the ideal problem solving method developed by bradford and stein

• Meet Our Team
• Discover The LSA Difference
• Coaching Process
• Core Values
• What is Executive Functioning?
• Understanding the EF Ripple Effect
• For Daily Life
• ND-Friendly Tools
• Executive Functioning Assessment
• Executive Functioning Meal Plan
• Executive Functioning 101 Resource Hub
• Executive Functioning IEP Goal Resource Hub
• How To Make Stuff More EF Friendly

Teaching the IDEAL Problem-Solving Method to Diverse Learners

Written by:

  Amy Sippl

Filed under: EF 101 Series , Executive Functioning , Problem Solving

Published:  January 21, 2021

Last Reviewed: April 10, 2023

READING TIME:  ~ minutes

We may assume that teens and young adults come equipped with a strong sense of approaching difficult or uncertain situations. For many of the individuals we work with, problem-solving needs to be practiced and developed in the same way as academic and social skills. The IDEAL Problem Solving Method is one option to teach problem-solving to diverse learners.

What is problem-solving?

Problem-solving is the capacity to identify and describe a problem and generate solutions to fix it .

Problem-solving involves other executive functioning behaviors as well, including attentional control, planning , and task initiation . Individuals might use time management , emotional control, or organization skills to solve problems as well. Over time, learners can observe their behavior, use working memory , and self-monitor behaviors to influence how we solve future issues.

Why are problem-solving strategies important?

Not all diverse learners develop adequate problem-solving. Learners with a history of behavioral and learning challenges may not always use good problem-solving skills to manage stressful situations. Some students use challenging behaviors like talking back, arguing, property destruction, and aggression when presented with challenging tasks. Others might shut down, check out, or struggle to follow directions when encountering new or unknown situations.

Without a step-by-step model for problem-solving , including identifying a problem and choosing a replacement behavior to solve it, many of our children and students use challenging behaviors instead. The IDEAL Problem-Solving Method is one option to teach diverse learners to better approach difficult situations.

IDEAL Problem-Solving Method

In 1984, Bransford and Stein published one of the most popular and well-regarded problem-solving methods. It’s used both in industry and in education to help various learners establish a problem, generate solutions, and move forward quickly and efficiently. By teaching your learner each step of the IDEAL model, you can provide them with a set of steps to approach a problem with confidence.

The IDEAL Problem-Solving Method includes:

I – Identify the problem.

There’s no real way to create a solution to a problem unless you first know the scope of the problem. Encourage your learner to identify the issue in their own words. Outline the facts and the unknowns. Foster an environment where your learner is praised and supported for identifying and taking on new problems.

Examples of identifying problems:

• “I have a math quiz next week and don’t know how to do the problems.”
• “I can’t access my distance learning course website.”
• “The trash needs to be taken out, and I can’t find any trash bags.”

D – Define an outcome

The second step in the IDEAL problem-solving process is to define an outcome or goal for problem-solving. Multiple people can agree that a problem exists but have very different ideas on goals or outcomes. By deciding on an outlined objective first, it can speed up the process of identifying solutions.

Defining outcomes and goals may be a difficult step for some diverse learners. The results don’t need to be complicated, but just clear for everyone involved.

Examples of defining outcomes:

• “I want to do well on my math quiz.”
• “I get access to the course website.”
• “The trash gets taken out before the trash pickup day tomorrow.”

E – Explore possible strategies.

Once you have an outcome, encourage your learner to brainstorm possible strategies. All possible solutions should be on the table during this stage, so encourage learners to make lists, use sticky notes, or voice memos to record any ideas. If your learner struggles with creative idea generation, help them develop a plan of resources for who they might consult in the exploration stage.

Examples of possible strategies to solve a problem:

• “I review the textbook; I ask for math help from a friend; I look up the problems online; I email my teacher.”
• “I email my teacher for the course access; I ask for help from a classmate; I try to reset my password.”
• “I use something else for a trash bag; I place an online order for bags; I take the trash out without a bag; I ask a neighbor for a bag; I go shopping for trash bags.”

