Effective Lesson: problem-solving models in Health

My Year 11 Health students are working on an Interpersonal Skills Unit. For this, students need to know, apply and evaluate the different problem-solving models. Rather than do role-playing and scenarios and have students work through the models, I decided to do something different.

I begun the lesson by explaining to the students that there were 3 models of Problem-Solving that they needed to know. I explained to the class that they needed to use the words that I had written on a portable whiteboard and create a flow-chart to explain “Who owns the problem,” give an example and decide what problem-solving model to use. This meant that they had to process the information around the models and apply it in a different way to show their understanding.

Students worked in small groups and each were given a piece of chalk to create their flow-chart. I had the portable whiteboard as a reference point. While moving around the groups I asked things such as; “When figuring out what model to use, what do you need to know first?” and “If you own the problem, what model do you use?”


Key words students were given:

I found this to be an effective lesson because in order for the students to be able to create the flow-chart they were having to gather, process and apply the information. I encouraged students to take responsibility for their own learning and prompted them through open-questioning. Also, the students enjoyed working in a different context and in a large, open environment. The students responded well to the activity and once we returned to the class, the students were able to correctly answer and relate the different problem-solving skills.

Outcome of the lesson:


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