What's Love Got to Do with It?
Coaching Pages

Pages in this section: 1 | 2 | 3

What's the problem? | Review Problem-Based Learning Steps

Define the Problem: What's Love Got to Do with It?

Meet the problem.

You have read the problem. Fill in a GRASPS worksheet in response to it. (Scribbling this with paper and pencil is fine. I do not ask for this to be turned in.)

GRaSPS
Questions
Notes
Goal
 What is the GOAL of the assignment? What will you be learning as you work on it? You are working on how contexts affect our understanding of texts. Can you state this general goal in more specific terms for this problem?
Role
 What is your ROLE in the problem? Who are you? What are you to do? What will you be doing in the problem? These tasks give you your role.
Situation
 What is the SITUATION in which you find yourself? Describe as much as you know. This problem does not present you with a make-believe situation. Here you are simply a student of 1 Corinthians.
Product or Performance
 What is the PRODUCT of your work to be? This problem states clearly what you are to produce. Notice that your essay must (a) be at least five paragraphs and (b) argue a thesis.
Standards
 What are the STANDARDS by which your work will be judged? Can a five-paragraph essay be creative, even fun? I hope so.

Here is the rubric I use in my classes. As you meet the problem, try to relate these general standards to the specific Goal, Role, Situation and Product of this problem. By the way, when you do not work with others on the problem, the standards for collaboration will not be applied to your work.

What do you know? What do you need to know?

How much do you know about the five-paragraph essay form? If you need more information on this, check out this Five-Paragraph Essay site.

How familiar are you with the context of 1 Corinthians 13? How could you get more familiar with its context? Seeing the Big Picture resource pages offer a list of different types of contexts to look at.

State the problem.

Put the problem in your own words. You have a text that means one thing when isolated and (apparently) means something else when read in the context of the letter it is part of. Your problem is what to say about that and how to say it.

Next: Go to "Address the Problem," coaching page 2.