MICROWAVE PROBLEM-SOLVING

"If only I had had more time to think through the situation, I know I would have made a better
decision." How many times have you made or heard a similar comment? How many of us have not
developed skills in quick problem-solving? To help develop this skill in our students, we modified a model
used by medical emergency training which we termed "Microwave Problem-Solving."

Methodology

Microwave Problem-Solving is a very simple instructional technique: Stop at any point in your lecture
and give a 30-second scenario of a possible problem, usually not related to the lecture, but related to overall
course content. Allow the students two to four minutes to write their solutions to the problem. (Students
are not graded on their answers.) Follow the writing with a short discussion, either in small groups or as an
entire class. Sharing several of the solutions that students recorded and discussing these various solutions
are valuable elements of this technique.

We have found that both traditional and non-traditional students profit by this method: Traditional
students frequently bring to the discussions a theoretical frame of reference for their solutions, while non-
traditional students tend to incorporate past experiences that may not have been learned in the classroom.
Both student types develop a broader foundation to problem-solving as they react to this strategy. They (1)
learn to think through problems to reach solutions logically and quickly; (2) develop a conceptual framework
from which they will respond to future problems; and (3) receive an opportunity to think through possible
problems that may occur.

Application

Course content in which we have utilized this technique has focused on pre-school classroom

management and the selling of fashion merchandise. Following are examples related to these subjects.

Example: Pre-School Classroom Management

The class has gathered for "morning circle." A 4-year-old girl has a difficult time sitting still
and is disrupting the children next to her with her wiggling, kicking, and touching of other
children. You have already tried the techniques of setting her apart from the group and
having her sit next to the teacher. Neither of-these techniques has been successful in
eliminating the disruptions. What technique would you try next?

Example: Fashion Merchandising

You are a sales associate in a woman’s clothing store. A middle-aged lady approaches you
over her lunch hour and wants help pulling together several outfits for under $300.00. But
that’s not all! The customer tells you she is on a weight-loss program and has lost 40
pounds. She intends to lose 20 more pounds and feels it will take her several months to do
so. She needs a well-coordinated, small wardrobe to begin a new job the following week.
The job involves extensive public contact. How would you guide her in her purchase?

The "surprise" element of the "Microwave Problem-Solving" teaching technique makes it unique, and it
further serves to keep students alert to the process and content of the lecture/discussion. Most importantly,
it accomplishes the overall goal of students learning to think through problems and reach solutions quickly.

Sandra K. Allaire Nancy R. Wilhelmson
Home and Family Services Assistant Professor

For further information, contact the authors at the University of Minnesota Technical College, Academic
Affairs, Waseca, MN 56093.

 

Suanne D. Roueche, Editor
October 16, 1987, Vol. IX, No. 22

INNOVATION ABSTRACTS Is a publication of the National institute for Staff and Organizational Development, EDB 348, The University of
Texas at Austin, Austin, Texas 78712, (512)471-7545. Subscriptions are avallable to nonconsortium members for $35 per year. Funding In
part by the W. K. Kellogg Foundation and Sld W. Richardson Foundation. Issued weekly when classes are In session during fall and spring
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© The University of Texas at Austin, 1987
Further duplication Is permitted only by MEMBER Institutions for thelr own personnel. ISSN 0199-106X