future problem solving skits

Heart-Mind Online

Lesson plan: skits to solve school problems in peaceful ways.

• Gets Along with Others
• Solves Problems Peacefully

Learning Outcomes:

Students will be able to:

identify what getting along looks, sounds and feels like

identify peaceful choices in common school/classroom problems

practice working through "school or classroom conflicts" faced at school

reflect on the cause of the "problem" or conflict, the feelings that exist during conflict and the potential actions to solve them peacefully

Materials Required:

White board (brainstorm, discussion notes)

iPad (for filming)

any props or materials needed for student skits

projector to show or present the recorded skits

Teaching and Learning Activities:

• ACTIVATE THINKING:  Write “Solving Problems Peacefully” on the board. As a class, discuss what "peace" and "peacefully" [ 2 ] means. Note that peace is not about avoiding conflict entirely or being compliant, disengaged or coerced into behaving a certain way.
• Introduce the idea of school conflict and brainstorm a list of typical problems or conflicts students face regularly. Record student responses on the board for students to reference after
• Pick one example and have student volunteers come to the front of the class and improvise the scenario for the class. Discuss WHY this conflict or problem existed. Topics that may arise include power imbalances, self-esteem, miscommunication and assumptions. Discuss the emotions that are potentially felt by those involved in the conflict scenario.
• Brainstorm what possible actions (by those involved or bystanders) might help solve this conflict or problem in peaceful ways.
• Small Group Task - explain that students will work in small groups to create and act out a typical school/classroom based conflict or problem. Suggest that each group select a problem listed from the brainstorm.  In addition to the problem skit, each group will be required to discuss strategies to solving that problem scenario peacefully, choose one and act it out as a “peaceful solution.” (Prompt groups to think about what the conflict looks, sounds and feels like.)
• Film each group’s skits individually as they are ready. Each group will act out the problem and then their peaceful solution.
• Once filming is complete - watch the videos together as a class. For each small group’s video, show the problem skit first, then pause the video to hold a large group discussion on ideas to solve the scenario peacefully. Finally, show the group’s filmed version of their peaceful solution. Repeat this process for each group’s video.
• Challenge students to watch for these conflicts around the school and in the classroom to apply what they have learned.

Adaptations:

Prearrange the small groups to pair certain students together in terms of ability or support.

Students who are too shy can choose to take on a "directing role" if they don't want to be in the film.

Each group could have a presenter or co-hosts to discuss their video with the class.

Nervous students can have non-speaking roles

Shy groups may need encouragement and help "scripting" what to say

Follow-up Activities:

Have students reflect on the lesson in a journal entry

Older classes could share these videos with younger students through “buddy” relationships or leadership lessons

• Conflict Resolution
• Middle Years

In a study of 307 teens, higher levels of empathy was found to be linked with more successful problem solving and conflict resolution.

Solving problems peacefully means using empathy, understanding other points of view and actively coming up with strategies to make things right in a fair way, while respecting others and themselves.

Three approaches to foster peaceful classrooms include:

• Create a space and emotional environment that will have universal impact.
• Explicitly teach positive communication strategies to build a repertoire of easily accessible skills.
• Engage in activities that integrate strategies and develop peaceful habits of mind.  

Unleashing Readers

Helping Students Navigate the World of Books

What is Future Problem Solvers?

Future Problem Solving was introduced to me six years ago when a mom asked if I would be willing to advise a team so her sons could participate. At the time I did not know anything about the program, but I felt like I should give it a go since I wanted to work with gifted students more, so I jumped in with both feet and started learning about the program. I now co-advise the club with my co-worker who joined me when I was pregnant, Vanessa Gray, with four sixth graders, seven seventh graders, two eighth graders, nine ninth graders, two tenth graders, and an eleventh grader. These students have been with me and the program from one year to all six of the years that I’ve had the club.

Through my initial trainings, I learned that the program was more than just a competition for students that I would be advising. It is a program that focuses on making our future leaders. It helps build a global mindset in kids 8-years-old and up and promotes creative thinking, critical thinking, problem solving, research, writing, futuristic thinking, global mindset, and collaboration–all things, I might add, that are high on the list from Forbes of skills employers look for in their employees.

What Is It? 

Future Problem Solvers focuses around the six-step creative problem solving process.

First , students read a Future Scene which is a scenario that takes place in the future and revolves around a topic the students knew and researched about before the competition.

Step 1 . In groups of four, the team has to pull out 16 potential problems they see that could happen in the Future Scene.

Step 2 . They then have to decide which of the problems is the most impactful to the scene and also deals with the charge given to them at the end of the scenario that directs them to focus on a certain aspect of the scene usually based on the topic.

