This content is located in CAPS under Information Management for Grade 10.

When students in Grade 10 dive into the topic of Information Management, one of the essential skills they need to develop is problem-solving. At its core, this involves a systematic approach to tackling real-world tasks using logical thinking and structured processes. By equipping learners with these skills early on, teachers set a strong foundation for their future academic, professional, and personal problem-solving abilities.

Aligned with the CAPS curriculum, the problem-solving process includes defining the problem, gathering information, processing that information, generating solutions, and evaluating outcomes. However, teaching these steps should not just be theoretical—it should connect with students’ lives through relatable and interactive experiences.

Here’s how to make these concepts come alive in your Grade 10 classroom:

Connect Problem-solving Steps to Everyday Situations

Begin by introducing each step in the problem-solving process with examples students can relate to. For instance:

• Define the problem: Ask students to think about challenges they face in their daily lives, such as “How can I save more mobile data while using social media?”
• Gather information: Discuss various sources of information, like asking friends, using online tools, or testing apps that track usage.
• Process the information: Have students organise their findings in a table or mind map.
• Generate solutions: Encourage brainstorming ideas such as turning off video autoplay, using data-friendly apps, or scheduling app usage.
• Evaluate outcomes: Role-play scenarios where they implement their solutions and assess their effectiveness.

Using Accessible Materials to Illustrate the Process

In many under-resourced classrooms, teachers can still make problem-solving visual and hands-on:

• Use flipchart paper or the chalkboard to visually map out a real-world problem step by step. For instance, students can collectively solve a class problem like organising a fundraising event.
• For digital tasks, encourage learners to use smartphones (if available) or free apps to gather and organise data. For example, they could research statistics on recycling in their community using online surveys or Wikipedia.

Engage with Collaborative Problem-solving Activities

Problem-solving becomes more meaningful when done in teams. Here are some ideas:

• Scenario-based group tasks: Provide each group with a printed case study, like “How can the school reduce paper wastage?” Encourage them to work through each step of the problem-solving process and present their solution to the class.
• Digital scavenger hunts: If you have computer access, set up a research task where students must find specific pieces of information online, such as comparing different search engine results.

Encourage Analytical Thinking with Questions

Good questions guide good solutions. Teach students the role of questioning by having them come up with questions they need to ask at each problem-solving step. For example:

• When defining the problem: “What exactly is the issue?”
• When gathering information: “Where can I find reliable sources?”
• When generating solutions: “What are the pros and cons of each solution?”

Simplify Information Management with Tools

Introduce free and simple digital tools that can help students gather, organise, and process data. For instance:

• Google Forms: Use this tool to create and analyse surveys as part of their data collection step.
• Excel or Google Sheets: Teach learners basic spreadsheet skills to organise and filter data.
• Mind-mapping tools: Free resources like MindMeister or even pen-and-paper brainstorming help visualise solutions.

Real-world Application: Create an Information Portfolio

To consolidate their understanding, assign a practical project. For example:

• Ask students to identify a school-related issue (e.g., why many students arrive late).
• Guide them to work through the problem-solving steps, documenting their findings, and presenting their solution using a slideshow or report.

Such projects not only engage learners but also highlight the importance of critically managing and using information.

Critical Thinking and Evaluation (Revised Bloom’s Taxonomy)

While progressing through the steps, learners practice higher-order thinking. They:

• Analyse: Break down the problem into smaller parts (e.g., reasons for a challenge).
• Evaluate: Assess the credibility of their sources or the viability of their solutions.
• Create: Formulate innovative strategies to solve the problem and communicate their findings.

By teaching problem-solving in this structured and relatable way, you empower learners to see challenges not as obstacles but as opportunities for growth. Encourage them to reflect on their successes and failures, building confidence and resilience in the process.

How do you teach problem-solving in your classroom? Share your ideas or examples in the comments below!