Workplace Problem Solving

Lesson 5: Case Studies Analysis

Class Information

• Level: Entry Level 3
• Age Range: 16-25 (SEND)
• Class Size: 12 students
• Duration: 60 minutes
• Unit: Workplace Problem Solving (Lesson 5 of 8)

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National Curriculum Links

This lesson aligns with the National Curriculum for England, Post-16 SEND Employability Framework, specifically addressing:

• Personal Development and Employability Skills
• Functional Skills (English and Maths) embedded in real-world contexts
• Developing problem-solving and communication skills
• Supporting independent learning and collaborative working

Specific Learning Objectives (WALT)

We Are Learning To:

• Analyse workplace problems through real-life case studies.
• Understand and evaluate different approaches to problem-solving.
• Collaborate effectively to propose practical solutions.

Success Criteria

By the end of this lesson, learners will be able to:

• Identify key workplace issues in a given case study.
• Explain the pros and cons of at least two problem-solving methods.
• Work within a group to suggest realistic solutions to workplace problems.
• Communicate their ideas clearly to peers.

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Lesson Outline

1. Introduction and Recap (10 minutes)

• Objective: Set the context and review previous learning on problem-solving procedures.
• Activity:
  • Brief whole-class discussion to recap lessons 1-4: What are common workplace problems? What steps do we take to solve problems?
  • Use a simple visual flowchart from a previous lesson to reinforce this.
• Teacher Role: Use questioning techniques to check understanding, e.g., "Can someone remind us the steps to solving a problem at work?"
• Differentiation: Provide prompt cards with key vocabulary and examples for learners who need support.

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2. Explanation of Today’s Task (5 minutes)

• Objective: Introduce the case studies and explain group work format.
• Activity:
  • Present three short, clear real-life workplace case studies relevant to Entry Level 3 employability situations (such as time management issues, communication breakdowns, equipment malfunctions).
  • Explain that students will work in groups of 3-4 to analyse one case and propose solutions.
• Differentiation: Use simple language; provide printed copies with pictures/icons for visual learners.

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3. Group Work – Case Study Analysis (25 minutes)

• Objective: Analyse, discuss and apply problem-solving strategies collaboratively.
• Activity:
  • Each group receives a different case study.
  • Students identify the problem, discuss what happened, and review applied or suggested solutions.
  • Use scaffolding sheets guiding the process: (1) What is the problem? (2) What solutions were tried? (3) Were they effective? (4) What would you do differently?
• Teacher Role: Circulate to support, prompt deeper thinking with questions, and encourage all voices.
• Differentiation:
  • Provide sentence starters for learners who struggle with expressing ideas, e.g., "The problem is...", "One solution is...".
  • Pair more confident learners with those requiring extra support.
  • Use role play for learners who benefit from verbal processing.

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4. Group Presentations and Peer Feedback (15 minutes)

• Objective: Develop communication skills and reflect on different approaches.
• Activity:
  • Groups present their analysis and solutions to the whole class (2-3 minutes each).
  • Class gives positive feedback and one suggestion using a simple feedback sandwich technique: "I like..., One thing to think about..., I also liked...".
• Teacher Role: Model constructive feedback and praise engagement.
• Differentiation: Presentations can be verbal, visual (posters with key points), or supported by a scribe if needed.

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5. Plenary and Reflection (5 minutes)

• Objective: Reinforce learning and student self-assessment.
• Activity:
  • Whole class reflect on what they found easy and challenging.
  • Use thumbs up/down/middle to quickly gauge confidence with the learning objectives.
  • Complete a simple “exit slip” with one thing they learned and one question they still have.
• Differentiation: Provide options for pictorial or word-based exit slips; allow students to respond verbally if preferred.

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Resources Needed

• Printed case study sheets with visuals
• Problem-solving scaffolding sheets
• Flowcharts from previous lessons
• Whiteboard and markers
• Feedback prompt cards
• Exit slip templates (pictorial and text-based)

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Assessment

• Formative assessment through observation of group discussions and presentations.
• Use of success criteria checklist to monitor individual and group understanding.
• Review exit slips to identify areas needing further reinforcement.

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Differentiation Strategies

• For learners needing extra support:
  • Simplify language and instructions.
  • Use visuals and concrete examples.
  • Allow alternative ways to participate (drawing, role play).
• For learners working at expected level:
  • Encourage justification of ideas and reasoning in discussions.
• For more able learners (Extension):
  • Challenge to critique the problem-solving approaches used and design their own step-by-step problem-solving plan.
  • Research real case studies beyond those provided and present findings.

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Extension Activities

• Create a short video or infographic summarising effective workplace problem-solving strategies.
• Role-play a workplace scenario demonstrating the use of different problem-solving techniques.
• Prepare a written reflection or poster on “Why problem-solving skills are important for employment.”

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End of Lesson 5
Prepare learners for Lesson 6: "Applying Problem-Solving Skills to Your Workplace."