Thinking and Problem Solving

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Thinking and Problem Solving. Week 2: Making Connections . The TAP TM System Training Portal. Objective. Teachers will connect thinking and problem solving and develop a lesson incorporating both the process and the product. . Agenda. Evaluation Long Range Plan &amp; Thinking Evaluation

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Thinking and Problem Solving

Week 2:

Making Connections

The TAPTM System Training Portal

Objective

Teachers will connect thinking and problem solving and develop a lesson incorporating both the process and the product.

Agenda

Evaluation

Long Range Plan & Thinking Evaluation

Identify Need

Refinement Need and Instructional Rubric

Obtain New Learning

Problem Solving: The Product

Reflect and Share… How did you implement?

Compare and contrast with a partner how you planned for your think aloud vs. the outcome of the delivery.

Research Based Thinking

PS: Categorization

If the Type of Thinking is…

the problem solving is…

Analytical Think

PS: Categorizing, Identifying Relevant Info

If (this type of thinking)

then…

(this type of problem solving)

If the Type of Thinking is…

• then

the problem

solving is…

The Model
• Fairy Tales
• Pictures of the Stories to Model Practical thinking
• Categorizing Characteristics of Main Fairytale Characters
• Create a new fairytale character based upon these characteristics.

If the Type of Thinking is…

• then

the problem

solving is…

Snow White

Cinderella

Little Red

Riding hood

Captain Hook

Cruella de Ville

Ursula

The New Fairytale Character

The Character

Choices:

Could be drawn or written

Grouping:

Partner

Design a storyline

Characteristics

• Based upon the good or bad characteristics.
• Generate 4 -6 common characteristics
What are the steps to modeling your thinking (‘think-aloud’)

Modeling Think Aloud

Practicing skill

with students-

Generating Ideas

Students explain thinking and Creating a new character

Teacher Behaviors that Support ‘Thinking’
• MODELING
• Emulating others is a basic way of learning.
• Model what you expect. Do not be a “do as I say, not as I do” educator.
• STRUCTURING
• Clear expectations
• Thinking happens throughout the school day, across content areas, and over extended periods of time.
• Opportunities for interaction
• QUESTIONING
• Higher-level questioning
• Learners must be presented with problems and questions, the answers to which are not apparent.
• RESPONDING
• Wait time
• Accepting without judgment
• Clarify when you don’t understand
• Empathizing
Development

Objective:

• Teachers will connect thinking and problem solving and develop a lesson incorporating both the process and the product.

TASK: Bring back three student samples of the student product.

Questions to ask yourself during development time:

• When are you going to implement this in your class?
• What will this problem solving process look like in your class?
• Specifics:

What questions will you use?

How can you build this in your lesson plan?

Develop the thinking script and product model.

Apply
• Closure:
• Share with a non-content partner how you will implement problem solving into your lessons and classroom this week.