Making problem solving more conscious
I think all of these processes get at one basic point: making problem solving a more conscious activity. That is, problem solving seems to be something we do on a regular, daily basis, and we seem to do that largely without thinking about it. These activities are nice for making that process more conscious, so that I am aware of the problem-solving happening.
Paula,
Great to hear of the value that this course is giving you. I am excited for you and the work you are doing in the encouragement and development of problem solving abilities in your students. Critical thinkers and problem solvers are sought after in every setting so the more we can help our students in these areas the better.
Gary
Gary Meers, Ed.D.
I find students incredibly resourceful. My hope is that class material puts them in a place of curiosity. A place that makes you hungry to refresh your sense of what is important to you. Consciously exploring any doubt, gathering and analyzing the situation, predictably takes us to an "aha" experience. We get the chance to prove to ourselves how inspiring each of us can be. This course is giving me some new language and "thinking" around an existing paradigm of learning skills.
Gashaw,
What I use are case studies. I pulled together a number of situations that I experienced when I was in the field. I put these situations into case study format. (Each case study is 1 to 3 pages in length with a set of 6 to 8 questions at the end) I put the students into small groups of 3-4 students and have them work through the case studies and answer the questions. The students really like doing the case studies and they come up with some really great solutions. Since these case studies come from my own experience I am able to give them the results of how the problem was solved.
Gary
Gary Meers, Ed.D.
Is there any games that will help with this? The students would be more willing if we make this part of a game.
Beth,
You make a good point and one that we need to emphasize to our students. The students need to learn how to explore options and select solutions that result in results. Sometimes this is a tough task to accomplish.
Gary
Gary Meers, Ed.D.
I agree with what you are saying. By implanting this information into a student on the critical thinking process, they can start becoming independent thinkers and ponder a situation before making a "irrational" decision. If the solution is not clear it seems like the outcome is made by the toss of a coin, so to speak.
Germain,
Good point and one students need understand and refine. As individuals we generally won't come up with all of the possible solutions but as you say if we can come up with two or three at least we have a starting point. By talking with others and asking their opinions we can get additional options and then we can proceed to the solution knowing we have choices that will lead to potential success.
Gary
Gary Meers, Ed.D.
Of course, it isn't possible for any of us to see "all" the possibilities within the context of any single problem...but if students can simply come to be aware of two or three possibilities that they hadn't previously recognized--great!
More important than that, though, is for them to reflect on why they hadn't previously recognized those possibilities (on the deepest level they are prepared for). Then, they might actually expand on their set of options across a range of problems.
Robin,
If you can get your students to understand your last sentence you will have accomplished much with them. By exploring the problem, looking at options and then selecting solutions the students will be operating at a much higher level of critical thinking.
Gary
Gary Meers, Ed.D.
I can agree that most of us go through life without conscious thought and are not aware of such problems that exist, or choose not to deal with them until they become unavoidable, and then most feel without choice. I like to get the student to view all the possibilities and way them out.
