This allows students to get information when they need it, during moments of greatest receptivity in learning. Rules for solving each type of problem are written in narrative form on the board. This allows students to utilize verbal skills in understanding chemistry as well as quantitative skills. Traditional models for problem solving focus mainly on using quantitative skills for problem solving. This places students with well developed verbal skills at a disadvantage.
Students see the sources of information for answers and for solutions to each type of problem.
SI leaders avoid relecturing or simply telling students how to solve problems, which has little value in understanding problem solving processes. Numbering each step is a great help to students because they can clearly identify each step in an actual solution. When students break problem solving down into the component steps, they can more easily pinpoint gaps in understanding, ask informed questions about the problem solving process and practice their current understanding of the problem solving process to enhance clarity.