What is non-routine problem solving?

Also referred to as creative problem solving, non-routine problem solving requires

some degree of creativity or originality. Non-routine problems typically do not have an
immediately apparent strategy for solving them. Often times, these problems can be
solved in multiple ways and with a variety of strategies. Just like computational
exercises (e.g long division), non-routine problem solving must be explicitly taught to
students.

Why non-routine problem solving will always be apart of my instruction:

 It prepares students for real-life problem solving. Real-life problems do not
come with prescribed steps on how to solve them. People must think creatively and
logically to solve them.
 It allows students the gift of choice. I use the word "gift," however, for many
students this aspect is very overwhelming to them. They are used to being told what
to do and how to do it. This literally cripples students when it comes time to solve a
problem that doesn't follow a learned algorithm. With non-routine problems, students
must choose how they will tackle them. Over time, they learn to trust themselves to
determine appropriate strategies to use and solve these challenges with confidence.
 As mentioned above, it builds student confidence. Students soon realize that
they can independently choose an appropriate strategy (or strategies) and successfully
apply it.
 It presents students with a healthy dose of "struggle." I am all for teaching
within students' instructional levels. However, I am a firm believer that students must
also feel a little uncomfortable, even frustrated, at times. Non-routine problem solving
will frustrate some of your students, especially at first. Don't give up! Talk to your
students about how they are feeling. Provide the appropriate scaffolding needed to
help them get through these problem. In time, your students will amaze you with what
they are able to do.
 It's fun!!! I am not just saying that because I am a math geek. It really is fun and
your students will love this variety it offers. Even my students who do not get the
correct answer enjoy the process.
 It fosters student communication skills. Students must document and explain
the strategies they use.
 It's for EVERYONE. I never reserved these activities for my "higher-achieving"
students. In fact, many students who struggled with computational concepts,
THRIVED with non-routine problem solving.
Steps for non-routine problem solving:
There are four widely used steps that must be modeled for your students to give them
a framework when working with these problems.
1. Understand
2. Plan
3. Execute
4. Review
For a detailed breakdown of these four steps and a free flip-book printable (pictured
above), please check out this blog post: Steps for Non-Routine Problem Solving .

Instructional Applications:

You have a number of options on how you can present these problems to your
students.
 Whole Group: You can project a problem for the whole class to see using an
LCD or overhead projector. Students may work on whiteboards, or simply use paper
and pencil to solve the problem. The work can be done independently, or you can
have students work together in pairs or small groups. In the latter option, I would
require all students to write down the work on their own whiteboard or paper. This
whole group option can follow with a few students presenting their plan for solving the
problem; this is a nice opportunity for the class to see multiple strategies that can be
used to solve the same problem.
 Independent Work: Students can have their problem ready anytime they need to
be working independently (i.e. fast-finishers, centers, morning work, etc.)
 Cooperative Learning: Pair up students to work on a problem together. This is
a valuable option, because it adds the instructional benefits of communication and
collaboration to the process.
Presentation:
One last thing to consider: In addition to the above applications, think about how you
would like your students to share or present their work. This is an important
component for a number of reasons:

 It holds students accountable for their work.

 It provides students with an important opportunity to explain their problem
solving processes.
 It allows other students to see a variety of ways to solve a problem.
 It provides students with a “time to shine” as they present their work to others.
Students can present in a number of ways:
 They can present their work to the whole class, basically conducting their own
“think aloud” similar to what the teacher has done when he/she directly modeled the
process to the class.
 They can present their work to another student or small group of students.
 They can present their work to a parent or an older sibling.
 They can present their work on an online forum (i.e., Edmodo, etc.) hosted by
the teacher.
Some examples (and solutions) that you can try today with your students: