Wholistic Problem Solving
Wholistic Problem Solving (WPS) is an approach to teaching self-regulation. Through direct supported instruction in metacognitive thinking. The program develops a practice of self-regulating problem solving, based on the scientific method. The development of self-regulatory skills are directed toward an ultimate goal of self authorship (Keegan, 1982, 1996; Hulbig, 2021). The program utilizes a routinized approach that teaches students about the processes of problem solving used by their brain, while teaching skills of leadership and self efficacy. Students are encouraged to use the model to develop their own personal theory of mind and investigate their learning process. Ultimately, the program will produce students that have the basic tools to hypothesize about what is impacting their problem solving behavior, and develop self-regulatory approaches to better contend with the problems of their everyday life.
The program creates a common language to facilitate Learning Conversations (Adelizzi & Goss, 1995; Fox, 2010; Harri-Augstein & Thomas, 1991; Hulbig, 2021; Pennini, 2006) between students, teachers and parents. The program utilizes goal setting, self-reflective problem solving and self-evaluation to develop executive function and skills of self efficacy. Students examine their own learning by setting goals, testing hypotheses and evaluating improvements in their learning behavior. The program also develops leadership skills by having students demonstrate a deeper understanding through the mentorship of another student. Students who complete the program will develop an understanding of their learning, the regulatory habits/strategies needed to transform their learning, and the conceptual vocabulary to express it. By developing a students' ability to express their understanding of their own learning the program also improves their teacher’s ability to offer them meaningful instruction in their subject areas. By developing a student’s mentoring skills the program not only builds a student’s leadership abilities, but also expands a school's ability to offer needed assistance to all students while developing a school wide culture of learning and support.
The program creates a common language to facilitate Learning Conversations (Adelizzi & Goss, 1995; Fox, 2010; Harri-Augstein & Thomas, 1991; Hulbig, 2021; Pennini, 2006) between students, teachers and parents. The program utilizes goal setting, self-reflective problem solving and self-evaluation to develop executive function and skills of self efficacy. Students examine their own learning by setting goals, testing hypotheses and evaluating improvements in their learning behavior. The program also develops leadership skills by having students demonstrate a deeper understanding through the mentorship of another student. Students who complete the program will develop an understanding of their learning, the regulatory habits/strategies needed to transform their learning, and the conceptual vocabulary to express it. By developing a students' ability to express their understanding of their own learning the program also improves their teacher’s ability to offer them meaningful instruction in their subject areas. By developing a student’s mentoring skills the program not only builds a student’s leadership abilities, but also expands a school's ability to offer needed assistance to all students while developing a school wide culture of learning and support.