What is it :

During an investigation or design activity, students encounter an unexpected problem that blocks their progress. They must think of possible solutions, make a choice, and adjust their approach to continue.

This activity can be conducted both inside the classroom and in outdoor settings, depending on the investigation or design task.

• Encountering the problem: Students face an unexpected obstacle that prevents them from continuing their investigation or design task, which triggers the need for problem-solving.
• Analysing the situation: They examine the problem carefully, identifying the cause and the constraints, which develops analytical thinking.
• Generating alternatives: Students brainstorm possible solutions, exploring multiple approaches rather than settling on the first idea.
• Evaluating options: They weigh the pros and cons of each possible solution, learning to assess feasibility, effectiveness, and potential consequences.
• Making a reasoned decision: Students select the most suitable solution and implement it, practicing decision-making based on evidence and reasoning.
• Reflecting on outcomes: After attempting their solution, students reflect on what worked, what didn’t, and why, which reinforces critical thinking and iterative problem-solving.

Problem-Solving:  Students can recognize and analyse unexpected problems, devise and implement solutions, and reflect critically on their decision-making process.

Practical examples:

Suggested use: This activity is suitable for tasks where unpredictable problems can naturally arise.

• Science investigations: During an experiment, a piece of equipment fails or results are unexpected, prompting students to figure out how to proceed.
• Design and engineering tasks: While building a model or prototype, students discover that a part doesn’t fit or a design doesn’t work as intended.
• Outdoor learning activities: Students encounter environmental or logistical obstacles, such as weather conditions or unavailable materials, requiring creative solutions.
• Project-based learning: When planning or executing a project, students face unforeseen challenges like missing data, time constraints, or conflicting ideas.

The exact problem and the materials needed cannot be predicted in advance; students must identify the obstacle and, based on their proposed solution, determine and gather the materials required to address it.

Teacher’s role: the teacher is coaching, inquisitive and supportive, encouraging thinking, explaining and rethinking

Understanding the problem:

• What is the obstacle you are facing?

• Why can’t you continue with the task?

Identifying needs:

• What do you need in order to move forward?

• What resources or materials could help you overcome this challenge?

Exploring possibilities:

• What can you use from the classroom or environment to help you?

• Are there alternative ways to solve the problem if your first idea doesn’t work?

 Decision-making and reflection:

• Which solution seems most feasible and why?

• How will you test whether your idea works?

• What might happen if your solution doesn’t work as planned?

• Encourage students to pause and analyse the problem before jumping to a solution.
• Ask guiding questions to stimulate critical thinking rather than giving the answer.
• Promote brainstorming multiple solutions and considering alternatives.
• Emphasize that mistakes are learning opportunities and part of the process.
• Allow students time to gather or adapt materials based on their chosen solution.
• Support collaboration, but let students make decisions independently when possible.

When using smart match as a working form with students aged 6 to 10, you can easily differentiate at three levels: beginner, advanced and expert. 

Beginners:

• Provide smaller, simpler tasks where the obstacle is obvious.
• Offer hints or partial suggestions for materials needed.
• Encourage working in pairs to support problem-solving.

Advanced learners:

• Use more complex or ambiguous problems that require independent thinking.
• Limit hints, so students must brainstorm multiple solutions themselves.
• Encourage reflection on why certain solutions may or may not work.

Experts:

• Introduce open-ended or multi-step obstacles where the problem may have multiple possible solutions.
• Students must anticipate potential challenges and identify materials independently.
• Encourage them to evaluate the effectiveness of their solution critically and consider alternative strategies.

• What did you learn about how to approach unexpected problems?
• Which strategies helped you solve the problem most effectively?
• What would you do differently if you faced a similar problem next time?
• How can you apply what you learned about problem-solving in other tasks or subjects?
• Did you notice any personal strengths or areas to improve in how you handle challenges?