A – Anticipate Outcomes & Act

Once we generate a list of strategies, the next step in the IDEAL problem-solving model recommends that you review the potential steps and decide which one is the best option to use first. Helping learners to evaluate the pros and cons of action steps can take practice. Ask questions like, “What might happen if you take this step?” or “Does that step make you feel good about moving forward or uncertain?”

After evaluating the outcomes, the next step is to take action. Encourage your learner to move forward even if they may not know the full result of taking action. Support doing something, even if it might not be the same strategy, you might take to solve a problem or the ‘best’ solution.

L – Look and Learn

The final step in the IDEAL problem-solving model is to look and learn from an attempt to solve a problem. Many parents and teachers forget this critical step in helping diverse learners to stop and reflect when problem-solving goes well and doesn’t go well. Helping our students and children learn from experience can make problem-solving more efficient and effective in the future. Ask questions like “How did that go?” and “What do you think you’ll do differently next time?”

Examples of Look and Learn statements:

• “I didn’t learn the problems from looking at the textbook, but it did help to call a friend. I’ll start there next time.”
• “When I didn’t have access to the course website, resetting my password worked.”
• “I ran out of trash bags because I forgot to put them on the shopping list . I’ll buy an extra box of trash bags to have them on hand, so I don’t run out next time.”

Practice Problem-Solving

For ideas on common problems, download our deck of problem-solving practice cards. Set aside time to practice, role-play, give feedback, and rehearse again if needed.

How to teach the IDEAL problem-solving method

Top businesses and corporations spend thousands of dollars on training teams to implement problem-solving strategies like the IDEAL method. Employees practice and role-play common problems in the workplace . Coaches give supportive feedback until everyone feels confident in each of the steps.

Teachers and parents can use the same process to help students and children use the IDEAL problem-solving method. Set aside time to review common problems or social scenarios your learner might encounter. Practice using the IDEAL method when emotions and tensions aren’t running as high. Allow your learner to ask questions, work through problems, and receive feedback and praise for creating logical action plans.

Further Reading

• Bransford, J., and Stein, B., “The Ideal Problem Solver” (1993). Centers for Teaching and Technology – Book Library . 46. https://digitalcommons.georgiasouthern.edu/ct2-library/4
• Executive Functioning 101: Planning Skills
• Executive Functioning: Task Initiation
• Executive Functioning Skills by Age: What to Expect
• Kern, L., George, M. P., & Weist, M. D. (2016). Supporting students with emotional and behavioral problems. Baltimore, MD: Paul H. Brookes.

About The Author

Amy Sippl is a Minnesota-based Board Certified Behavior Analyst (BCBA) and freelance content developer specializing in helping individuals with autism and their families reach their best possible outcomes. Amy earned her Master's Degree in Applied Behavior Analysis from St. Cloud State University and also holds undergraduate degrees in Psychology and Family Social Science from University of Minnesota – Twin Cities. Amy has worked with children with autism and related developmental disabilities for over a decade in both in-home and clinical settings. Her content focuses on parents, educators, and professionals in the world of autism—emphasizing simple strategies and tips to maximize success. To see more of her work visit amysippl.com .

Related Posts

10 problem solving iep goals for real life, impulse control: long term strategies & supports for diverse learners, executive functioning 101: all about impulse control, 10 planning skills every child should learn, inbox zero vs. inbox functional: mastering email management, using self-management to teach healthy living skills.

Life Skills Advocate is a participant in the Amazon Services LLC Associates Program, an affiliate advertising program designed to provide a means for sites to earn advertising fees by advertising and linking to Amazon.com. Some of the links in this post may be Amazon.com affiliate links, which means if you make a purchase, Life Skills Advocate will earn a commission. However, we only promote products we actually use or those which have been vetted by the greater community of families and professionals who support individuals with diverse learning needs.

Session expired

Please log in again. The login page will open in a new tab. After logging in you can close it and return to this page.

• < Previous

Home > Research > Centers and Institutes > Faculty Center > CTE Book Library > 46

Centers for Teaching Excellence - Book Library

The ideal problem solver.

John D. Bransford Follow Barry S. Stein

Document Type

Description.

