Thinking and Problem Solving

1. Thinking and Problem Solving Week 2: Making Connections The TAPTM System Training Portal

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

3. Agenda Evaluation Long Range Plan & Thinking Evaluation Identify Need Refinement Need and Instructional Rubric Obtain New Learning Problem Solving: The Product Development In your lessons… Apply (In your classroom)

4. 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.

5. The Rubric

6. The Thinking/Problem Solving Link Research Based Thinking PS: Categorization

7. The Thinking/Problem Solving Link: If the Type of Thinking is… the problem solving is…

8. Other Links… Analytical Think PS: Categorizing, Identifying Relevant Info If (this type of thinking) then… (this type of problem solving)

9. The Thinking/Problem Solving Link: If the Type of Thinking is… • then the problem solving is…

10. 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.

11. The Thinking/Problem Solving Link: If the Type of Thinking is… • then the problem solving is…

12. Snow White Cinderella Little Red Riding hood

13. Captain Hook Cruella de Ville Ursula

14. 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

15. 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

16. 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 • Address all learning styles • 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 • Academic Feedback • Empathizing

17. 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.

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