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Thinking and Problem Solving

Thinking and Problem Solving. “Our job is not to make up anyone’s mind, but to open minds and to make the agony of decision-making so intense, you can only escape by thinking.” - Author Unknown. The TAP TM System Training Portal. Reflective Thinking… How did you implement?.

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Thinking and Problem Solving

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  1. Thinking and Problem Solving “Our job is not to make up anyone’s mind, but to open minds and to make the agony of decision-making so intense, you can only escape by thinking.” -Author Unknown The TAPTM System Training Portal

  2. Reflective Thinking… How did you implement? • Lesson Structure and Pacing • Transitions • Providing opportunities for students who progress at different rates • Coherent beginning, middle, and end • Other areas of the Rubric • Sentence Starters • Grouping • Pair Up, Share, Report Out! • Find your famous partner.

  3. Objective • Teachers will implement various types of thinking and problem solving into their lessons and explain how thinking and problem solving are connected in the TAP instructional rubric.

  4. Agenda Evaluation Long Range Plan and Reflection Identify Need Refinement Need and Connections to the Instructional Rubric Obtain New Learning Modeling: How to Look at Thinking and Problem Solving in the Rubric Development: In your lessons… Apply (In your classroom)

  5. End of the Year Questionnaire • Looking at rubric areas as interconnected. • Teacher identified areas of need… • 1 – Questioning • 2 – Lesson Structure & Pacing • 3 – Thinking/Problem Solving • 4 – Teacher Knowledge of Students • 5 – Presenting Instructional Content

  6. The Rubric Thinking Over the course of multiple observations, the teacher consistently and thoroughly teaches two types of thinking: • analytical thinking where students analyze, compare and contrast, and evaluate and explain information. • practical thinking where students use, apply, and implement what they learn in real-life scenarios. • creative thinking where students create, design, imagine and suppose. • research-based thinking where students explore and review a variety of ideas, models, and solutions to problems. The teacher sometimes provides opportunities where students: • generate a variety of ideas and alternatives. • analyze problems from multiple perspectives and viewpoints. Problem Solving Over the course of multiple observations, the teacher implements activities that teach and reinforce 4 or more of the following problem solving types. • Abstraction • Categorization • Drawing Conclusions/Justifying Solution • Predicting Outcomes • Observing and Experimenting • Improving Solutions • Identifying Relevant/Irrelevant Information • Generating Ideas • Creating and Designing

  7. The Thinking/Problem Solving Link

  8. What are the steps to modeling your thinking (‘think-aloud’) Think Aloud

  9. Model: Practical Thinking Thinking: Practical Thinking PS: Generating Ideas

  10. Based upon your prior knowledge: What are the similarities and differences? Analytical thinking

  11. Create 3 Questions about the Cat • 1. • 2. • 3.

  12. 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

  13. An Example: Read the article… • What are some factors that need to be present for a cat to glow? • Why are scientists doing this? Identifying Relevant and Irrelevant Information

  14. What are some other ways that you can use thinking in your classroom? • Questioing • Anticipatory sets

  15. Development • In one of your lesson plans for next week, how will you model thinking for your students? • Bring back student examples of what you modeled • Begin thinking of problem solving your students will do! When are you going to implement this in your class? What will this thinking 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. Be sure that I have you signed up for and observation time!

  16. Apply • Closure: Share with your partner (from the warm up) the type of model thinking that youwill be doing this week in your lessons.

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