Houston, we have a problem teaching activity

In the popular movie, Apollo 13, the astronauts are trapped with their oxygen running out.  In a classic scene, all of the NASA engineers gather in a room with all of the stuff in the spacecraft and have to figure out how to make a square air filter fit a hole made for a round filter.  Literally, the engineers have to make a square peg fit in a round hole. In today’s post, I want to share an IDEA from my book Teaching for Learning on how you can use this as the basis for a class activity.

In the Houston We Have a Problem IDEA, students are given a collection of items or information that they must use to solve a problem presented by the instructor.

The game is designed to encourage class participation, creativity, and problem solving.

The structure allows the opportunity for students to work together to think of innovative ways using a set collection of items to solve a problem. Students may understand basic concepts related to class, but have a difficult time integrating and applying material.

Houston, We Have a Problem can be a fun activity that forces students to think through various issues, hypothesize solutions, and use knowledge gained from class.

Guiding Principles

Research from cognitive theory suggests that skills and knowledge are not learned separately and abstractly.

Rather, instructional environments that organize learning and skills practice within the context of application of knowledge improve motivation and learning (Resnick, 1989).

Houston, We Have a Problem provides a useful structure and construct to apply and create knowledge within the classroom environment.

This IDEA also builds upon the benefits of cooperative learning to teach problem solving abilities.

Using cooperative learning proves an effective method of helping students learn complex skills while effectively managing the demands on instructors (Heller, Keith, & Anderson, 1992).

During the Houston, We Have a Problem activity, students can learn from each other about how to approach problems, use course content, and develop solutions.

Preparation

The first step to prepare for Houston, We Have a Problem is to identify the problem for students to seek to solve.

The problem should be related to an application of course content and preferably (although not necessarily) one with multiple paths to a solution.

Next, you will need to collect items or information for students to use to solve the problem.

You might literally put the items on a table like the movie or provide a list. The items might be objects (i.e. lab equipment) or information (i.e. equation or formula) that can be used to figure out a solution.

It is also useful to provide red herring items that likely will not be useful, but will require students to think about their possible use.

Process 

  • The instructor divides students into groups and presents the problem to be solved. The problem should be presented clearly, but avoid any suggestion of possible solutions. Provide the groups with the items available for use in solving the problem.
  • Have the students work on creating a problem. Answer questions from the groups seeking clarification about the problem, but do not provide examples of how to use the items or ways to come up with a solution.
  • After each group is finished, ask each to brief report on their solution. Time permitting, you can also ask each group to explain the process they used.

Sample IDEA Pairings

Gallery Walk (IDEA #28). After students complete their solution for Houston, We Have a Problem, they walk around looking at the solutions and summarize trends that they noted from other groups.

Today I Learned (IDEA #90). Students reflect upon what they learned through the exercise of playing the game.

Post Hoc Analysis (IDEA #100). Students complete Houston, We Have a Problem and then reflect back on the activity though writing about the important patterns and issues related to the problem.

Pro-tips

Particularly at the beginning of the game, groups may struggle with how to get started or approach the problem. They may ask for help or seek direction, but the instructor should avoid the temptation to assist. The best learning during Houston, We Have a Problem is when students are forced to figure out an approach. This may be difficult and uncomfortable for some groups, but this is a necessary part of learning how to problem solve.

While the students are completing the activity, wonder around from group to group. Your presence will lead to questions, but, again, only answer those about the problem. As you move between groups, listen for how students are working through the process of problem solving so you can ask process-related questions at the conclusion of the activity.

Although the problems identified can be many different types, the best problems present details that the students can use when using the items to create solutions. In addition, the students do not necessarily need to build something of the items to complete this activity. The students may have to identify the lab equipment and the order of how to use it in order to complete an experiment. Alternatively, students might have to use various class concepts and formulas to determine an answer to the problem. The goal is to have students solve a problem by selecting what and how to use the items available.

If you enjoyed this activity, I encourage you to get a copy of Teaching for Learning with one hundred other activities for you to use with students.

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