Tag Archives: problem solving

Missing the big picture

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A couple weeks back I was in a problem solving situation where I was brought in to give some perspective on how one of my programs could assist with a problem at a school. I was an add-on to a conversation that was already happening, and I found it frustrating. I kept having to speak up and give perspective on the big picture and how what seemed like a simple fix was actually something that would have unforeseen consequences. My grandfather used to say, “Don’t put lipstick on a pig,” and that seemed to be the approach. “Let’s make it look like we are addressing the issue, all the while just making an ugly situation seem like it’s not as bad.

Yesterday I was in a meeting and it was completely different. Everyone was thinking big picture. How does this affect students? Staff? Funding? Optics? When a suggestion was brought up, the team of people I was working with took each idea and put it through a big picture lens. When a suggestion was knocked down, there were no egos attached, it was just a change in frame, and the new perspective provided more useful information.

A one hour meeting took over an hour and a half, and afterwards I had another 45 minutes of hammering out one possible solution, which may not be the one we go with. However, even if the idea I suggest isn’t the one we go with, I know the final decision will be one that considers multiple perspectives, and will be a viable solution to the problem we are working on.

What a contrast it is between these two scenarios. In the first case, the focus was on a quick fix, and in the second case the focus was on a sustainable solution. The difference was being with a team of people focused on the big picture rather than just trying to make a problem go away.

It’s a matter of the frame you put around your problem… and when in fix-it mode, the bigger the frame the better.

Problemize the learning

Yesterday I heard Warren Woytuck from The Critical Thinking Consortium present at the ACE Conference. Here is one of his slides about problematizing a question:

Note how by adding value descriptors, by specifying the intention of the question, the question changes to one where students need to compare and contrast, to qualify, make judgements, and/or explain their answers. And more than that, students need to ask more questions to come to an answer.

To me, that’s the key to a problemizing a question… How can you change a question so that it provokes more questions? If you ask a question and either:

A) Google can answer it; or

B) You already know the answer students will come up with; or

C) All students come to the same conclusion…

Then you didn’t really pose a good problem. You didn’t promote critical thinking.

When your questions are problematized, students need to interact with the question in a more meaningful and engaged way.

Everything is an 11

I don’t know what has changed but it seems that whatever the concern is that people have, on a scale of 1-10 that concern becomes an 11. Anything bigger than a 6 out of 10 just skips on by 7-10… if it’s more than a 6 it’s an 11.

No nuance, no compromise, no quarter.

Miscommunication? No they lied to me!

Apology? Not enough, I want retribution!

Compromise? No, full concession!

‘Why aren’t you following up on this right now, can’t you see that this is the most important thing in the world? This… This is an 11/10.’

I’m not saying it isn’t important, but I am saying that escalating concerns like this doesn’t often get the result people want. Animosity doesn’t enhance cooperation. Anger doesn’t promote resolution.

I’m reminded of the saying, “When you have one eye fixed on the destination, you only have one eye with which to find the way.”

Further to this, I think that when things escalate to 11, the chance of reaching that destination that was the original goal moves farther away. Reactionary, angry, point-for-point volleying of minutiae doesn’t allow for solutions to be found.

I have two friends that I’ve known for decades. One of them is always having to deal with incompetence around her. It’s unbelievable how much the people around her screw up. And if you ask her how her day is going, the idiot that screwed up is what she’ll tell you about.

I have another friend who always has things go her way. She’ll have an issue with something not going well and the first thing she’ll say is, “I’m sorry, I’m really trying my best not to be a Karen, but this doesn’t seem right.” She’ll specifically say things like, “I don’t need you to fix this for me, I just thought you should know.” And she gets thank you’s in the form of gift cards, free food, upgrades, etc.

For the first friend, everything is an 11, and she has to deal with 11’s all the time. For the second friend nothing is over a 7, and by the time things are done, they are actually a 2, or not even an issue anymore.

Maybe, just maybe, short of losing life or limb, nothing is an 11… And if you believe that, maybe, just maybe, you will find that life is a little easier, and happier, when you don’t ramp things up so much.

