Selecting and solving teaching materials problems

Take enough time. Budget enough time for: understanding the problem and defining the goal, both individually and as a class; dealing with questions from you and your students; making, finding, and fixing mistakes; and solving entire problems in a single session.

Teach within a specific context. Teach problem-solving skills in the context in which they will be used .Use real-life problems in explanations, examples, and exams. Do not teach problem solving as an independent, abstract skill.

Work as a facilitator. Teacher must keep in mind that if in a child-directed learning not teacher-directed. He must be alert and active to arouse interest among students. Must provide democratic atmosphere. Teacher must provide situation for all students to come formed and contribute towards the success of the activity.

Procedural steps of Problem solving method
Problem-based learning is a method of educating adult learners that combines theoretical knowledge with practical activities. The process engages participants in considering complex and challenging issues and encourages them towards finding an appropriate solution. The expectation is that participants will have the motivation to learn because the problem scenarios are based on real-life situations found in the workplace. The expectation is that participants will have the motivation to learn because the problem scenarios are based on real-life situations.
The procedural steps can be devided in two phases
a- Pre-active /Planning phase
b- Active / Execution phase
c- Post-active/Evaluation phase
The Pre-active / planning phase includes:
Defining the problem:

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  The system. Have students identify the system under study by interpreting the information provided in the problem statement. Drawing a diagram is a great way to do this.
  
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  Known(s) and concepts. List what is known about the problem, and identify the knowledge needed to understand (and eventually) solve it.
  
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  Unknown(s). identifying the unknown(s) becomes simpler. One unknown is generally the answer to the problem, but there may be other unknowns. Be sure that students understand what they are expected to find.
  
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