Chapter 5
Problem-Solving
Strategies for
Collaborative
Consultation and
Teamwork
Becky Rozhon and Brittany
Holloway
Human Knot Activity
What processes did we use to un-knot ourselves?
The Problem Solving Process
1.
2.
3.
4.
5.
6.
Data gathering
The identification (and definition) of the
problem
The generating of possible actions
toward solution
Decision making to select best options
Implementing the elements of a decision
Following up to evaluate the outcome
1. Data Gathering
Data-
gathering as guided by
the “mess” for which a solution
is being sought (pg. 144)
2. Identification and Definition
of the Problem

1.
2.
3.
4.

Communication is key here. Conflicts usually
caused by:
Lack of understanding
Lack of skills
Lack of self confidence
Lack of professional objectivity
Multi-sourced information is good here because
kids are different, and it is a more accurate
perspective.
3. Generating Possible Actions
Toward Solution

Want to encourage the person who “owns the problem” to step up so they can feel more
ownership of the results instead of feeling like result was forced on them.

Good collaborative consultants don’t solve the conflicts for people, they make sure they are
solved by facilitating the owners thoughts.

“I don’t know all the answers, because I have not seen all the kids.”
 Every learning situation is unique because of students, teachers, parents, schools, and
home life.

Have a record sheet for notes on ideas generated, this will serve as a guide for the next step.
(pg. 148)

However, problems arise during this time because of the following:
 Pressure on consultant because they are the “expert”
 The consultant does not encourage consultee to generate own ideas

Tips for this step:

Work with others to promote joint problem and identification  Preserves professional
relationships

Communication is done properly  Professionals maintain a feeling of control and selfesteem
4. Decision Making to Select
Best Option
 Ask




these questions:
Did we have enough information to create
the best options?
What are the possible consequences of the
decision?
Have all possible options been reviewed?
Does the decision meet the real need?
5. Implementing the Elements
of a Decision

The group selects a solution that ALL are willing to adopt or
at least take on a trial run. As a group we learn more about
the people we collaborate with and find out what they
want and what they dread.

Have we really thought through all the options? Taking time
and asking questions is key in this part of the process!

Agreement is not necessary at this point but you need to
use good listening skills, be honest, and be assertive, but at
an appropriate level.

Go forth into the classroom with these ideas.
6. Following up to Evaluate the
Outcome
 Educator
as a reflective learner
 Everyone involved must follow up on the
plan to make sure that progress has been
made.
 If there is no progress or there is an
unexpected problem, the committee
must come together again to repeat the
process.
Problem-Solving through
Collaboration Example


The Kindergarten teacher and the music teacher are
both concerned about a child’s tendency to
masturbate during group time while sitting on the rug
(1). The two teachers meet to discuss their mutual
concern (2). Both parties discuss their observations
and engage in problem-solving activities to identify
the problem clearly and select possible actions (3).
Both parties agree to make some changes in their
respective settings to address the problem (4). If the
solutions do not work, they are committed to try
other possibilities, including consultation with the
child’s parents, the school psychologist, and the
health nurse (6).
Pg. 150
Chimpanzee Problem-Solving
through Cooperation
 http://www.youtube.com/watch?v=xOrg
OW9LnT4
 Do
they use the problem-solving process?
Problem-Solving Roles

Through consultation:

Ask an expert in a particular area for help

The expert then collects information from multiple sources and puts it together then
reports the information back to whoever asked the question


Through collaboration:

Multiple teachers bring forth concerns based on observations

Both teachers agree to make changes in both settings

If it does not work, they are committed to working together until it does.
Through teamwork:

Co-teaching and co-planning

It becomes no longer “mine” or “yours” it becomes “ours”
Ten Step Process for
Collaborative Problem-Solving
1.
Preparing for collaborative consultation
2.
Initiating collaborative interaction
3.
Collecting and organizing information
4.
Isolating the problem
5.
Identifying the concerns and stating realities relevant to the problem
6.
Generating options
7.
Formulating the plan
8.
Evaluating the progress and process
9.
Following through and following up
10.
Repeating collaborative consultation if needed.
1. Prepare for consultation

