Send a Problem

Each team creates a problem on a card, writes the answer on the back, then sends the problem to another team to solve. The receiving team solves it, checks the answer, and either confirms or sends it back with a note if they disagree.

Send a Problem puts students in the role of problem creators, not just problem solvers. Creating a good problem requires deeper understanding than solving one -- you have to know what makes the concept tricky. This metacognitive challenge elevates the activity beyond simple practice.

Based on the generation effect in cognitive psychology (Slamecka & Graf, 1978) -- information that is generated is better remembered than information that is simply read. Creating problems requires organizing and retrieving knowledge, which strengthens memory. The social exchange adds motivation and accountability.

Based on the generation effect in cognitive psychology (Slamecka & Graf, 1978) -- information that is generated is better remembered than information that is simply read. Creating problems requires organizing and retrieving knowledge, which strengthens memory. The social exchange adds motivation and accountability.

Use Send a Problem for review sessions before exams, for math and science where problems can be created and solved, or for any subject where questions can be generated. Best when students have enough understanding to create valid problems.

Avoid when students don't yet understand the content well enough to create problems. Also avoid for topics where problems are difficult to write or verify, or when class management is a concern (the sending/receiving can get chaotic).

Grades Grade 4, Grade 5, Grade 6, Grade 7, Grade 8

Math, Science, English, and more

• Creating problems requires deeper understanding than solving
• Students see content from the teacher's perspective
• Highly engaging -- the exchange creates excitement
• Students learn from both creating and solving problems
• Natural differentiation -- teams create problems at their own level

• Can become chaotic with cards being passed around
• Some teams may create problems that are too easy, too hard, or unsolvable
• Requires enough understanding to create valid problems
• Managing the exchange logistics can be tricky
• Some teams may finish quickly while others need more time

• Not reviewing created problems for accuracy before sending
• Letting teams create trivial problems
• Not debriefing the best and most challenging problems
• Letting the exchange become a game of throwing paper around
• Not connecting the problems to the learning objectives

Adjust team size (3-5 works best) and rotation frequency based on class dynamics and time constraints.

This strategy requires no technology. If desired, enhance with digital tools such as Google Docs for collaborative writing or Padlet for sharing responses.

Assess through observation of participation, quality of cooperative, and formative checks such as exit tickets or quick writes.

• Slamecka, N. J., & Graf, P. (1978). The Generation Effect. Journal of Experimental Psychology, 4(6), 592-604.