I feel that having students work in groups enhances analytical skills in students. Groups sessions allow each student to provide feedback to a problem and a different possible course of action. Students are able to determine as a group which of the possiblities would serve them best.
Journaling can facilitate the development of analytical skills in students. It gives the students time to reflect on what they have learned or experienced. Through reflection the students can see the problem or experience from various perspectives and find different approaches that could be implemented to solve the problem or make an experience better.
Connie,
I agree. I use small groups a lot in my classes for the reasons you list. They help the students to learn to work with each other and use each others knowledge to reach a solution.
Gary
Gary Meers, Ed.D.
Brant,
Like this formula for working through problem solving. By writing down the steps and possible solutions the students can visually see how the problem solving process unfolds.
Gary
Gary Meers, Ed.D.
Alex,
I think this is the way to work with others to reach solutions to problems. This is what we do in the workplace so the more experience students have with this in the classroom the better.
Gary
Gary Meers, Ed.D.
I think it keeps students engaged when you break your class into small groups to solve a problem. Then each group can discuss their solutions with the whole class and everyone benefits from the different viewpoints.
Prior to solving complex problems, have the students write down the stated problem, have them write down what it is that they visualize as the problem, then have them articulate the problem prior to making a concept of and action plan as to how to solve the problem.
Working as a group to find, analyze, and then select solutions to problems, I think is the best idea..
Jeremiah,
Good strategy to follow. Helping them to think is much more valuable than just solving the problem for them. In the work world they are going to have to solve problems so starting as students gives them a head start.
Gary
Gary Meers, Ed.D.
When students run into problems and seek advise I often proceed by asking probing questions and allowing the student to arrive at the answer on their own, often I find that is only a lack of confidence and in their ability to piece together the ideas they have already attained.
Elizabeth,
I use this method a lot and it is very effective. The small groups as you know get very excited about coming up with a solution and then "testing" it by sharing with the other groups. I always enjoy these sessions as they generate a lot discussion and participation.
Gary
Gary Meers, Ed.D.
I do believe that allowing the students to get into small groups and giving them a scenario to solve allows them to work together to analyze the problem. They can develop the questions needed to start the process of coming up with a solution.
Mabel,
I think this is a great way to help your students to develop their analytical skills. Your tole as the devil's advocate helps them to define and refine their positions.
Gary
Gary Meers, Ed.D.
By using current events, real-life stories from the field, and then leading the students through questions from all angles. I like to have the students take a simple scenerio, and jot down their solution. Then we share the solutions, and I play "devil's advocate" which helps the students realize there are many angles to consider in each situation.
Henry,
You make a key point about how to develop analytical skills. Students need lots of examples and experiences to define and refine their abilities to analyze and then reach a solution to a problem.
Gary
Gary Meers, Ed.D.
Go through examples with your students. Work as a group to find, analyze, and then select solutions to problems.
Rick,
Questioning is a very valuable learning tool. The more you can help your students develop their questioning skills the better prepared they will be as problem solvers.
Gary
Gary Meers, Ed.D.
Get the students to asks appropriate questions and to develop the questions to look for the appropriate answer to those questions.
Bill,
You make a very good point about how to structure small-group exercises. They need to be set up in a way that has everyone contributing and accountable for the end result. It is easy for one or two individuals to do the bulk of the work and then feel put upon. So balance of contribution is essential.
Gary
Gary Meers, Ed.D.
I agree that small-group exercises are good, but I would add that they must be structured in such a way that they require the students to clearly attend to each step of the problem solving process. This could be accomplished by requiring a written deliverable at the end of each step, at least at first. As the students become more experienced, the steps in the problem solving process could be allowed to blend more.
