The Art of Teaching: Problem Solved

April Todd • May 10, 2022

Classroom. Photo: Holly Dornak, via Pixabay


Students have so many questions to answer. How is an eagle’s nest constructed? How do I speak to legislators about topics that are important to my family? What are the functions of the lobes of the brain? What should we do with all that chicken poop? How does trajectory science work at the scene of the crime? How do I become a conscientious consumer of chocolate? What is sustainable farming? How does algebra solve my architectural dream? Why is the James Webb telescope using salt crystal lenses? With a few discount store items, some research and planning, students learn the answers and find passions.

 

Everything begins with a problem that needs a solution, and teaching is no exception. When a lesson begins with a problem that can be solved with multiple solutions, students feel safe to engage to solve it. The key to teaching children successfully is making sure you offer a question they want to answer.

 

Problem-based learning is nothing new but is often dismissed because of teacher preparation time, materials costs, classroom management, and fear of the instruction not meeting testing standards. It has truly earned an unfair reputation.

 

How does problem-based learning cover necessary content? Teaching is about students questioning rather than teachers lecturing. Students will find many engaging questions that cover all standardized questions that will be asked of students.

 

Despite skepticism, teachers can manage students who are working with a variety of potentially hazardous materials. Students appreciate materials and safety protocols when they know they will produce something they desire or need. If the teacher is willing to build relationships, to remind, and to reinforce, students will respect and value property and safety.

 

Materials are expensive; however, cost is an obstacle that can be overcome. Many materials for problem-based learning reside in our landfills. Recycling is a key concept of problem-based learning. Think of this as “trash to treasure” as most of these items can be repurposed to “simulate” an experience. A trip to any discount store or thrift shop opens a world of possibilities. The trick is to try to see an object for what it can represent instead of what it is. In my classroom, flour and cookie cutters become beryllium and sophisticated technology in a NASA laboratory. Another solution to maintaining a reasonable budget is to apply for grants. There are many grants available and by putting in some time to research options, teachers can often find additional funding sources that push beyond the typical school material budget. Organizations are more than willing to help and to enjoy the benefits of seeing the products of learning because students’ projects often solve a community need or problem.

 

Consider these examples of problems my students and I decided to tackle. Plants come with problems. But middle schoolers are rarely excited about plants. Plant problems involve construction, messes, splashing water, engineering principles, insects, and going outside. These problems do excite students.

 

This year we introduced hydroponic gardening into our classroom.

 

Phase 1: The problem.

How can thriving plants be grown indoors without soil? Students are presented with a variety of materials scattered about to solve the problem. With laptops ready, students perform some basic research and are quick to answer: “hydroponics”.

 

Phase 2: Construction and engineering.

The hydroponic process involves water, electricity, construction, power tools, and a lot of safety protocols. Students must be actively working and critically thinking. At this point, the teacher has moved to a role as a facilitator and, with a lot of patience, will guide students through the rest of this process.

 

Phase 3: Pose more questions.

“How can I make my parents happy by eating a healthy salad and still like the taste?” The plant selection process and research are easy when asking this question. The students are provided a list of plants which grow hydroponically and begin researching. The motivation is not only a better salad but knowing that they will grow the plants. The teaching is now about student ownership.

 

Phase 4: Failure.

Mites … a lot of mites! In our case, students are growing the plants successfully until they are not. Mites mean research, microscopes, and more questions. How do we stop the mites, save our plants, and keep our salad healthy? Do different kinds of mites respond differently to treatment methods? How do we treat our plants naturally? The teacher is again a facilitator, and we are covering a lot of content and life skills: biology, entomology, chemistry, botany, budgeting, time management, collaboration, critical thinking, and most importantly, failure. The teacher is now the cheerleader, and the students take on the role of superheroes and heroines.

 

Phase 5: Data.

Students collect data from the plants and treatment methods to protect their investment. Students have now become science stakeholders.

 

Phase 6: Harvest.

There is something magical about watching kids eating a vegetable and liking it because they grew it, researched it, raised it, fixed it, and loved it. The teacher's job now is to resume the role of teacher and remind them of all they have learned. The students can recall the entire process and take pride in their learning. Students were having so much fun that they forgot this is school.

 

This is teaching and learning in the truest sense. It is not boring, unrewarding, miserable, jaded, or cynical. Problem-based teaching and learning is messy, fun, complex, simple, rewarding, sustainable, productive, and hopeful.



