IDEAL STRATEGY 2

IDEAL Strategy

Using the IDEAL strategy, develop a possible solution to this problem. Describe your
solution and how you employed the IDEAL strategy, clearly listing the five steps.

Problem-solving is a skill that can be taught in the classroom using the IDEAL strategy.
IDEAL is an acronym that is used to define five steps of problems solving. According to
Bransford and Stein (1993), IDEAL stands for Identify problems and opportunities, Define goals
and represent the problem, Explore possible strategies, Anticipate outcomes and Act, and Look
back and Learn (LeFrançois, 2018). Through IDEAL, effective learners can be taught how to
analyze problems and solve them critically. they also become aware of how to make connections
and monitor their progress. In the given case scenario, IDEAL would be the best strategy to help
solve Bobby’s problem.

The first step is identifying problems and opportunities. In this case, Bobby’s problem is
working in groups. He feels that he does not get the attention that he requires from his peers. He,
therefore, does not like working in groups as that ends up frustrating him. On the other hand, the
opportunities are that he is a good student, and does exemplary well in individual assignments.
Therefore, I would first capitalize on independent learning for Bobby. Differentiated learning
ensures that a teacher employs strategies that best meet the needs of an individual learner. In this
case, unlike his peers who are good at collaborative learning, Bobby thrives through independent
learning. I would differentiate instruction and apply different methods to fit different learners.

I would then set and define goals. The second step entails defining goals and representing
the problem. The goal is to help Bobby be able to work with other students in group discussions.

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Although he does well learning independently and completing individual assignments, it is
necessary to help overcome the problem and help him fit among his peers. LeFrançois (2018)
states that defining a problem entails specifying what the end goal is and then focusing on its
important aspects. Bobby has autism and one of the challenges of children who are autistic is
mood instability and meltdowns. With this in mind, I would then explore possible strategies.
This would entail talking to the other students and work with them on how to be accommodative
of Bobby. This would not entail giving him all the time during group discussions, but rather
giving him extra attention compared to the rest of the members. Thus, if each group has five
students, I would place Bobby in a group of two students so that there is adequate time for each
one of them. additionally, I would make an effort to talk to Bobby’s parents and try to
understand what works for him and how to have a balanced environment where he, just like
other students, are treated fairly.

The fourth step according to IDEAL is to anticipate outcomes and act. After placing
Bobby in a group of two students, he will get more attention than if he was in a group of five
students. the expected outcome is that he will not get angry and that he will participate well and
allow others time to be heard. This will be tested severally by having Bobby work in his new
group while observing for any change of behavior. The final step in the IDEAL model is to look
back and learn. The step entails reflecting on the solution as well as the problem0-solving
behavior. I will look back and reflect on the progress made by Bobby. The goal was to have him
able to work in groups; thus, I will be checking on the extent which this will have been achieved.
Besides, looking back will help understand ways through which I can make the classroom more
inclusive and accommodative of students such as Bobby and others who are gifted differently.

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Reflecting on the IDEAL strategy, did you find the process helpful in solving a particular
classroom dilemma? Why or why not? 

I found the IDEAL strategy effective in solving Bobby’s situation because it is systematic
and easy to follow through. Through IDEAL, problem-solving skills can be developed and
improved. This strategy appeals to me because I found it easy to implement not only to a teacher
but to the learners as well. Since students should be taught problem-solving skills, this method
also applies to them. It has an acronym, and thus easy to remember and follow individually even
as a student. In Bobby’s case, I felt that the strategy helped me solve the problem satisfactorily,
and I would apply it to any other classroom dilemma.

Imagine that you have the perfect teaching job (you are teaching the grade level and
content that you desire). Describe how you might teach the IDEAL strategy to your own
students. Why would doing so be beneficial? What might reasonably go wrong?
IDEAL is a simple strategy with five steps that are clearly outlined and thus easy to teach
to students. as a teacher, I would teach my students how to solve problems by using the IDEAL
strategy. problem-solving can be tedious especially if students do not have an appropriate model
to use, hence the reason I would introduce IDEAL to them. I would teach the model within a
specific context. This means that teaching the skill within the context that learners will apply it.
Thus, I would not teach IDEAL like an abstract skill. If I am teaching mathematics for instance, I
will use related examples to demonstrate to the learners how to apply the model. Further, I would
use real-life examples, exam examples, and content related examples to further widen the scope
and help learners apply the model in whichever context that will be relevant to them.

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I would also ensure that the learners understand the problem that they are trying to solve
so that they are able to define the goal. It is a crucial step and I will strive to ensure that students
are able to answer the questions “why?” and “what?”, as this will make it easy to answer the
question “how?” another critical point to consider is time. When planning for my lessons, I will
allocate ample time for understanding the problem and defining the end goal, both as a class and
individually. I will plan well to ensure that there is time to deal with questions asked by learners,
fix, make and find mistakes, and solve the problem within the session.
Teaching my students how to solve problems using the IDEAL model will be beneficial
to them and to me as a teacher because the learners will achieve autonomy. This would mean that
I produce learners who can study independently on their own, and thus learning will not be
limited to the classroom environment, or when I will be in class. Learners will be able to direct
their own self-learning and solve questions on their own (Foshay & Kirkley, 2003). Also,
teaching students how to solve problems benefits the teacher because questions are reduced.
Learners solve most of the questions on their own. And only approach the teacher when it is
absolutely necessary. Learners become independent and take control of the learning process. On
the other hand, not all students will find this model applicable to them, and this might work to
their disadvantage as they may feel inadequate in being able to solve their own problems.
Overall, IDEAL is an ideal strategy for solving problems within the classroom set-up and
even in the real world. It provides simple steps that are easy to follow even for learners in the
lower grades. Besides, it is applicable in all subjects in the classroom, and thus learners do not
need to master different models for each subject that they are learning in class. I found the
IDEAL model effective in teaching learners how to think and be problem solvers as opposed to
problem creators. The model is a must use when I get a classroom to teach. Also, after learners

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have mastered the model, they are able to design their own ways of meeting the end goals, and
this allows for differentiated teaching.

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References

Foshay, R., & Kirkley, J. (2003). Principles for teaching problem-solving. Technical Paper, 4.
LeFrançois, G. R. (2018). Psychology for teaching (2nd ed.). Retrieved from
https://content.ashford.edu