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).
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.
The 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.
Teaching based on solving problems:
Identify problems that require decision-making based on knowledge of research fundamentals and EBP principles and competencies.
Establish the search strategy to acquire the best available evidence relevant to the problem.
Ascertain the appropriate methodology relevant to questions and the reliability and validity of evidence.
Integrate all types of relevant evidence towards finding solutions to the problem.
Generate and implement best solutions to the problem with due consideration of their social and ethical implications.
Evaluate feedback obtained on applied solutions for necessary adjustment.
Feedback
The
article must consist of three main elements-the beginning, the middle
and the end.
The beginning must be an introduction to the the body which
includes the solution of the problem that has been referred to in the
beginning.
The end must include the feed back to the name of the
problem and its steps of solution briefly beside the impression of the
writer.
Other Methods of teaching
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.