Focus on major topic

Prepare/organize materials

Prepare possible actions/strategies

Meet in a comfortable spot (halls and in between
meetings are okay, but make sure most the work
being done in a specified time/place)


Daily planning time
Weekly PLC
2. Initiate the consultation

Establish rapport (everyone in group is
special and important)
 Participate
in teamwork building activities
 Focus
on defined concern at that time
(every one should have brought concerns
or ideas with them)
 Express
interest in the needs of everyone
3. Collecting and Organizing
Information

Make notes of relevant data collected
from all
 Combine/summarize
data
 Assess
data, focus on areas needing
growth
 Summarize
information
4. Isolating the Problem
 State
what the problem is
 State
what the problem is not
 Propose
desirable circumstances (This is
important because then everyone knows
exactly what is being aimed for.)
5. Identifying the concerns and stating
realities relevant to the problem

Listen to all

Avoid jargon  Professional communication

Encourage venting and concerns (but only if
appropriate)

Focus on related needs and issues

Check for agreement (someone should have
been taking notes to keep on track)
6. Generating Options

Suggest appropriate classroom modifications

Discuss consequences of each option

Select most reasonable alternatives

Use sentence starts like “I like…” “I wish…” or “how
to…”
Ways to generate ideas:




Brainstorming
Concept mapping
Idea checklist
7. Formulating the Plan

Set goals

Establish roles

Generate evaluation methods

Set date for review


These will all help participants stay on task
FOLLOW THROUGH WITH COMMITMENTS
8. Evaluating the progress and
process
 Review
and assess
 Make
positive comments  This will help
maintain professional relationships
 Begin
 Plan
to close out process
for future collaboration
9. Following Through and
Following Up
 Re-assess
 Adjust
periodically
plan if problems come up
 If
goals met, bring closure  Transition
may be needed
 This
is most neglected step
10. Repeating Collaborative
Consultation If Needed
 More
consultation may be needed if the
plan is not working.
 If
there is success, continue to
collaborative as it will encourage others
to participate in the process.
Role Play


Dive into groups of 3 or 4. You will be assigned one of
the problem-solving process. Develop and plan and role
play how you would solve the problem collaboratively.
As they were talking one day about their concern with
students' low test scores on the reading comprehension
section of the state-mandated English Language Arts
test. Only 40% of students are passing with a score
above apprentice. Debbie, Colleen, and Mary- three
fifth-grade teachers from Hilltop Elementary Schooldecide to take a close look at students' reading
comprehension across content areas. Reggie is the ECE
resource teacher for the 4th and 5th grade. In their
school, content is departmentalized. Mary teaches
science; Colleen teaches social studies; Debbie teaches
reading.
Techniques for Collaborative
Problem-Solving
 Brainstorm

What are 5 things we do not want to
happen when consulting teachers, parents,
and/ or administrators?
 Jigsaw
 Role
Play
 Talk Walk
 Six Hats
Six Hats






White hats: Gather information
Yellow hats: Look at positives, values, and
beliefs.
Red hats: Share emotions and feelings about
issue
Green hats: Think outside of the box with new
possibilities.
Blue hat: Procedures and management
reminder
Black hat: Devil’s advocate
Barriers to Problem-Solving
Collaboratively

We must understand own perspectives by having the
following qualities:

Knowledge and understanding


Barriers: I’m shy; Controlling administration; Afraid of
“stepping on toes”
Right Skills

Barriers: Lack of information on students;


Self-confidence


Our own classroom this barrier may arise if a student had a
need that we do not have the skill(s)/ resources for
Barriers: Low self-confidence; Principal shot down ideas;
Objectivity

Barriers: Lack of support; lack of communication
Perspectives
 Activity:
 Everyone
will receive piece of plain paper
 With your eyes closed you will fold paper
in half and in half again. Then form a
triangle.
 Rip off the lower right corner.
Collaboration Toolbox
 Have

materials and thoughts organized
Make a checklist
 Use
professional language
 Don’t try to “fix” if it is not “broken”
 Don’t wait to make the first move
 When collaborating with parents always
have student work samples available
 Have an open mind
Exit Slip
 Using
the hashtag #todayIlearned, tweet
something you learned about
collaborative problem-solving and how
will apply it in the future when working
with others.