Beyond Behavioral

Objectives: Problem Solving

and Constructivism
Advanced Philosophy of Education with Curriculum Planning, Design and Evaluation
(EDUC200)

CLEO SHEEN V. PAUNON

student
 Most experts agree that behavioral objectives
have a place in the curriculum, but most experts
agree that it is important to include other kinds
of objectives that encourage critical and creative
thinking (White, 2018). When engaging in
problem-solving, constructivist, and experiential
learning, it is important to go beyond behavioral
objectives.
According to the Center for Teaching
Excellence at the University of
Waterloo, “True problem-solving is the
process of applying a method – not
known in advance – to a problem that is
subject to a specific set of conditions
and that the problem-solver has not seen
before, to obtain a satisfactory solution
Two alternate forms of writing
objectives beyond behavioral
1. problems-solving objectives and
2. expressive activities
These types of objectives have the
following advantages:
a. they can be more artistic -- not as rigid.
b. they can be more reflective of real life problems.
c. several domains ( cognitive may be combined
within one objective.
d. the teacher can easily solicit input from
students. ( often evaluation of these objectives is
more subjective, or authentic.)
e. when you are integrating material, the
nonbehavioral format facilitates integration more
easily. Therefore, several subject areas or
different content may be easily incorporated into
one objective.
f. these types of objectives are more open-ended
and allow teachers to create related experiences
based on students’ interests and motivational
levels.
Creating problem solving objectives

1. *Statement of the problem.

2. *Conditions - these include product specifications.
Some problems may be so open that they don’t require
conditions.
3. *Parameters - these are detailed restrictions of the
conditions.
4. *A partial or complete list of process skills and/or
subject areas needed to solve problems.
5. *A listing of district aims and/or goals (standards or
benchmarks) met by completing the problem. This may
be done before the statement of the problem or after the
problem statement, or in a the context of a grading rubric
or checklist.
6. *Methods of evaluation and/or evaluation forms.
7. A rationale statement - this should include a brief
statement as to why you are having students do the
problem. This may include a restatement or be part of the
aims and goals statement.
Other components
8. Materials’ list.
9. A listing of teacher’s responsibilities within the problem
10. A listening of students’ responsibilities within the
problem.
11. Any extraneous support needed to solve the problem
-- as in community cooperation.
12. Expanded lessons related to the problem or possible
follow-up activities.
Remember the rules of thumb:
1. The more conditions and parameters you include,
the more conforming, restrictive, and narrow students’
products will be.
2. The fewer conditions or parameters, the more
diversity and creativity in the products.
3. Some students may require more structure and help
in solving problems, others may need less help.
Expressive activities that lead to
expressive outcomes.
This is the most artistic form of teaching since
teachers literally prepare a field and allow
students to explore, investigate and discover
connections.
Learning takes place within the context of
students’ investigations and explorations and as
students attempt to answer their own queries.
In planning, teachers can only project what learning
outcomes might occur. Activities must be evaluated for
achieved objectives after the activity is completed.
The teacher has the obligation to the students to
inform them of their accomplishments at the end of
each activity or session.
Assessment is usually achieved through annotated
records, checklists, observations, projects, portfolios, or
presentations.
Problem-solving Through
Constructivist Learning
• In many traditional classrooms, teachers present the
behavioral objectives and information to the students at
the beginning of the lesson. This process is often effective
and can be very appropriate because the teacher can
present much information in a short period of time. It can
be an efficient way of teaching although the students must
absorb the information “upfront.” In constructivist
teaching, the process becomes more meaningful because
the students are more fully engaged in solving the
problem, so there is a higher probability that they will
retain the concepts.
 When teaching focuses on students and
challenging their perceptions, students report a
deeper involvement with learning the subject
(Trigwell, Prosser & Waterhouse, 2004). Proponents
of constructivism believe that if teachers shift their
teaching practices, especially in math and science, it
will increase student achievement (Nyagah, 2017).
The following insight illustrates how problem-
solving and inquiry can be powerful learning
models.
Seven
Pedagogical Goals
of Constructivist
Learning
Environments
1. To provide
experience with the
knowledge
construction process
(students determine
how they will learn)
2. To provide
experience in and
appreciation for
multiple perspectives
(evaluation of
alternative solutions).
3. To embed
learning in
realistic contexts
(authentic tasks).
4. to encourage
ownership and a
voice in the
learning process
(student centered
learning).
5. To embed
learning in social
experience
(collaboration).
6. To encourage the
use of multiple
modes of
representation,
(video, audio text,
ect.)
7. To encourage
awareness of the
knowledge
construction
process (reflection,
metacognition).
Tips and techniques
• Have students identify specific problems, difficulties, or confusion.
Don’t waste time working through problems that students already
understand.
• If students are unable to articulate their concerns, determine where they
are having trouble by asking them to identify the specific concepts or
principles associated with the problem.
• Make students articulate their problem-solving process.
• In a one-on-one tutoring session, ask the student to work their problem out
loud. This slows down the thinking process, making it more accurate and
allowing them to access understanding of the process.
• When working with larger groups, ask students to provide a written, “two-
column solution.”
Encourage Independence
• Model the problem-solving process rather than just giving students
the answer. As you work through the problem, consider how a novice
might struggle with the concepts, and make your thinking clear.
• Have students work through problems on their own. Ask directing
questions or give helpful suggestions but provide only minimal
assistance and only when needed to overcome obstacles.
• Don’t fear group work!
• Students can frequently help each other and talking about a problem helps
them think more critically about the steps needed to solve the problem.
• Additionally, group work helps students realize that problems often have
multiple solution strategies, some that might be more effective than others.
Be Sensitive
• Frequently, when working problems, students are unsure
of themselves. This lack of confidence may hamper their
learning.
• It is important to recognize this when students come to us
for help and to give each student some feeling of mastery.
• Do this by providing positive reinforcement to let
students know when they have mastered a new concept or
skill.
Encourage Thoroughness and Patience
• Try to communicate that the process is more
important than the answer so that the student learns
that it is OK not to have an instant solution.
• This is learned through your acceptance of his/her pace
of doing things, through your refusal to let anxiety
pressure you into giving the right answer, and through
your example of problem-solving through a step-by-
step process.