The problem-posing process directs students to name the problem, understand how it applies to them, determine the causes of the problem, generalize to others, and finally suggest alternatives or solutions to the problem. Problem-posing is a means for teaching critical thinking skills, and many adult learners need the initial structure these steps provide in order to build confidence and esteem in their ability to think critically. When beginning to problem-pose, it is important to spend time on each step, for these are all essential components in learning how to critically think about one's world. Describe the content. The teacher presents the students with a code.
Codes are a vital aspect of problem-posing.
They must originate from the students' concerns and experiences, which makes them important to the students and their daily lives. Define the problem. Students may identify more than one problem. Students may identify two problems or issues that cannot be separated and must be dealt with together. This, too, is acceptable just as long as it is the students' decision to work with the two problems together.