many comments or suggestions and may

find points which are unclear.



One of the most important points would be to insure

that the article actually includes the content and

structure promised in the introduction.


 



Problem Solving Behavior





In the satisfaction of one’s needs and realization of the

 set goals, problem-solving behavior arises only when

the goal is purposeful and essential for the individual,

there is a series of interference in the realization of this

goal, and this interference or obstacle cannot be

overcome by simple habitual acts or mechanical trial 

and error methods.




One has to utilize one’s thinking and reasoning powers

and engage in serious mental work by systematically

following some well-organized steps for the removal of

the difficulties and obstacles.




The problem-solving behavior involves quite 

deliberate, conscious and serious efforts on the 

part of the problem solver.




Problem-solving behavior helps an individual in the 

removal of or adjustment with interference and 

ultimately helps to reach his goal and satisfy his 

motives.



Problem-solving behavior helps an individual in the 

growth and development of his personality, making

 his life happier and wiser by appropriate adjustment.

 It also contributes significantly to the progress and 

development of society.

 


Downloadable resource: designing a problem-solving methodology in the  classroom - SchoolNews - Australia



Conclusion


The conclusion can be seen as a mirror image of the

introduction.Whereas the introduction starts from general

and moves to specific, the conclusion starts with the

specific study or technique described in the article and

moves to the general.



If we consider the conclusion to be some sort of inverse

 of the introduction, we might expect the conclusion to

evaluate a technique positively, and then move on to a

more general situation.



In the conclusion the writer can use the specific example

described in detail in the article as a launching point for

further study or to remind readers that s/he is treating a

general problem or has found a solution to additional,

more general problems.


 


Developing Your Sense Of Purpose, Evaluating Your Passion, And Tapping Into  Why You Began Teaching - The Edvocate


 




Practical Example


  A problem- solution approach


 
 In dealing with our education problems, the American EDX

program, Harvard university, USA :


(Introduction to Data Wise: A Collaborative Process to

Improve Learning & Teaching)taught me the following

steps to solve the problem of poor listening and speaking 

skills:




Example:



1-Organizing collaborative work:

We formed a group work to exchange work,

 experience and guide.





2-Creating data:

We did diagnostic tests collaboratively and collected data

using our senses, observation and statistics.





3-Digging into students' data:


We studied data to find the evidence that refers to the

problem reasons and the way of remedy.





4-Finding evidence:

Learners couldn't speak well because of the lack of language

practice and communication. The GTM method(Grammar

Translation Method) that depends on grammar and

translation was not good for learners to use listening,

speaking or communication.

 



5-Deciding the problem:


Learners were poor at listening and speaking skills.




6-Developing the action plan:


Speaking English through authentic situations, guided and free

 practice was the remedy. Teaching rules can't help learners to

 develop their speaking skill.





7-Acting and assessing progress:


We started our remedial work plan collaboratively through 

focusing on using real situations and free practice for learners

 to work in pairs to ask and answer questions through using 

gestures, pointing, acting, CDs, songs, music, games, realia 

and authentic material and situations. Assessment went side 

by side.




8-Solving the problem.


Learners became good speakers when they used and

functioned the language.

I can pass EDX experiences, experiences of my study in 

England and my work experiences in Egypt on to my 

colleagues in the USA.



Problem-based Learning method.

 


Other Methods of teaching



 



  1. Direct Analogy Method


A method of problem-solving in which a problem is 

compared to similar problems in nature or other 

settings, providing solutions that could potentially

 be applied.



  1. Attribute Listing

A technique used to encourage creative thinking in 

which the parts of a subject, problem, or task are 

listed, and then ways to change those component 

parts are examined.



  1. Attribute Modifying

A technique used to encourage creative thinking in 

which the parts of a subject, problem, or task are 

listed, and then options for changing or improving 

each part are considered.



  1. Attribute Transferring

A technique used to encourage creative thinking in 

which the parts of a subject, problem or task listed

and then the problem solver uses analogies to other 

contexts to generate and consider potential solutions.



  1. Morphological Synthesis

A technique used to encourage creative problem 

solving which extends on attribute transferring. A 

matrix is created, listing concrete attributes along the

 x-axis, and the ideas from a second attribute along 

with the y-axis, yielding a long list of idea combinations.



  1. SCAMPER

SCAMPER stands for Substitute, Combine, Adapt, 

Modify-Magnify-Minify, Put to other uses, and Reverse 

or Rearrange. It is an idea checklist for solving design 

problems.

 


  1. 7-Direct Analogy

A problem-solving technique in which an individual is

asked to consider the ways problems of this type are

solved in nature.



  1. Personal Analogy

A problem-solving technique in which an individual is

 challenged to become part of the problem to view it

from a new perspective and identify possible solutions.



  1. Fantasy Analogy

A problem-solving process in which participants are

asked to consider outlandish, fantastic or bizarre

solutions which may lead to original and ground-

breaking ideas.


 




  1. Symbolic Analogy



A problem-solving technique in which participants are

challenged to generate a two-word phrase related to

the design problem being considered and that 

appears self-contradictory. The process of 

brainstorming this phrase can stimulate design ideas.



  1. Implementation Charting


An activity in which problem solvers are asked to

identify the next steps to implement their creative

ideas. This step follows the idea generation stage

and the narrowing of ideas to one or more feasible

solutions. The process helps participants to view

implementation as a viable next step.



  1. Thinking Skills


Skills aimed at aiding students to be critical, logical,

and evaluative thinkers. They include analysis,

comparison, classification, synthesis, generalization,

discrimination, inference, planning, predicting, and

identifying cause-effect relationships.


 


View Other Resources:


1-The Conversation Class 


2-Good Teaching is Timeless.



3-Puns,  puzzles and Riddles.



4-Curiosity and Comprehension.


5-A Classroom Language  Journal.



6- Twenty Testing mistakes to avoid.


7-Creating a storytelling Classroom.


8-Story Theater in Teaching English.



Lighter Slides:



1-Lighter slides: 1, 2, 3, 4.


2-Funny Stories.


3-Teaching songs.


4-Engaging classroom games.
Photo of Forum Cover


 Teaching Forum 2013, Volume


51, Number 2


1-The Dialogue Journal


2-Tasks for Integrating Language


3-Language Activities


4- Engineering English


5-Cars, Cars, Cars


6-Classroom Activities


7-The Lighter Side: "Traffic Jam"


8-Engaging classroom games.


9-Lighter slides: 1, 2, 3, 4.


10- Lighter Slides : 5, 6. 7, 8 & 9


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