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Problem Solving Mnemonic
 | I Identify the Problem |
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| D Define and Represent the Problem |
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Relevant information? Appropriate questions? |
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Graphing, mapping, flowcharting… |
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Identify facts, opinions, stereotypes, cliches, logic,
assumptions, bias, emotions, propaganda, spin, value systems, ideologies,
inconsistencies, etc. |
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| E Explore Possible Strategies (algorithms
and heuristics) |
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| A Act on the Strategies |
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| L Look Back and Evaluate the Results |
Teaching Problem Solving
1. Probe
 | Do they distinguish relevant from irrelevant information? |
| Are they aware of their assumptions? |
| Do they visualize via diagrams, etc. ? |
| Can they explain the problem to a peer? |
2. Multiple-Perspective Taking
| Encourage them to collect different views. |
| Practice defending a different point of view. |
3. Systematic Approaches
| Think-aloud protocols… |
| "what would happen if…" |
| Keep lists of suggestions. |
4. Explore Strategies (algorithms and heuristics)
| Means-ends analysis (small steps) |
| Experiment |
| Use analogies |
| Use "working backwards" |
| Verbalize (oral & written) |
5. "Let My People Think!"
| Individual and group formats. |
| Resist giving the solution. |
| Let them sleep on it. |
Show Them Information Processing Tactics
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| Attention Focusing |
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| Make outlines |
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| Underline |
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| Look for headings |
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| Look for topic sentences |
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| Schema Building |
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| Story grammar |
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| Theory schemas |
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| Topic schemas |
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| Networks |
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| Mapping |
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| Idea Elaboration |
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| Self-questioning |
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| Imagery |
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| PQR4 (preview, question, read, reflect, recite, review) |
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| Pattern Learning |
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| Hypothesizing |
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| Identify reasons for actions |
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| Self-Instruction |
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| Comparing performance to an expert model |
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| Practice |
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| Part practice |
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| Whole practice |
Prepare: A strategy for preparing for
class
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| P Plan for locker stops |
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| R Reflect on what you need and take |
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| E Erase personal needs |
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| P Psych self up |
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| Pause for attitude check |
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| Say a personal goal related to the class |
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| Yoke in negative thoughts |
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| Challenge self to good performance |
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| A Ask self where the class has been and where
it is going |
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| R Review notes and study guide |
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| E Explore meaning of teacher’s introduction |
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| Ellis, E. S. & Lenz, B. K. (1987). A component analysis of effective
learning strategies for LD students. Learning Disabilities Focus, 2,
97-101. |
Writer: Monitoring for written errors
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| W Write on every other line |
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| R Read the paper for meaning |
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| I Interrogate yourself with "COPS"
questions |
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| Capitalized the first word and all proper nouns? |
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| Overall appearance? |
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| Punctuation—periods, commas, semicolons? |
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| Spelling looks okay, or should I use a dictionary? |
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| T Take paper to another for proofreading |
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| E Execute a final copy |
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| R Reread your paper a final time |
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| Ellis, E. S. & Lenz, B. K. (1987). A component analysis of effective
learning strategies for LD students. Learning Disabilities Focus, 2,
97-101. |
Multipass: A textbook reading strategy
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| S Survey the chapter using TISOPT |
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| T Title read and paraphrased |
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| I Introduction read verbatim and paraphrased |
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| S Summary read verbatim and paraphrased |
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| O Organization analyzed by reading headings |
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| P Pictures examined |
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| T Table of contents examined |
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| Ellis, E. S. & Lenz, B. K. (1987). A component analysis of effective
learning strategies for LD students. Learning Disabilities Focus, 2,
97-101. |
RIDER: A visual imagery strategy for
reading comprehension
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| R Read (the sentence) |
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| I Make an image or picture in your mind |
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| D Describe how the new image is different
from the last sentence |
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| E Evalute the new image to ensure it contains
everything necessary |
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| R Repeat the steps as you read the next
sentence |
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| Ellis, E. S. & Lenz, B. K. (1987). A component analysis of effective
learning strategies for LD students. Learning Disabilities Focus, 2,
97-101. |
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