Provocative, challenging, and fun, The Ideal Problem Solver offers a sound, methodical approach for resolving problems based on the IDEAL (Identify, Define, Explore, Act, Look) model. The authors suggest new strategies for enhancing creativity, improving memory, criticizing ideas and generating alternatives, and communicating more effectively with a wider range of people. Using the results of laboratory research previously available only in a piece-meal fashion or in scientific journals, Bransford and Stein discuss such issues as Teaming new information, overcoming blocks to creativity, and viewing problems from a variety of perspectives. The Second Edition features: A new organization that focuses, in Part I, on the effective utilization of current knowledge and, in Part 11, on the explanation and use of the Ideal model. A refined problem solving model that is easier to understand and apply. A new chapter that explores strategies for improving how schools and organizations can prepare people to think and solve problems. New illustrative examples and exercises that encourage students to develop effective strategies for solving problems.

Publication Date

Recommended citation.

Bransford, John D. and Stein, Barry S., "The Ideal Problem Solver" (1993). Centers for Teaching Excellence - Book Library . 46. https://digitalcommons.georgiasouthern.edu/ct2-library/46

This document is currently not available here.

Since June 23, 2015

Search Digital Commons

Advanced Search

• Notify me via email or RSS

Browse Digital Commons

• Collections
• Disciplines
• SelectedWorks Profiles

About Digital Commons

• Center for Teaching Excellence

Home | About | FAQ | My Account | Accessibility Statement

Privacy Copyright

(Stanford users can avoid this Captcha by logging in.)

• Send to text email RefWorks EndNote printer

The ideal problem solver : a guide for improving thinking, learning, and creativity

Available online, at the library.

SAL3 (off-campus storage)

More options.

• Find it at other libraries via WorldCat
• Contributors

Description

Creators/contributors, contents/summary, bibliographic information, browse related items.

• Stanford Home
• Maps & Directions
• Search Stanford
• Emergency Info
• Terms of Use
• Non-Discrimination
• Accessibility

© Stanford University , Stanford , California 94305 .

The IDEAL Problem-Solving Method

• Post category: Nursing
• Reading time: 3 mins read

Nursing homework help

The purpose of this assignment is to apply the IDEAL problem-solving method to relevant business scenarios.

Professionals recognize the need to integrate problem solving skills in the work environment. The IDEAL problem-solving method developed by Bradford and Stein is implemented by I dentifying the problem, D efining the problem, E xploring strategies, A cting on ideas, and L earning from experience.  

Review the “Problem Solving Scenarios” and select one relevant business scenario. You are required to address the following questions in a 300-500 word outline:

• Examine the behaviors presented in the selected scenario. Apply the IDEAL problem-solving process to the scenario. Be sure you discuss each aspect (Identify, Define, Explore, Act, and Learn) of the method as it relates to the scenario.
• Determine whether the behavior in the scenario could be described as unethical or illegal and how this should be addressed professionally.
• Describe how you would resolve this issue using the IDEAL method.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center. 

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. 

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Course Materials if you need assistance.

The IDEAL Problem-Solving Method

The purpose of this assignment is to apply the IDEAL problem-solving method to relevant business scenarios.

Professionals recognize the need to integrate problem solving skills in the work environment. The IDEAL problem-solving method developed by Bradford and Stein is implemented by  I dentifying the problem,  D efining the problem,  E xploring strategies,  A cting on ideas, and  L earning from experience.  

Review the "Problem Solving Scenarios" and select one relevant business scenario. You are required to address the following questions in a 300-500 word outline:

• Examine the behaviors presented in the selected scenario. Apply the IDEAL problem-solving process to the scenario. Be sure you discuss each aspect (Identify, Define, Explore, Act, and Learn) of the method as it relates to the scenario.
• Determine whether the behavior in the scenario could be described as unethical or illegal and how this should be addressed professionally.
• Describe how you would resolve this issue using the IDEAL method.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center. 

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. 

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Course Materials if you need assistance

Our Guarantees

• Quality Work
• Affordable Pricing
• Unlimited Revisions
• Quick Turnaround
• 24/7 Support
• +1 (309) 807-8234
• [email protected]

Claim your 20% Discount

Welcome, get your discount offer by providing your email below.

