PLTW engages students in problem-solving that requires the application of new and existing knowledge and skills in novel situations. Critical and creative thinking is required to design solutions to real-world problems that are relevant to the lives of students. Problem-solvers must apply logic as they consider information from multiple disciplines and multiple sources of data to navigate the problem-solving process. PLTW students build problem-solving skills by using science and engineering practices—asking questions and defining problems, developing and using models, planning and carrying out investigations, using mathematical and computational thinking, constructing explanations and designing solutions, engaging in argument from evidence, and obtaining, evaluating, and communicating information (National Research Council, 2012).

Effective problem solvers follow a design process or scientific inquiry process as they work toward solutions to open-ended problems. PLTW students build expertise in navigating problems by learning to identify the problem, break it down into smaller pieces, explore options, brainstorm solutions, select the best idea, evaluate their work, iterate, and share their work with others. They learn personally and collectively as they problem-solve and engage in productive struggle with collaborative teams.

Learning experiences that call for problem-solving allow students to explore ideas, use reasoning, and build their own sense of efficacy. They learn to set higher goals for themselves, build commitment to their goals, increase academic performance, and see more career options as possibilities.

Critical and creative thinking leads students to generate ideas and solutions to problems. Critical and creative thinkers analyze, synthesize, and evaluate existing and new ideas as they consider solutions. They then apply their knowledge, skills, and understanding to create solutions.

Critical and creative thinking calls for open-mindedness that involves exploring many ideas, finding relationships among ideas, discarding irrelevant or errant ideas, revising ideas, and drawing conclusions. Critical and creative thinkers demonstrate willingness to take risks and face challenges as they grapple with ideas or generate solutions to problems.

To develop and practice these skills, students need classroom environments that allow and value student choice and student voice. It is important to build a classroom culture that offers opportunities for students to be resourceful, recognize their own abilities, conceptualize ideas, make connections, investigate ideas, and engage in evidence-based decision-making. PLTW engages students through scaffolded APBs that are designed to stimulate them cognitively. Critical and creative thinking is fostered in student-centered classrooms that provide tools, resources, and space for students to build and employ their thinking skills.

Communication is defined by Merriam-Webster (2021) as “a process by which information is exchanged between individuals through a common system of symbols, signs, or behavior.” As students use the PLTW APB learning approach, communication skills are essential. Students organize their thinking and get their ideas across through brainstorming, taking notes, asking questions, gathering and recording data, creating sketches, building models, and making presentations in person or through media.

Students may come up with a brilliant idea, but if they can’t communicate it effectively, it may be lost. Thus, it is critical for students to both generate ideas and communicate their thinking. But communication is more than just sharing information—it involves being able to receive information from others. PLTW students have many opportunities to learn that working through APBs is not a solo adventure! They find that listening to the ideas of others and finding ways to resolve conflict impact their learning. Through collaborative work they build interpersonal skills that include social awareness, conflict management, and empathy.

Collaboration skills are necessary for students to work together effectively with a common purpose to achieve desired results. APB learning experiences are designed for students to work collaboratively as they develop knowledge and skills, analyze their work, create plans for achieving a task, and design solutions to open-ended problems. Effective collaboration leads to building understanding together rather than just combining the sum of everyone’s learning or parts of a task.

In the PLTW experience, teamwork allows for productive struggle as students grapple with their ideas and make decisions about how to move toward a common goal. They learn by face-to-face interactions—working together, discussing ideas, adapting to change, compromising, and reflecting on their work. Learning is scaffolded, allowing students to collectively build conceptual understanding and then apply their learning in new situations. They have opportunities to share their ideas, but also listen to and demonstrate openness to the ideas of their group members. Everyone can participate and contribute to the team while building a sense of belonging. It is important to support student collaboration by building an understanding of “social rules” as they build their capacity to listen, communicate ideas, respect and empathize with others, and work together in meaningful ways. Effective collaboration is fostered through both group and individual accountability.

Ethical reasoning and mindset involve making decisions that require judgment. Students employ ethical reasoning to make decisions between what is considered right and wrong. The decisions are based on evidence, beliefs, values, and emotions. Ethical reasoning skills can be developed in a learning environment where students grapple with decisions and have opportunities to engage in argument using evidence to support their claims. Students use critical thinking as they face ethical decisions that cause them to consider how their decision may impact others or the world. This requires students to evaluate situations or options using their understanding of known facts and experiences. They use communication and collaboration skills that require them to listen to the ideas of others, share their own ideas, and make judgment-based decisions. Students learn to employ integrity, fairness, and respect as they make both group and individual decisions.

Teachers can provide scaffolding through activities or questions that encourage students to use reasoning to decide among a range of options. Students need opportunities that help them learn how to consider the values and concerns of stakeholders when making decisions. Developing an ethical mindset involves learning to employ empathy as one works through decisions that involve a sense of right and wrong. PLTW students also learn the importance of ethical behavior that includes adhering to criteria and constraints or rules and regulations as they design solutions to problems. Building competency with ethical reasoning can lead to an ethical mindset in which individuals consistently adhere to principles that include integrity, respect, empathy, honesty, fairness, and justice.