1. This chapter explains problem solving. First you have to understand the problem and then apply a strategy to solve the problem. Context is an important factor when applying a problem solving strategy. A person can try to solve a problem using either the top down approach by using similar problems as examples on how to solve the current problem. This can be difficult if there is no prior problem to compare it to, then one would need a more creative approach. We could also have functional fixedness if our top-down approach is overactive. In this case we look at too narrow of features to help us solve the problem. Creativity is finding a solution that is novel, high quality, and useful. The type of motivation one has to solve a problem plays a large factor to how creatively one will solve a problem.
2. When solving problems, we can use the top-down approach as mentioned before when we try to connect an item to something else. Again, when top-down process is overactive, it can cause difficulty in finding the solution. As mentioned in an earlier chapter, it is important that we connect what is learned to real life (world) experiences.
3. For the first time I was actually very clear on the content of this chapter. I would like to learn more specific strategies on teaching my students how to understand the problem they are solving such as how to tell what information is irrelevant.
4. This completely applies to my teaching because my goal is to have my students be able to take what they learned in my class and appy it to their life to solve any problems they may come across. My goal is not to just increase my students' general knowledge, I want them to be deep, logical thinkers who can help solve problems for themselves and for others. Since reading this chapter, I now understand why it is so important for my students to have that connection to the problem they are solving and that it needs to be something they will experience in real life if I want them to replicate it. I also will take with me the concept of intrinsic motivation. I want my students to want to solve the problem for themselves, not for an A, candy, or to be the first one to do it.
5. The different demonstrations in this chapter helped me to understand and believe what Matlin was explaining. She used some of the exact demonstrations from research that she used to support the concepts.
6. I think it is extremely important for educators to think about how we assess our students. Even if we teach our students problem solving by connecting it to their lives, if we are still assessing them with pencil and paper tests, we are not going to get accurate results of their problem solving abilities. Doing a project where the student is connected to the problem (intrinsic motivation) and then assessing them on their work in the group project will deliever better results.
7. I would use this for all my students. Unfortunately, I could not use this all the time. The project-based approach to learning does not seem to be encouraged by the schools. It takes too much time to cover all the different obejectives the teacher must cover in a year. I could use the project based approach for specific groups of objectives. Also, we have to teach test taking skills and get students familiar to taking a test (especially in third grade since it is the first time they take the MAP test in Missouri).
8. If we could redesign our education system to allow us to use a more project based approach, we could use this information more often and easier. If the learning objectives were not broken down so specifically for each grade level it would create a better environment for teachers to facilitate the students questions, learning, and problem solving. What's the point of teaching them something that they have no personal need to learn.
"It is our American habit if we find the foundations of our educational structure unsatisfactory to add another story or wing. We find it easier to add a new study or course or kind of school than to recognize existing conditions so as to meet the need. " - John Dewey
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Teresa,
ReplyDeleteI agree that the state tests do not really show what my students know but I guess the government has an argument in how will we do the assessment then? I think that it is great that you try to relate all problems to the students life. I try to do the same in Algebra 1 and 2, and Calculus but some days it is hard with the amount that we have to cover and the limited time. They would be able to apply it easier if I did this everyday. The state tests put so much pressure on us to teach every objective that I think that we are doing a disservice to our kids by not being able to have time to do the problem-based curriculum and other strategies. What really benefits them in the future anyway?? It is not that I exactly teach to the test intentionally but I am expected to teach the concepts that are on the test on a daily basis as most teachers are.
I agree with both of you. Producing an authentic connection with a student as often as possible, in my opinion is the best educational strategy an educator can use. It poses difficult at times when classes push 30 kids. I try to make it point that throughout the month I have had some sort of authentic conversation with every student. Whether it is in class or out. I believe the benefits of the rapport built with the students is priceless.
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