IDEAL Problem Solver by Bransford & Stein: Notes

• Table of Contents
• Teaching Thinking and Problem Solving

VM: I had to inter-library loan this item to read the original content.  This is highly cited throughout literature, so I wanted to have a good grasp on what it covered.  Here are my notes and commentary:

•  Full text From TNtech.edu: "Ideal Problem Solver, 2 ed." (c) 1984, 1993 more... less... Thanks to Center for Assessment & Improvement of Learning - Reports & Publications"
• Full text from ERIC: The IDEAL Workplace: Strategies for Improving Learning, Problem Solving, and Creativity
• Show your support: The Ideal Problem Solver: A Guide to Improving Thinking, Learning, and Creativity Second Edition

The reason you should learn the IDEAL method is so you don't need to avoid problems.  The more know about and practice problem solving, the easier it gets.  It is learnable skill. It also prompts you to look for problems and solutions instead of just doing things the same old way.

Improvement of problem solving skills.  

Model for analyzing the processes that underlie effective problem solving.

IDEAL Model for improving problem solving (Verbatim copy of Fig 2.1; p.12)

I = Identifying the problem.

D = Define and represent the problem.

E = Explore possible strategies.

A = Act on the strategies.

L = Look back and evaluate the effects of your activities.

ELABORATION:

I = Identifying that there is a problem that, once described as a problem, may be solved or improved.

D = Define and represent the problem.  Draw it instead of trying to imagine it.

E = Explore possible strategies & alternative approaches or viewpoints. 

General strategies: Break problem down into small simple problems. Working a problem backwards. Build scale model Try simulation experiment, with smaller or simpler sets.

A = Act on the strategies. Try, then reflect or recall. Actively try learning strategy.

L = Look back and evaluate the effects of your activities. Look at results of learning strategy used: Does it work to allow full recall?

"Many students make the mistake of assuming that they have "learned" adequately if the information seems to make sense as they read it in a textbook or hear it in a lecture."    (p. 23" Must  use or practice, recall, or paraphrase - in order to evaluate effectiveness of learning.  

Math: Do example problems before looking at solution to practice concepts.  Look at solution to see where you went wrong (or not). 

Don't let the test be the first time you evaluate your understanding of material

Problem identification and definition.

Proof of concept - act/look/evaluate.

To find an answer to a problem, you can dig deeper, or dig somewhere else.  

Question assumptions about limits  The old - think outside the box- strategy.

When memorizing, know what you need to remember  Definitions?  Concepts? Graphs?  Dates?  each teacher has different priorities...ask them what to focus on

Ways to solve problem of learning new information.

Techniques for improving memory.

Short term meomory

Long term memory

Remembering people's names

Studying for an essay test.

Using cues to retrieve information.  For example, you can remember IDEAL first and that will help you reconstruct the idea of how to solve problems.

Some strategies for remembering information:

Make a story full of memorable images.  

Funny obnoxious "vivid images" or "mental pictures" are more memorabl e. (Ex: random words in a list, passwords, people's names. Banana vomit haunts me.)

Rehearse over and over - over learn.   (Ex: Memorizing a phone number 867-5309 )

Rehearse words in groups - chunking. (Ex: Memorizing a part in a play, poems, pledges, short stories.)

Organize words into conceptual categories - Look for unifying relationships. (Recall, order not important. Ex: Shopping list, points in an essay.)

Look for similarities and coincidences in the words themselves. (Ex: How many words have e's, or 2 syllables, or have pun-ishing homonyms)

The feet that use the manual transmission car pedals are, from left to right: ​ C ( L eft-foot) utch , the  B( R ight-foot) ake , and the  A ccelerato ( R ight-foot)

Does order mimic alphabetical order? The manual transmission car pedals are, from left to right, the C lutch, the B rake, and the A ccelerator )   

Use Acronyms I dentify D efine ​E xplore A ct ​L ook

Acronym- easily remembered word: FACE

Acrostic- easily remembered phrase:    E very G ood B oy D eserves F udge

• Modified image source: Commons.wikimedia.org

Don't waste time studying what you already know

Image - Name Strategy:

What is unique about the person?  What is unique about their name?

Find a relationship between the two.

Other Pairing Strategies:

method of loci: arranging words to be remembered in association with familiar location or path .

