Teaching thinking and problem solving skills
- 1. TEACHING THINKING AND PROBLEM SOLVING SKILLS IN THE CLASSROOM FR. PASCUAL SALAS, OSM
- 2. PROBLEM SOLVING the ability to identify and solve problems by applying appropriate skills systematically.
- 3. BASIC FUNCTIONS Seeking information Generating new knowledge Making decisions
- 4. FIVE STAGE - MODEL Understand the problem Describe any barriers Identify various solutions Try out a solution Evaluate the results
- 5. UNDERSTANDING THE PROBLEM List all related relevant facts. Make a list of all the given information. Restate the problem in their own words. List the conditions that surround a problem. Describe related known problems.
- 6. DESCRIBE ANY BARRIERS what is creating the problem? verbalize impediments
- 7. IDENTIFY VARIOUS SOLUTIONS Create visual images Guesstimate Create a table Use manipulatives Work backward Look for a pattern Create a systematic list
- 8. TRY OUT A SOLUTION Keep accurate and up-to-date records of their thoughts, proceedings, and procedures Try to work through a selected strategy or combination of strategies until it becomes evident that it's not working, it needs to be modified, or it is yielding inappropriate data Monitor with great care the steps undertaken as part of a solution
- 9. TRY OUT A SOLUTION Feel comfortable putting a problem aside for a period of time and tackling it at a later time
- 10. EVALUATE THE RESULTS involves risk-taking, self-assurance, and a certain level of independence
- 11. EVALUATE THE RESULTS “How do you feel about your progress so far?” “Are you satisfied with the results you obtained?” and “Why do you believe this is an appropriate response to the problem?”
- 12. PROBLEM SOLVING STRATEGIES - HEURISTICS Identify subgoals Use paper and pencil Draw an analogy Brainstorm “Incubate”
- 13. For teaching algorithms Describe and demonstrate specific procedures and the situations in which each can be used. Provide worked-out examples of algorithms being applied, and ask students to explain what is happening in each step. Help students understand why particular algorithms are relevant and effective in certain situations. When a student’s application of an algorithm yields an incorrect answer, look closely at what the student has done, and locate the trouble spot
- 14. For teaching heuristics Give students practice in making ill-defined problems more specific and well defined. Teach heuristics that students can use in situations where no specific algorithms apply; for example, encourage rounding, identifying subgoals, and drawing analogies
- 15. For teaching both algorithms and heuristics Teach problem-solving strategies within the context of specific subject areas (not as a topic separate from academic content) and, ideally, within the context of authentic activities. Engage in joint problem-solving activities with students, modelling effective strategies and guiding students’ initial efforts. Provide scaffolding for difficult problems (e.g., break them into smaller and simpler problems, give hints about possible strategies, or provide partial solutions). Ask students to explain what they are doing as they work through a problem. Have students solve problems in small groups, sharing ideas about problem-solving strategies, modelling various approaches for one another, and discussing the merits of each approach.
- 16. STUDY SKILLS Taking Notes Writing reports and research papers Reading textbooks Memorizing important facts Time management Homework help