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  3. Step 2: 10 Underlying problem dos and don’ts tips

Step 2: 10 Underlying problem dos and don’ts tips

Global Issues Problem Solving Process Step 2

To write an effective step 2, students must understand the structure of an underlying problem.
Be sure to follow these tips about the parts of the underlying problem.

Condition Phrase

#1 Relate to the scene

Choose facts from the future scene or research that explain why you think the underlying problem you selected will have an impact on the scene. It should help you establish reasoning for your key verb phrase and purpose.

#2 Don’t repeat

Your condition phrase should be distinct from the rest of the underlying problem. The three pieces should logically connect but not repeat.

#3 Keep it short

Write a short phrase rather than a full challenge. You may accidentally include assumptions if you write a full challenge or too long of a lead in.

Key Verb Phrase

#4 One goal

Write a singular key verb phrase. Since each solution must address the key verb phrase, an action goal with multiple verbs or objects makes solution writing harder.

#5 Be clear

Choose your words carefully. Write a goal in the key verb phrase that is clear, measurable, and unambiguous. A vague key verb phrase can make it hard for your evaluators to understand your underlying problem. Avoid phrases such as “improve the quality of life” or “provide a successful life” because these have different meanings to different people.

#6 Choose a concrete goal

Your key verb phrase should be achievable. Identify a goal that can be measured. “How might we make citizens happy” may be a nice goal, but it would be very difficult to manage and measure.

Purpose

#7 One reason

Write a singular purpose. Make sure you only have one verb phrase with one modifier. The purpose “so that everyone is safe and healthy” would mean that you would need to address both safety and health in all of your solutions. This would make writing step 3 solutions very difficult.

#8 Use a transition

Most problem solvers begin their purpose with “so,” “so that,” or “in order to.” This makes it clear to evaluators where the purpose begins.

#9 No repeats

Your purpose should not repeat the condition phrase or the key verb phrase. It should be a distinct description of what the desired effect of your underlying problem is.

Parameters

#10 Remember your parameters

The topic is in the header of the future scene. Read closely to identify time (year) and place in the scene. You may write the parameters anywhere in your underlying problem.

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April Michele

April Michele Bio

Executive Director

A seasoned educator, April Michele has served as the Executive Director since 2018 and been with Future Problem Solving more than a decade. Her background in advanced curriculum strategies and highly engaging learning techniques translates well in the development of materials, publications, training, and marketing for the organization and its global network. April’s expertise includes pedagogy and strategies for critical and creative thinking and providing quality educational services for students and adults worldwide.

Prior to joining Future Problem Solving, April taught elementary and middle grades, spending most of her classroom career in Gifted Education. She earned the National Board Certification (NBPTS) as a Middle Childhood/Generalist and later served as a National Board Assessor for the certification of others. She was trained and applied the International Baccalaureate Middle Years Programme (MYP) in Humanities, which helped widen the educational scope and boundaries beyond the U.S. In addition, April facilitated the Theory and Development of Creativity course for state level certification of teachers. She has also collaborated on a variety of special projects through the Department of Education.

A graduate of the University of Central Florida with a bachelor’s in Elementary Education and the University of South Florida with a master’s in Gifted Education, April’s passion is providing a challenging curriculum for 21st century students so they are equipped with the problem solving and ethical leadership skills they need to thrive in the future. As a board member in her local Rotary Club, she facilitates problem solving in leadership at the Rotary Youth Leadership Awards (RYLA). She is also a certified Project Management Professional (PMP) from the Project Management Institute and earned her certificate in Nonprofit Management from the Edyth Bush Institute at Rollins College.