April Todd, a graduate of Washington College and Salisbury University, is a problem-based teacher with Wicomico County Public Schools. April instructs TAD (Thinking and Doing) for grades 6-8 at Salisbury, Pittsville, and Mardela Middle Schools. In 2008, she was named Maryland Teacher of the Year, and she was a 2021 Maryland Educators of Gifted Students Teacher of the Year. This is her 24th year in education. April plans to learn and laugh with her students for many years to come.



Common Sense for the Eastern Shore

By Friends of Megan Outten July 29, 2025
Megan Outten, a lifelong Wicomico County resident and former Salisbury City Councilwoman, officially announced her candidacy recently for Wicomico County Council, District 7. At 33, Outten brings the energy of a new generation combined with a proven record of public service and results-driven leadership. “I’m running because Wicomico deserves better,” Outten said. “Too often, our communities are expected to do more with less. We’re facing underfunded schools, limited economic opportunities, and years of neglected infrastructure. I believe Wicomico deserves leadership that listens, plans ahead, and delivers real, measurable results.” A Record of Action and A Vision for the Future On Salisbury’s City Council, Outten earned a reputation for her proactive, hands-on approach — working directly with residents to close infrastructure gaps, support first responders, and ensure everyday voices were heard. Now she’s bringing that same focus to the County Council, with priorities centered on affordability, public safety, and stronger, more resilient communities. Key Priorities for District 7: Fully fund public schools so every child has the opportunity to succeed. Fix aging infrastructure and county services through proactive investment. Keep Wicomico affordable with smarter planning and pathways to homeownership. Support first responders and safer neighborhoods through better tools, training, and prevention. Expand resources for seniors, youth, and underserved communities. Outten’s platform is rooted in real data and shaped by direct community engagement. With Wicomico now the fastest-growing school system on Maryland’s Eastern Shore — and 85% of students relying on extra resources — she points to the county’s lagging investment as a key area for action. “Strong schools lead to strong jobs, thriving industries, and healthier communities,” Outten said. “Our schools and infrastructure are at a tipping point. We need leadership that stops reacting after things break — and starts investing before they do.” A Commitment to Home and Service Born and raised in Wicomico, Megan Outten sees this campaign as a continuation of her lifelong service to her community. Her vision reflects what she’s hearing from neighbors across the county: a demand for fairness, opportunity, and accountability in local government. “Wicomico is my home; it’s where I grew up, built my life, and where I want to raise my family,” Outten said. “Our county is full of potential. We just need leaders who will listen, work hard, and get things done. That’s what I’ve always done, and that’s exactly what I’ll continue to do on the County Council.” Outten will be meeting with residents across District 7 in the months ahead and unveiling more details of her platform. For more information or to get involved, contact info@meganoutten.com
By John Christie July 29, 2025
Way back in 1935, the Supreme Court determined that independent agencies like the Consumer Product Safety Commission (CPSC), the National Labor Relations Board (NLRB) and the Merit Systems Protection Board (MSPB) do not violate the Constitution’s separation of powers. Humphrey’s Executor v. United States (1935). Congress provided that the CPSC, like the NLRB and MSPB, would operate as an independent agency — a multi-member, bipartisan commission whose members serve staggered terms and could be removed only “for neglect of duty or malfeasance in office but for no other cause.” Rejecting a claim that the removal restriction interferes with the “executive power,” the Humphrey’s Court held that Congress has the authority to “forbid their [members’] removal except for cause” when creating such “quasi-legislative or quasi-judicial” bodies. As a result, these agencies have operated as independent agencies for many decades under many different presidencies. Shortly after assuming office in his second term, Donald Trump began to fire, without cause, the Democratic members of several of these agencies. The lower courts determined to reinstate the discharged members pending the ultimate outcome of the litigation, relying on Humphrey’s , resulting in yet another emergency appeal to the Supreme Court by the administration. In the first such case, a majority of the Court allowed President Trump to discharge the Democratic members of the NLRB and the MSPB while the litigation over the legality of the discharges continued. Trump v. Wilcox (May 22, 2025). The majority claimed that they do not now decide whether Humphrey’s should be overruled because “that question is better left for resolution after full briefing and argument.” However, hinting that these agency members have “considerable” executive power and suggesting that “the Government” faces greater “risk of harm” from an order allowing a removed officer to continue exercising the executive power than a wrongfully removed