Step 3 . As a team, they then have to determine 16 solutions to the underlying problem they identified in step 2.

Step 4 . Criteria is laid out to help determine which solution is the best.

Step 5 . The solutions are ranked based on the criteria they created.

Step 6 . They write an extensive action plan about the highest ranking solution explaining in detail how the solution would work, who would do the jobs, what obstacles they may encounter, how much it would cost, etc.

This finishes the Global Issues Problem Solving portion which is the primary competition, but while the booklets are being scored, the students then prepare and put on a skit of their action plan for their fellow competitors.

This year, at the regional competition, I brought a junior division team, four middle division teams, and one senior division team. At regionals we placed, sixth in the junior division, second in the middle division, third in the middle division, and second in the senior division, and three of my teams (the junior and two middles) qualified to attend the Florida Future Problem Solving State competition. Only 97 out of 259 teams in Florida qualify for the State Competition.

The FLFPSP State Competition is always a whirlwind. The first night is the opening ceremonies, the second day is the regular competition and skits, the third day has hands-on problem solving and a social, then the final morning is the awards ceremony. We always try to go into the competition being optimistic but not overall hopeful because there are some kids who have been doing FPS since they were in early elementary school versus my students who started in sixth grade. However, we got more than we could ever hope for.

First, it was announced that one of my middle school teams with their alternates had placed second in skits. My students excel at skits; I was so proud of them! I now was so happy that they had won ribbons, and I just was going to enjoy the rest of the award ceremony. Then, they awarded the alternate teams, and one of our seventh graders who did a multi-school booklet since he wasn’t needed as an alternate won first place! How exciting!

But then, they got to the main Global Issues Problem Solving. These were the awards that could qualify students for the International Competition. They started with individuals who do the entire six steps independently (less step 1s and step 3s required). One of my seniors, a junior who has been with me since the beginning, had competed as an individual since her team had not qualified, but I could bring her to states. And she placed THIRD! She wasn’t there to accept the award, so I went up for her and was shaking! I was so excited for her, and I called her immediately afterward (crying, of course!).

Then, we arrived at the middle division. When they give out the big team awards, they call all six of the placed teams up at once then state the places once everyone is up there. And they called BOTH of our middle division teams. These teams were made up of my eight ninth graders. One team had been together only two years while the other has been with me since they were in sixth grade (so four years). I could not believe it! And then they said sixth. Not us. Then fifth. Not us. Fourth–us! My two year team placed fourth at states! Then third. Not us. Then second. NOT US! They won FIRST! In the state! I could not have been more proud of these students.

Not we have the opportunity to go to the Future Problem Solving International Competition in June at Michigan State University. I am so excited to take these brilliant students to this prestigious competition.

The International Competitors represent the top one percent of students from teams from around the world. The International Conference features four days of stimulating competitive problem solving, cooperative educational seminars, and social activities. Each year approximately 2,200 students and coaches attend the FPS International Conference from around the globe. The topic for Global Issues Problem Solving at the FPS 2016 International Conference is Energy of the Future. Future Problem Solving Program International charters Affiliate Programs throughout Australia, Korea, Malaysia, New Zealand, Portugal, Singapore, United Kingdom, and United States.

To learn more about Future Problem Solving visit http://flfpsp.org/ or http://fpspi.org/

To learn more about my Hunter’s Creek Future Problem Solvers and help us get to Internationals,  please visit our Facebook page !

4 thoughts on “What is Future Problem Solvers?”

Thanks for sharing! It sounds amazing and I can tell how proud you are of the groups. Looks like we have some great problem solvers and thinkers coming out of Florida in the future!

hehe…

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"Teaching Students How to Think, Not What to Think"

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Future Problem Solving of Virginia

2023 - 2024 VAFPS State Bowl Results

Global issues problem solving (gips) - teams.

Jr. Division GIPS Team

First Place -

Clark, Rhee, Nguyen, Mott

Orange Hunt Elementary, Fairfax

Coach: Weis

Second Place - 

Ingebretsen, Nelson, Ortega, Fuller

Powhatan Middle School, Powhatan

Coach: Haskins

Third Place - 

Krieger, Harvie, Traupman

Coach:  Haskins

Honorable  Mentions -

Evens, White, Plageman, Jordan

Orange Hunt Elementary School, Fairfax

Global Issues Problem Solving (GIPS) - Individuals

Mid. Division Skits

Peasley Middle School, Gloucester 

Coach: VanVranken

Northumberland Middle School, Northumberland

Coach: Jennings

Community Problem Solving

Jr. Division CmPS

First Place

The Mad Scientists

Sichol and Chan

Cople Elementary School

Westmoreland 

Coach: Maiers and Evans

Scenario Writing

Jr. Division Scenario Writing

First Place  

Washington District Elementary, Westmoreland

Coach: Coates

Second Place

Third Place

Presentation of Action Plan (Skits)

