efore engaging students in Desktop Adventures, make sure they understand basic problem-solving steps: Understand the problem Devise a plan Carry out the plan, and Evaluate the outcome.

hen review the variety of problem-solving approaches with your students. For example:   Take a Sample Draw a Diagram Work Backward Classify Do a Scale Drawing Write an Equation Act it Out Make a Graph Draw a Picture Find a Pattern Guess and Check Make a List Use Logical Reasoning Make a Table Do a Simpler but Similar Problem

tudents need to be introduced to these strategies and learn when one strategy may be more appropriate than another. Good problem-solvers recognize that there are many ways to approach problem situations, noting that there is no "one right way" of solving a problem. Still, good problem-solvers learn by experience that some strategies are more effective and efficient than others in certain situations. They begin to place more emphasis on the process of problem-solving.        After students have a basic understanding of the problem-solving steps and various problem-solving strategies, introduce the concept of Desktop Adventures with jigsaw puzzles:

lace students in groups of three or four and ask one student to volunteer to work by him or herself. Distribute 50-piece jigsaw puzzles to each group and the one student. Some puzzles should be in their original box, while others should be in a different box or paper bag. Make some of the puzzles incomplete and include extra pieces in others. (Keep this information to yourself.)        Give students time to complete their puzzles. Next, have students discuss and compare their strategies. For example, turning all of the puzzle pieces face up, starting with the border, separating pieces by color, and looking at the picture on the box for guidance. Also discuss the benefits of working in groups or alone. Student groups will probably finish their puzzle before the individual. Some students may comment that working in groups is more efficient; others may note group conflicts and how these conflicts were resolved.

ext, address students whose puzzles were incomplete, had extraneous pieces, or had been placed in incorrect boxes. Ask them about their reactions, the strategies they used to overcome these obstacles, and the importance they attached to individual pieces of the puzzle.        Conclude by connecting students' jigsaw puzzle experiences to problem solving in general -- the importance of gathering and analyzing all of the pieces to a problem before attempting to solve it. Relate this to circumstances in real-life -- how people sometimes jump to conclusions before knowing all of the facts.        After students understand the importance of collecting and deciphering all of the pieces to a problem, guide the class through a basic Desktop Adventure (see the Pot of Gold). Model note taking and thinking aloud strategies. Advise students that some clues may not make sense right away because the clues may be linked to another clue (e.g., sometimes an image on a puzzle piece may be unclear until it is fit with another piece). These clues are interdependent. Remind students that problem solving can involve many steps.

What is a Desktop Adventure?   Introducing Desktop Adventures   How do you create a Desktop Adventure?   Sample Desktop Adventures

Karen S. Ivers is a professor at California State University at Fullerton. Read more about this educator.   SCRTEC takes nominations and ideas for Tech-along. Send comments to the editor. Tech-along © 1998 SCR*TEC.