Active LearningDelivery Methods Critical thinking and problem solving teaching techniques
Organizers of this workshop College of Education Office of Faculty and Instructional Development The International Reading Association ( IRA )
Facilitators Professor Gary Moorman (IRA) Professor Kendra Sisserson (IRA) Professor Eman Zaki (College of Education)
Objectives of the workshop A-The purpose of this workshop is to acquire critical thinking and problem solving teaching techniques related to : 1-Activating background knowledge and attitudes’ 2-Linking new information to prior experiences’ 3-Reflecting on and applying new ideas B- Design lesson plans using these strategies
Quality Education A Quality Education is one that provides a rich background of content information and experience that will enable all learners to develop the cognitive ,affective ,and social strategies that will allow them to become life long learners, creative thinkers, and productive citizens.
Why do we need to develop Critical thinking and problem solving in our students?
Why do we need to develop Critical thinking and problem solving in our students? 1-Connect the topic of study to their lives and to other things they have studied. 2-Set purpose for learning. 3-Develop meaning from new information they read or hear. 4-Link new information to their prior experiences 5-Search for answers to their own questions or to satisfy their curiosity 6-Monitor and sustain one's own learning. 7-Organize and remember important information ,ideas and relationships 8-Use new information to solve problems 9-Evaluate new information 10-Re-examine their thinking and incorporate new ideas
A three- phase framework to organize lessons • A phase refers to Activities that take place BEFORE ,DURING and AFTER reading, writing ,listening , discussion, lecturing, presenting ,etc. What’s your instructional plan compared to this one?
Phase 1:Before (reading, writing ,listening , discussion ,etc.) Activate background knowledge and attitudes We guide learners to : -connect the topic to their lives and to the other things they have studied -Set purpose for learning
Phase 2:During (reading, writing ,listening , discussion ,etc. Link new information to prior experiences We guide learners to : Develop meaning from new information they read or hear. Link new information to their prior experiences Search for answers to their own questions or to satisfy their curiosity Monitor and sustain one's own learning
Phase 3:After (reading, writing ,listening , discussion ,etc. Reflect on new ideas and apply them We guide learners to: -Organize and remember important information ,ideas and relationships Use new information to solve problems Evaluate new information Re-examine their thinking and incorporate new ideas
Developing Critical Thinking Using List-Pair-Share , Problem-Solution Map and Apply-quick write
Activate background knowledgeList-Pair-Share Teacher introduces the topic. Teacher asks individuals to reflect. Participants list and share their lists in pairs. Teachermakes a cumulative list on the flip chart.
Construct meaningProblem-Solution Map Teacher reads aloud title of text. Teacherintroduces the Problem-Solution Map. Participants predict what the text will say about the topic. Teacher and Participants record predictions. Participants read portions of the text silently, comparing the text to their predictions. Participantscontinue to revise their Problem-Solution Map
Problem-Solution Map Possible Solutions Most Appropriate solution Problem?______________________________________________ Who is affected?_________________________________________ New Problems
What are the steps of problem solving? -Recognize there is a question, issue ,or problem to be solved. -Define or redefine the problem ,look at its features from multiple angles; generate questions to clarify the problem . -Formulate a plan for coming up with possible solutions. -Generate possible solutions and consider alternative solutions; generate creative possibilities. -Analyze possible solutions to identify the best ones; hypothesize their effectiveness and feasibility. -Create a way to test one or more best solutions; analyze failed attempts. -Implement the chosen solution.
Reflect on new ideas and apply themApply—Quick write Teacher provides a writing model. Participants write in pairs. Teacher calls on participants to share writing.
Developing Critical Thinking UsingPReP ( List Group Label) , INSERT and Acrostic Poetry
Activate background knowledge PReP(List Group Label) Teacher introduces the text theme. Teacher asks individuals to associate words and ideas to text theme. Participants list words. Teacherasks participants to categorize responses Teacherasks participants to add more associations.
Constructing meaning INSERT Participants read text silently marking the text Teacher and Participants share ideas about the text = I already knew that + = That’s new to me X = I disagree ! = This is really important ? = I wonder
Reflect on new ideas and apply themApply—Acrostic Poetry Teacher provides a writing model. Participants write in pairs. Teacher calls on participants to share writing (It’s a piece of writing in which particular letters in each line ,usually the first letters ,can be read downwards to form a word or words)
A sample Acrostic Poem Reading makes me think Everybody has a story to tell Anyone can see the world Drawn in the pages of a book
Developing Critical Thinking Using Tricky Dictionary, Question the Author,and Cinquain
New Vocabulary Storage Batteries Inexhaustible Capital investment Atmospheric Buoy- based
Activate background knowledgeTricky Dictionary Teacher introduces the text theme. Teacher identifies several key terms. Participants write sentences using the key words. Teacher asks participants to compare sentences. Teacher asks participants to summarize probable meanings
Constructing meaningQuestion the Author Participants read text silently marking the text Participants develop questions they would address to the author of the text Teacher and Participants share questions for the author of the text
Reflect on new ideas and apply them Apply—Cinquain Poetry Teacher provides a writing model. Participants write in pairs. Teacher calls on participants to share writing.
Cinquain Poetry the Cinquain is a type of pattern poem with 5 lines. One word title (noun) two adjectives three action words ending in –ing (related to the topic) four-word phrase expressing feelings about the topic one word synonym for the theme of the topic
LoveBrotherly MotherlyBeginning Falling EndingGift from the GodsPassion
Developing Critical Thinking Using Know-Want to Know-Learn (KWL+),and Cubing
Activate background knowledge—KWL + Teacher introduces the text topic. Participants list things they already know about this topic. Teacher models questions of what he/she wants to know about this topic. Participants write their own questions. Teacher records volunteer responses on class chart/participants record on individual charts.
Constructing meaning—KWL + Participants silently read text in passages. Teacher asks participants to review text to confirm known information and answers to questions Teacher encourages participantsto add new questions Participants continue reading and revising their KWL chart. Participants list what they have learned. Participants list what is it they still need to learn.
Reflect on new ideas and apply them Apply—Cubing Teacher provides a model cube and discusses the six analytical questions. Participants write in pairs. Teacher calls on participants to share writing.
Before strategies -List-pair-share -PReP( List-Group-Label) -Tricky dictionary -KWL+
During strategies -Problem-solution map -INSERT -Question the author -KWL+
After strategies -Apply-Quick write -Acrostic poetry -Cinquain poetry -Cubing