Peg-word method: arranging words to be remembered in association with number order or alphabet letter order .

Strategies to comprehend new information.

more difficult than

Strategies to memorize new information.

Learning with understanding - comprehending new information.

Knowledge of CORE CONCEPTS in a field SIMPLIFIES problem solving. 

Ways to approach a problem of learning information that seems to be arbitrary:

Over-learn:  rehearse the facts until they are mastered.  2+2=4

Find relationships between images or words that are memorable: story telling, silmilarieties, vivid images, pegging, etc.

When a concept seems unclear, learn more about it.

Memory- can be of seemingly arbitrary words or numbers: ROTE (Ex. Facts and relationships) appearance

Comprehension - is understanding significance or relationships or function

Novices often forced to memorize information until they learn enough (related concepts and context) to understand it.

The mere memorization of information rarely provides useful conceptual tools that enable one to solve new problems later on. (p. 61,69)

Taking notes will not necessarily lead to effective recall prompts. How do you know when you understand material? Self-test by trying to explain material to another person.That will expose gaps in understanding.

Recall answers or solve problems out of order to be sure you know which concepts to apply and why.

Look at mistakes made as soon as possible, and learn where you went wrong.

Uses of information require more or less precision in understanding, depending on context. (A pilot must know more about an airplane than a passenger.)

Evaluation basics: evaluate factual claims look for flaws in logic question assumptions that form the basis of the argument

Correlation does not necessarily prove cause and effect.

Importance of being able to criticize ideas and generate alternatives.

Strategies for effective criticism.

Strategies for formulating creative solutions.

Finding/understanding implicit assumptions that hamper brainstorming.

Strategies for making implicit assumptions explicit.

"The uncreative mind can spot wrong answers, but it takes a creative mnd to spot wrong questions ." Emphasis added. - Anthony Jay, (p.93)

Making implicit assumptions explicit: look for inconsistencies question assumptions make predictions analyze worst case get feedback & criticism from others

Increase generation of novel ideas: break down problem into smaller parts analyze properties on a simpler level use analogies use brainstorming give it a rest, sleep on it don't be in a hurry, let ideas incubate: ​talk to others, read, keep the problem in the back of your mind try to communicate your ideas as clearly as possible, preferably in writing. attempting to write or teach an idea can function as a discovery technique

Strategies for Effective Communication

What we are trying to accomplish (goal)

Evaluating communication fro effectiveness:

Identify and Define: Have you given audience basis to understand different points of view about a topic? Different problem definitions can lead to different solutions. Did you Explore pros and cons of different strategies? Did you take Action and then Look at consequences? Did you organize your content into main points that are easy to identify and remeber?

Did you use analogies and background information to put facts into context?

Did you make sure your facts were accurate and did you avoid making assumptions?Always check for logical fallacies and inconsistencies.  Did you include information that is novel and useful, instead of just regurgitating what everyone already knows?

After you communicate, get feedback and evaluate your strategies.  Look for effects, and learn from your mistakes.  (p. 117)

Identify and Define what (problem) you want to communicate, with respect to your audience and your goals. Explore strategies for communicating your ideas.Act - based on your strategies. Look at effects.

Summaries of Useful  Attitudes and Strategies: Anybody can use the IDEAL system to improve their problem solving skills.

Related Resources:

• Teaching The IDEAL Problem-Solving Method To Diverse Learners Written by: Amy Sippl
• Next: eBook >>
• Last Updated: Nov 29, 2023 2:43 PM
• URL: https://library.fvtc.edu/IDEAL

About Us • Contact Us • FVTC Terms of Service • Sitemap FVTC Mission, Vision, Values & Purposes • FVTC Privacy Statement • FVTC Library Services Accessibility Statement DISCLAIMER: Any commercial mentions on our website are for instructional purposes only. Our guides are not a substitute for professional legal or medical advice. Fox Valley Technical College • Library Services • 1825 N. Bluemound Drive • Room G113 Appleton, WI 54912-2277 • United States • (920) 735-5653 © 2024 • Fox Valley Technical College • All Rights Reserved.

The https://library.fvtc.edu/ pages are hosted by SpringShare. Springshare Privacy Policy.