Students begin by being introduced to the problem.  Real or realistic documents are often used to set the stage for the problem.  Examples of such can be found on the 'Problems' pages for both Intermediate and Junior students. 

Even if the document is not real, as much truthful information as possible is used in order to allow students to encounter as many different opportunities to express their understanding as possible.  For example, the Drilling for Oil problem speaks to an actual drilling company and quotes statistics from StatsCAN.

Students are given time to think about the problem in small groups working toward answering 'The Question': What is the problem? The creation of this problem statement is fluid - it will be revisited each class as students narrow their focus and learn more about the issues.

Students will compile a Know / Need to Know / Ideas chart.  This chart will be referred to each class and will act as a reminder of the work ahead. 

Know: Students write down facts that they have researched.  Only facts supported by evidence may be included here.

Need to Know: Questions that need answering.  A student's name must appear in brackets after the question, demarking who is responsible for finding the answer.  It is that student's responsibility to the group to come prepared to the next class with the answer.

Ideas: These can be opinions, thoughts, next steps or any other raw materials.  Students turn these into Need to Know questions for research.

As students work through the process and learn more about the issues the question addresses, new problem statements will be generated, which will lead to new questions to be considered.

Once students have a good amount of background knowledge they will create a Pro / Con / Consequences chart for their answer to the question.  This will outline both the positive and negative points of their solution and allow them to address possible consequences.

Finally students will take what they have learned and create a product.  This product can take virtually any form - as long as it relates to the problem.  In the Drilling for Oil problem students are directed to make Public Service Announcements.  They may also choose to make a website, radio announcements, print ads, PowerPoint presentations and other multimedia objects to persuade their audience.

Students will complete the task by reflecting on what they have learned and what skills they have acquired through completing the problem.  As a last step they will be required to create a set of next steps for themselves in order to set goals for future development.