Thinking About Problem Solving (TAPS)

Problem solving is critical to competitively navigating higher education and employment opportunities in the 21st century. Students who struggle with regulating their cognition, motivation, and behaviors during problem-solving activities may experience college and/or career challenges. Teachers can model effective problem-solving practices using intentional think-alouds during instruction as having students think aloud provides insight into their learning. During the lessons, students receive strategy instruction via teacher modeling, guided practice, scaffolding materials (cue cards, progress self-monitoring charts, and regular teacher feedbacks), and independent practice. To evaluate the effect of this strategy, the teacher uses pretest and posttest measures (Self-Efficacy Assessment & problem Solving Achievement Test). SEA assesses students’ perception of problem solving and PSAT assesses for growth in students’ performance before/after strategy instruction. Positive effects from these measures support a need for cognitive and metacognitive strategy instruction to boost students’ problem-solving skills. The instruments used are teacher-developed.