Giving students ‘controlled’ experiences of wicked problems

I’ve been enjoying reading some of the interview transcripts from the  project today and one of the things that struck me is that several of our participants seem to be giving students ‘controlled’ experiences of wicked problems. What I mean by that is that students get to work in groups on authentic and complex problems but with a bit more structure and support than they might get outside of higher education. Sometimes the teachers helped the students create some boundaries round a manageable slice of a wicked problem. Other teachers provided students with structured readings or thinking models to help make the wicked problem easier to think about. Sometimes graduated support was provided with the groups which were struggling getting a bit more teacher support. I think all of these are great ways to help students learn about dealing with wicked problems.

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