As students undertake an activity, the educator guides them through the four phases of collaborative problem solving. This can be done in small groups or in whole-group instruction. These strategies can be deployed as a stand-alone activity or as a part of a lesson.
Although problem-solving strategies differ depending on the type of problem (such as simple, well-structured problems vs. complex, messy problems) and the knowledge areas needed to solve it, having a general methodology, as well as some team-based problem-solving methods, is helpful in collaboratively devising effective solutions to problems.
Following are the items you must submit to earn this micro-credential and the criteria by which they will be evaluated. To earn this micro-credential, you must receive a passing evaluation for Parts 1, 3, and 4 and a “Yes” for Part 2.
(200-word limit for each response)
Please submit work examples from two students (such as links to writing samples, audio, images, video, or other artifacts) that demonstrate progress toward the collaborative problem solving competency, including such items as “Need to Learns” lists, planning documents, check-in progress notes, presentations of results, or other examples.
For the two students whose work examples are included above, submit student-created reflections on their experience of the collaborative problem solving activities. Use the following questions as a guide (200-word limit for each reflection):
Provide a reflection on what you learned, using the following questions as a guide (200-word limit):
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