What’s the end goal? How can you get there in a way that makes you and the other person feel good about the outcome? I doubt you can do that while you are at an 11.

Pause and think

A few days ago a quote was said in my morning meditation,

“Mindfulness is a pause – The space between stimulus and response: That’s where choice lies.” ~ Tara Brach

It’s amazing how seldom we give ourselves the time and space to pause, especially when we are making decisions. We feel the urge to respond, to fix, to appease, to vent, to impose, and most of all to decide… without a lot of thought, without reflection, and without hesitation… without being mindful.

“Let me think about that.”

“I’m not sure, give me a bit of time.”

“Let me ask a few people how they’ve handled situations like this.”

“I’ll get you an answer by the end of the day.”

Often a thoughtful delay brings a far better response than a knee-jerk reaction. Gut instinct can work, but our gut need not be the default decision-maker, when contemplation can provide us with insights not immediately available to us.

Sometimes a slow and thoughtful response can help things settle down a bit and reduce the tension or the anxiety around addressing the actual problem, rather than creating more problems by dealing with the symptoms of an issue and not the underlying problem itself… a problem that would be easy to solve, if we just allowed ourselves a little time to think.

Blockchain and education

Blockchain defined: Blockchain is a shared, immutable ledger that facilitates the process of recording transactions and tracking assets in a business network. An asset can be tangible (a house, car, cash, land) or intangible (intellectual property, patents, copyrights, branding). Virtually anything of value can be tracked and traded on a blockchain network… ~ IBM

One place that I see blockchain technology being used in education is credentialing. Right now a general arts degree at a good university is a credential that says, ‘I know how to study, write essays, and express my ideas’. Unlike professional programs like engineering or law or med school, a general arts degree is about building more general skills. More and more jobs are not requiring a professional focused degree, but also demand more specific skills than a general degree.

Can a potential job candidate manipulate pivot tables in Excel? Or understand the basics of coding in python? Or use a design thinking process? These questions aren’t always answered by a degree, and might be answered by a certificate. What if Microsoft or other large companies delivered skill-based credentials through online courses? What if when you received certification of completion of the course, you didn’t just get an easily copied and doctored paper certificate, you also got digital certification that could not be doctored by you, but could be verified by anyone?

Imagine having a digital portfolio that linked to all your credentials in immutable ledgers. Your skills could be verified and job descriptions could include expectations of specific skills and credentials. What do you know? What can you do?

So, maybe in the future a college degree will be less impressive than a series of verifiable skills. Maybe high school students will start getting these credentials before they graduate. To me this had a few implications to think about:

1. If we move to a more skill-based economy, how will this affect our school curriculum?

2. If credentials and credentialing become a major driver to workforce hiring, will this force more specialization in high schools?

3. Where does that leave the soft skills like communication, critical thinking, and creativity?

Some people think that credentialing like this can replace teachers, I don’t. I think teachers become more valuable. Let credential testing and digital training measure the skills that are easily measured, and let teachers loose on helping students be more creative, more entrepreneurial, and better problem solvers. Let teachers focus on helping students trying things that are epic, things that are so big they are likely to fail, and help students understand perseverance. Have teachers focus on developing communication and cooperation skills, and helping students understand the importance of learning and process.

Credentialing won’t diminish the role of the teacher, it will magnify their importance in creating leaders and problem solvers. And to me, that’s the more exciting part of being a teacher.

The Great Reset or the Great Rethink?

I can’t believe how often good ideas get buried into conspiracy theories. See this article in the Nee York Times:

The baseless ‘Great Reset’ conspiracy theory rises again

A baseless conspiracy theory about the coronavirus has found new life as cases surge once again.

On Monday morning, the phrase “The Great Reset” trended with nearly 80,000 tweets, with most of the posts coming from familiar far-right internet personalities. The conspiracy alleges that a cabal of elites has long planned for the pandemic so that they could use it to impose their global economic control on the masses…

The article then shared this tweet:


Now, moving away from crackpots that spread the idea of some ruling cabal planning to use the pandemic to bring in a socialist and controlling government to strip you of rights and freedoms… there are actually some very smart people looking for the opportunity in this crisis.