Jr. Division Skits

Evens, White, Plageman, Jordan, Coach:  Weis

Clark, Rhee, Nguyen, Mott, Coach: Weis 

Orange Hunt Elemetary School, Fairfax

Third Place -

Zhang, Raczko, Ahao, Xu, Coach: Huang

Alpha STEM Academy, Fairfax

Honorable Mentions - 

Lyons, Clark, Bolton, Thomas, Coach: Watts

Flat Rock Elementary, Powhatan

Jones, Hartnett, Buchinger, Keefe, Coach: Walters

Academy of Discovery at  Lakewood, Norfolk

Wythe Award

Jr. Division Wythe Award

Molly Schwend

Pocahontas Elementary

Abigail Trevillian

Senior Scholarship

Alpha STEM Academy

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Arizona Future Problem Solving Program

Global issues problem solving.

Global Issues Problem Solving (GIPS) is a competitive component of FPSPI which can be accomplished as a team (of 4) or as an individual activity in which participants research a series of global topics and learn a six-step creative problem solving process.

Identify Challenges

Select the Underlying Problem (UP)

Produce Solutions

Select Criteria

Apply Criteria

Develop an Action Plan

Problem solvers apply their topic and creative problem solving knowledge to address a charge presented in an imagined situation, termed--Future Scene.

Trained evaluators score student work and return it with feedback including suggestions for improvement during the school year.

The top scoring teams and individuals on the qualifying problem are invited to the AZ Affiliate Bowl Competition. The winners of each respective Affiliate FPS Competition will then advance to the FPSP International Conference IC in June.

FOUR DIVISIONS- IC eligible

Junior (grades 4-6)

Middle (grades 7-9)

Senior (grades 10-12)

Novice division is available to all new coaches-not IC eligible.

WHAT IS THE PROCESS?

Students research a topic to gather background information, become mini-experts in the topic, and predict possibilities for the future. Students receive a Future Scene, an imagined scenario based on the topic 20 to 40 years in the future, and use their research as they apply the six-step FPS model.

AZFPS coaches are encouraged to introduce generating and focusing guidelines along with a variety of creative and critical thinking tools. These creative problem solving tools and guidelines provide students with options to generate creative possibilities and to focus on effective solutions and innovation.

WHAT IS A FUTURE SCENE?

We all have problems we’d like to solve. Some people aren’t very good at math. Some people have nosy neighbors. Some people go to bed hungry at night. No matter how small or how big the problems are, we like to solve them. It’s hard to solve a problem, though, unless we understand the problem very well. Who is involved in the problem? What is the problem? When and where does the problem occur? Why does the problem happen? How does it occur? The first step in successful problem solving is defining and describing the problem. That’s what a "Future Scene" is - a description of the problem situation you want to solve.

Example Senior Future Scene and Team Booklet

WHAT YOU CAN DO WITH A FUTURE SCENE?

Use a Future Scene to generate challenges related to the topic.

Use a Future Scene to project yourself into the future.

What has changed?

What other areas might change?

How old will you be in that year?

Use the Future Scene as a story starter.

Can you see how you might use Future Scenes in real-life situations to help solve personal problems?

Use Future Scenes to work toward solving community, state, national, and international problems.

How might you use a Future Scene in the classroom to teach sound thinking skills and problem-solving behaviors?

Use Future Scenes in academic competitions to motivate students to excel, create an "Imagined Future."

Enjoy this FPS 2008 Future Scene on the topic of Olympic Games

TO LEARN MORE ABOUT FUTURE SCENES… Check out FPSPI’s publication, Problem Solving Across the Curriculum , located on the FPSPI Mart page.

Presentation of Action Plan (PAP)

After the teams have completed the GIPS portion of the competition, they must present their action plan in a brief skit.  For more details on the PAP, check out the additional resources available on FPSPI's website.  

https://www.fpspimart.org/product/presentation-of-action-plan-coaching-techniques-video/

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Global Issues Problem Solving

Individual gips.

Global Issues Problem Solving (GIPS) is a team or individual competitive component in which participants research a series of annual global topics and apply the six step creative problem solving process. Participants use their knowledge and the problem solving process to address an imagined situation set in the future, called a “Future Scene”.  They go through the six-step framework as they complete a “booklet” addressing, critically analyzing, and solving a major issue in the Future Scene.

