Stephanie,
One example for elementary mathmatics is the National Math Bee (http://nationalmathbee.org/Video.aspx). It is a nonprofit learning community that grew out of a dissertation. It lasted five years. The at the indicated link demonstrates one implementation of the concept.
Dr. S. David Vaillancourt
This is interesting. If they are going to play video games anyway, why not use it to our advantage? I haven't heard the idea that the gamers would make good CEOs, but that makes sense. I know I have a friend who went through officer's training for the Air Force. They were really interested in him because of his gaming background. Bringing this idea to the classroom is wonderful. Most students will be familiar with the technology, and the ones who aren't will have to learn it eventually, and this way students could see and in a way "experience" the results of their decisions. It would make the scenarios and case studies we are currently using more concrete.
Beth,
Practice is a mainstay of the learning environment. Very good.
Dr. S. David Vaillancourt
Felix,
Providing them with a pattern is a great way to model the desired behavior. Very nice.
Dr. S. David Vaillancourt
I think in order for students to learn how to problem solve they need to be put in situations where they are forced to problem solve. The more practice they have the better.
I put the students into a problem solving skills atmosphere by making them think about what is been asked and how can logically solve the issue. However, prior to having them tackle the problem I offer a loigical process on a similar issue, thus allowing them have a pattern to follow.
William,
This is another excellent approach, being careful to confirm students' thoughts and ideas only when the aptly address the situation. Playing devil's advocate (in a Socratic manner) is an excellent way to challenge students toward appropriate problem solving skills. Nice job.
Dr. S. David Vaillancourt
In business/management courses, by using case studies; discussing and analyzing "real world" articles or scenarios; asking guest speakers or panels to present new and challenging ideas to classes; and playng the "devil's advocate" many times versus simply agreeing or concurring with students' thoughts and ideas.
Finally, rewarding them for their cogent thoughts and valued participation.
William,
Yes, a mixture of individualized and group practice is a very good strategy.
Dr. S. David Vaillancourt
Francis,
Very good. Repetition is often frowned upon because it usually focuses on lower level thinking and memorization. Your perspective provides a good recommendation. Thanks for your contribution.
Dr. S. David Vaillancourt
After reviewing the steps of problem solving, the students are given several pair and group problem solving exercises. These activities help to promote undertanding and future use of the skills.
There is a lot to be said for the approach, "if you want to be able to do X then do more X". Whether hitting a ball or solving problems, you gain proficiency from repetition of skills and exploring techniques.
Case studies are one good method as discussed earlier in the thread, but they are a significant investment of time and effort. If crticial thinking is a learning objective, don't let little opoprtunities go to waste. For example warm-up drills..mental gymnastics, if you will, can be useful and an engagiong way to start a session. Have students find application in current events and identify why critical thinking is evident in the story and aided in forming a solution - or the absense of critical thinking led to a suboptimal solution.
Jennelle,
In our classrooms, failure must be an option (for the students to practice without fear), then corrective feedback until mastery is achieved. Great application. Thank you for sharing your insights.
Dr. S. David Vaillancourt
Several things can add to this. First, the environment must be safe enough to allow students to experiment without fear. Then we must provide students the opportunity to test their problem solving skills. I have problems related to the topic that students can work on solving. In the beginning of the course these problem solving activities take place in small groups. Toward the end of the term, they are designed to be done individually.
Amjad,
This is an excellent means of student investigation. The thought processed invoked with this instructional approach can be very enriching. Nice work.
Dr. S. David Vaillancourt
Ann,
Using probing questions is often cited as a powerful tool. Do you have an example of a particulary effective illustration for this application from one of your classes? Thanks for your contribution.
Dr. S. David Vaillancourt
In my ultrasound class i give students case studies/scenarios from real-life situations to solve. They are given freedom to consult their textbooks, notes, handouts, or any other source that they want to use. Ther may be more than one diadnosis or conclusion. Any diagnosis or conclusion they achieve has to be supported with evidence and argument.
Ask them questions, individually and in groups. Note important things they say on a board, make list of them. Let be frank, and prompt more discussion through more questions and then reflection on what you have written on the board.
William,
I believe your approach is right on target to meet the needs of the entry-level professionals you are preparing. Because both linear and cyclical thinking are sequential in nature, some students may have difficulty distinguishing between the two. However your cyclical approach is much more comprehensive because it requires the evaluation of the end result to determine if the end result is a comprehensive resolution. Very good insights. Thank you for sharing.
Dr. S. David Vaillancourt
I use case studies and have "rounds" where the students present their patient, nursing considerations, and potential outcomes. I am a big fan of keeping the students in a midset that goes from critical thinking/problem solving to planning to tactile execution of that plan to evaluation to anticipation of complications/outcomes. The goal is to think about their nursing style in a cyclical way instead of a linear one. I think that with so many career and technical education programs (and their student outputs) is their so indoctrinated with technical jargon that they are not really comprehending the gravity of their decisions. My goal is not to cover every single topic in the book, but to give them foundation knowledge/skills/critical thinking tools/work ethic that will in the short term make them valuable as an entry level paraprofessional and also prepare them for the long-term lifetime learning that is required in the field.