These wise thinkers and leaders are trying to rethink some of the idiocy of our pre-covid world, and take this opportunity to do a reset of some sort. That’s not a conspiracy, that’s leadership.

Check out this World Economic Forum happening now: weforum.org.

What’s on the agenda?

Sustainable production: Almost 50% of the world’s energy consumption and 20% of greenhouse gas emissions are attributed to the manufacturing sector. How can we accelerate sustainable production and make it a competitive advantage? 

New digital business models: While much of the physical world came to a standstill during the global pandemic, digital connectivity soared. How can new digital business models help companies provide value and build resilience? 

Urban infrastructure and services: Many cities face serious obstacles to providing basic services, and COVID-19 has made it even more difficult. How can urban innovations help cities improve quality of life, resilience and sustainability?

Keeping populations healthy: The pandemic has revealed the need to strengthen health systems and ensure that populations have better information and control over their health. How can technologies help to improve and maintain healthier lives? 

Financial innovation: New financial technologies are shaping how services are provided around the world. How can we ensure that they are accessible and deliver greater value and efficiency to all parts of society?

Frontier technologies: Fourth Industrial Revolution technologies, such as artificial intelligence, blockchain and synthetic biology, are heralding a global transformation. How can we create, scale-up and govern these technologies so they “do no harm” while delivering the value we need? 

New work models: New work models are essential to address the challenges created by a transforming labour market, new skillset requirements and globally connected technology-driven industries. How can we ensure that employees are able to keep up with the evolving demand for skills and have the opportunity to contribute purposefully to the workplace of the future?

Imagine that: smart people getting together to ask meaningful questions about how our world could be a better place! Of course some of the solutions will be ‘out there’, big audacious (and to some, scary) ideas. But I want to live in a world where people challenge themselves to rethink what’s not working and use times like this to reset how we do things. The fact that some people are afraid of change shouldn’t generate fear-mongering and stop us from making thoughtful progress during challenging times.

For example, as an educator I’ve seen remote learning catapult the use of technology in classrooms and many great educators are rethinking the way they interact with students, and the way they get students to interact with each other. If the pandemic ends and we just go back to the way things were before, we are missing out on using some valuable lessons learned. And, if we go forward haphazardly from here without educational leaders trying to parse what we keep and don’t keep, then we are leaving innovation to chance.

Within every crisis there is an opportunity, and now is the time to rethink and to reset the post-pandemic world we will live in.

Just follow the steps

I enjoy solving puzzles like this:

The thing about these kind of puzzles is that if you don’t see the solution, you make a guess, you toss around ideas, then you eliminate them, and suddenly you see the pattern… you’ve figured out the steps, and you know you are right even before you’ve completed the answer. At that point you just follow the steps.

Easy… Or is it?

Sometimes the solution eludes you. Sometimes you just don’t see the pattern. In the example above, I can even tell you the next line of numbers and if you don’t see the pattern, it won’t help you understand: (13211311123113112211). The new row I shared would just become another set of confusing numbers. The solution won’t help you figure out the steps.

For some learners, getting started on a project or an assignment is like this. The blank page is daunting, giving no hints as to what to do next. Interpreting the question is too hard even before thinking about possible answers. For others, getting started is easy, but knowing how to finish involves a roadblock such as, explaining a process, collecting relevant data, summarizing information, extrapolating what the teacher wants, understanding the conclusion, or figuring out the purpose of even doing the assignment in the first place.

It took me about a minute and a half to solve this question, with half of that time doing the simple math to ensure I was right:

Find next number in the series:
23 21 24 19 26 15 28 11 30 7 36 ?

If you know the pattern, great! But if you don’t and I told you the answer is 5, that wouldn’t actually help you figure out the next number in the sequence.

When you know or understand the steps to get to the end of an assignment, it’s just a matter of doing the work. When you don’t understand the steps, or when a learning challenge gets in the way, then the steps become cliffs, too big to climb.

How often do we ask learners to climb cliffs?