officer faces from being unable to perform her statutory duty,” the majority gave the President the green light to proceed. Justice Kagan, joined by Justices Sotomayor and Jackson, dissented, asserting that Humphrey’s remains good law until overturned and forecloses both the President’s firings and the Court’s decision to award emergency relief.” Our emergency docket, while fit for some things, should not be used to “overrule or revise existing law.” Moreover, the dissenters contend that the majority’s effort to explain their decision “hardly rises to the occasion.” Maybe by saying that the Commissioners exercise “considerable” executive power, the majority is suggesting that Humphrey’s is no longer good law but if that is what the majority means, then it has foretold a “massive change” in the law and done so on the emergency docket, “with little time, scant briefing, and no argument.” And, the “greater risk of harm” in fact is that Congress provided for these discharged members to serve their full terms, protected from a President’s desire to substitute his political allies. More recently, in the latest shadow docket ruling in the administration’s favor, the same majority of the Court again permitted President Trump to fire, without cause, the Democratic members of another independent agency, this time the Consumer Product Safety Commission (CPSC). Trump v. Boyle (July 23, 2025). The same three justices dissented, once more objecting to the use of the Court’s emergency docket to destroy the independence of an independent agency as established by Congress. The CPSC, like the NLRB and MSPB, was designed to operate as “a classic independent agency.” In Congress’s view, that structure would better enable the CPSC to achieve its mission — ensuring the safety of consumer products, from toys to appliances — than would a single-party agency under the full control of a single President. “By allowing the President to remove Commissioners for no reason other than their party affiliation, the majority has negated Congress’s choice of agency bipartisanship and independence.” The dissenters also assert that the majority’s sole professed basis for the more recent order in Boyle was its prior order in Wilcox . But in their opinion, Wilcox itself was minimally explained. So, the dissenters claim, the majority rejects the design of Congress for a whole class of agencies by “layering nothing on nothing.” “Next time, though, the majority will have two (if still under-reasoned) orders to cite. Truly, this is ‘turtles all the way down.’” Rapanos v. United States (2006). * ***** *In Rapanos , in a footnote to his plurality opinion, former Supreme Court Justice Scalia explained that this allusion is to a classic story told in different forms and attributed to various authors. His favorite version: An Eastern guru affirms that the earth is supported on the back of a tiger. When asked what supports the tiger, he says it stands upon an elephant; and when asked what supports the elephant, he says it is a giant turtle. When asked, finally, what supports the giant turtle, he is briefly taken aback, but quickly replies "Ah, after that it is turtles all the way down." John Christie was for many years a senior partner in a large Washington, D.C. law firm. He specialized in anti-trust litigation and developed a keen interest in the U.S. Supreme Court about which he lectures and writes.
By Shore Progress, Progessive Maryland, Progressive Harford Co July 15, 2025
Marylanders will not forget this vote.
Protest against Trumpcare, 2017
By Jan Plotczyk July 9, 2025
More than 30,000 of our neighbors in Maryland’s first congressional district will lose their health insurance through the Affordable Care Act and Medicaid because of provisions in the GOP’s heartless tax cut and spending bill passed last week.
Farm in Dorchester Co.
By Michael Chameides, Barn Raiser May 21, 2025
Right now, Congress is working on a fast-track bill that would make historic cuts to basic needs programs in order to finance another round of tax breaks for the wealthy and big corporations.
By Catlin Nchako, Center on Budget and Policy Priorities May 21, 2025
The House Agriculture Committee recently voted, along party lines, to advance legislation that would cut as much as $300 million from the Supplemental Nutrition Assistance Program. SNAP is the nation’s most important anti-hunger program, helping more than 41 million people in the U.S. pay for food. With potential cuts this large, it helps to know who benefits from this program in Maryland, and who would lose this assistance. The Center on Budget and Policy Priorities compiled data on SNAP beneficiaries by congressional district, cited below, and produced the Maryland state datasheet , shown below. In Maryland, in 2023-24, 1 in 9 people lived in a household with SNAP benefits. In Maryland’s First Congressional District, in 2023-24: Almost 34,000 households used SNAP benefits. Of those households, 43% had at least one senior (over age 60). 29% of SNAP recipients were people of color. 15% were Black, non-Hispanic, higher than 11.8% nationally. 6% were Hispanic (19.4% nationally). There were 24,700 total veterans (ages 18-64). Of those, 2,200 lived in households that used SNAP benefits (9%). The CBPP SNAP datasheet for Maryland is below. See data from all the states and download factsheets here.
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