JUNIOR DIVISION

(Grades 4 - 6)

MIDDLE DIVISION

(Grades 7 - 9)

SENIOR DIVISION

(Grades 10 - 12)

Gr 4                                Gr 7                                  Gr 10                           Gr 12

The slate of topics for the upcoming years are selected by students across the globe each year.

Participants can also suggest topic ideas for future slates. Suggested topic ideas typically takes several years to appear in before participants to allow for review and resource development.

Annual Topics

Each year FPSPI announces the topics for the school year which will be the basis for the thematic basis for each submission in the GIPS annual competition timeline (seen below). Participants have the opportunity to research and explore these topics which are usually topics that are expected to increasingly become more important in the future. The topics represent themes and concepts from the strands of Business & Economics, Social & Political, and Science & Technology.

Explore the topics and read brief descriptions for this school year. 

Competition Season Timeline

Each submission will be based on the corresponding Annual Topic announced at the start of the school year.

Competitive Submissions

Non-competitive Submissions

Practice Problem 1

Practice Problem 2

Qualifying problem, state conference, international conference.

Under the guidance of an advisor or advisors, teams of four participants in Grades 4-12 (competing within the Junior, Middle, or  Senior Divisions) use the FPS six-step model to explore challenges and propose action plans to complex societal problems.

Teams complete two practice problems and one qualifying problem throughout the school year. Trained evaluators score student work and return it with feedback including suggestions for improvement. The top scoring teams on the qualifying problem will be invited to compete in the state conference. The first place winners in each division will advance to the FPSPI International Conference in June.

Presentation of Action Plan (Skits Performance)

Teams will also perform skits at the State and International Conference which serve as creative ways to present their Action Plans (STEP 6). These performances allow students to practice presentation and creative performance skills. Performances are evaluated and winners are announced for each division in a separate award. Presentation of Action Plan awards do not determine qualifications for invitations to the International conference. 

Under the guidance of an advisor or advisors, a student,  in Grades 4-12 (competing within the Junior, Middle, or  Senior Divisions),  may decide to compete individually rather than as a member of a team. Individual GIPS submissions only compete against other individual submissions and are evaluated separately from Team GIPS. The student applies  the FPS six-step model to explore challenges and propose action plans to complex societal problems.  An individual completes all six steps when preparing a booklet, but the workload is reduced for some steps.

Participants complete two practice problems and one qualifying problem throughout the school year. Trained evaluators score student work and return it with feedback including suggestions for improvement.  The top scoring individuals on the qualifying problem will be invited to compete and go to the state conference. The first place winners in each division will advance to the FPSPI International Conference in June. 

Individuals may also have the opportunity to participate in the Presentation of Action Plan at the State and International Conferences; typically individuals join other teams or individuals from their school or other participants from the state if possible.

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Problem Posing Via Scriptwriting: What Instructional Flows Do Mathematics Teachers Use in Implementing the Problem-Posing Task?

• Published: 24 September 2024

Cite this article

• Tuğrul Kar   ORCID: orcid.org/0000-0001-8336-1327 1 ,
• Ferhat Öztürk   ORCID: orcid.org/0000-0003-2849-8325 2 ,
• Mehmet Fatih Öçal   ORCID: orcid.org/0000-0003-0428-6176 3 &
• Merve Özkaya   ORCID: orcid.org/0000-0002-0436-4931 4  

The present study aimed to describe teachers’ instructional flows when implementing a mathematical problem-posing task using scriptwriting technique. With matchsticks, a growing pattern that increases by a constant unit was created and presented to the teachers as a problem-posing situation. We analyzed the instructional flows in 50 scripts, taking into account situations recognized in the problem-posing field as critical for integrating problem posing into mathematics classrooms. We determined three instructional flows in the scripts: pose and solve cycle-based, observation-based, and problem-solving based, the first being the most common. We presented a new problem-posing instructional model and discussed its potential benefits for student learning.

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The data is available upon reasonable request from the corresponding author.

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Each  Tuğrul Kar designed the study, conducted the literature review, contributed to data collection and data analysis, and drafted the initial manuscript. Ferhat Öztürk contributed to data collection, data analysis, and writing the methodology and discussion sections. Mehmet Fatih Öçal contributed to data collection, data analysis, and writing the discussion section. Merve Özkaya contributed to data collection and data analysis. All authors reviewed and approved the final version of the manuscript. 

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Kar, T., Öztürk, F., Öçal, M.F. et al. Problem Posing Via Scriptwriting: What Instructional Flows Do Mathematics Teachers Use in Implementing the Problem-Posing Task?. Int J of Sci and Math Educ (2024). https://doi.org/10.1007/s10763-024-10507-w

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Received : 04 January 2024

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DOI : https://doi.org/10.1007/s10763-024-10507-w

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