Problem solving the child science project scenario.
David Lindsey
PHI210, (Critical Thinking)
Professor Ronald Davenport.
June 2, 2015
Abstract
Well in this being the last paper we are dealing with the idea of problem solving there where many scenarios that looked really good, but I thought this one was the best mainly because I have been one of the parent who goes to the store and sees other parents buying projects for their children instead of the kidos doing that project themselves. So first I’ll give the perimeters of what I will be going through then I will state my little problem and we can go from there on the possible ideas and solutions for this little dilemma. The basic line that I am going to follow is that of the same
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as any problem solving challenge. Which are listed below: I. Define the problem. II. Analyze the problem at hand. III. Generate options to solve the problem. IV. Evaluate my options, also known a weighing the options. V. Decide the best option. VI. Implement the decision/ and reflect on whether it was the most effective option. So with that being said I would have to say let’s get into this little problem we have and see what all fits together and what the possible best solution is. I will be using the above methods and a little of my own experience in this paper so let’s jump in to the meat of the matter. Define the problem. Ok so first I am looking at the problem at hand my son has come home with an assignment for a class science project.
The truth is he would be very excited, and dive right into it. He starts gathering materials, researching on the net, and putting things together. Well as he is doing all this I give a once over of the assignment, and realize that some of the steps he forgotten to do and some he has just skipped over. Well when reading an article in parent magazine I noticed a section on how child development of responsibility for learning on their own. I would like to encourage, his confidence in being able to do the project on his own. So the next day while I was in the grocery store I see parents form my sons home room buying supplies and taking the day off work, so should I help or let my son do this on his own. So I would have to say that the problem that exists here is whether or not to take over a project, or just let my son do this his way, or help and assist. Which would lead me into the second topic of this paper. However for me my parent never really helped with any of my project they had their own thing going on with work, and social. So when it came to things like science, and school projects I was on my own. So now on with the second …show more content…
topic. Analyze the problem at hand. Well like I had started back at the end of the first topic I have had to do most of my projects on my own. So to analyze the problem of whether or not to take over the project, or to let him find his way through it. But another idea has presented itself and it’s an interesting one that cruised in I could also be that little beacon on the side lines offering help when he needs it therefore not really getting involved but also not really leaving totally up to him to figure out. The other thing is to figure out what is the best way to look at things like I said I read an article in a magazine, and compiled with what I saw at the store. Which adds a little conflict to what I may think. So do I help my son, or do I let him figure this out and learn on his own. To fully analyze this I would have to look at all angles and see thing from all perspectives. So in the next paragraph I will be presenting the proposed solutions that may work and analyzing if they would be good for me here in my arena. So the restate the problem at hand should I take over the project, or let my son handle it on his own with a little help from me. Generate options to solve the problem Ok here is the fun part that gets in my brain and on my way back home I am considering. After reading the article, and what I have experienced as a child there are a few options that I have to solve this problem. Well the first one is to take over like I see all the other parents doing, and build it myself, and get partial credit. The second one is to let him do it himself, even if he misses some of the lines of the assignment. There is another thought that I have had and that is to set as an advisor to him and let him do all the work I would just be point him in the right direction. Each one of these would have their own merits and consequences. But only a couple would be able to teach him anything about prepping and doing a project. Thus only one of these would be able to be a good fit for him, which is what I want. So now let’s move on to explore each of these three options. Evaluate my options, also known a weighing the options. So in this part I’ll be think on how each of these will benefit, or harm. What would be the best solution, to how my son will do the assignment, and what will give him the best overall education and teaching? So first I’m going to look at doing this for him. Well even though I would be able to get the satisfaction that it’s done right, what would I really be teaching him? To micromanage his assignments, if it’s too hard then pass it off to daddy? What if daddy wasn’t there, and would he be able to do it, and use his imagination to come up with a solution? I know this is a harsh look but you must start somewhere and teaching is a start. So on to the second one, if I left it all to him then would he be able to have the patience to follow thru? Would he be able to not get frustrated and give up? And would he be able to get the supplies that are needed, and follow order? This is likely because he has been earning an allowance all year, and I have been working on teaching him a little patience. The third one which is to help him with a gathering and the assignment would be ok as well because I could teach him order of operations, gathering material, and executing the assignment. I can give up a few hours to help him here, because he would be do the same so we both could be on the same page plus it would give excellent bonding time between us. Which is so hard to come by these days with work and all. All of these seem feasible, and all have their own consequence to action. But which one would be the best for my son and which one would be the most ideal to help build a bond, and to encourage imagination, learning and independence. Well in the next topic I will give a final answer. Decide the best option. Well, I have done some thinking while writing this and have come to this conclusion. After writing the pro’s and the con’s I have decided to assist him in his little assignment. This doesn’t mean that I will do it for him or leave him out to figure it out on his own, just means that I will be there to help and support him. The reason why I say this is that I remember what I felt like not to have someone there to help and I also saw what happens when the project is taken over by the parents. Usually the child really doesn’t learn much that way. However with my help he will get the best of both worlds. Being able to learn how to complete something on his own, and having that father/ son time where he know s its ok to ask question if he doesn’t understand things. The other part of this is that with my guidance he will be able to understand that you cannot skip steps, and to follow through. Which he will be able to take him through to his adult years, and beyond. Now on to the last topic that completes this version of the paper. Implement the decision/ and reflect on whether it was the most effective option. Well as I come to close on the paper, and as I pull into the drive walk into the door I go to put my decision to practice.
How will it turn out? Well seeing that he has his books layed out and we got the supplies, along with the paper. We work together to complete the assignment. It’s not so easy because he has seen most of his friends do the opposite of that and their parents do the work. However when I explain why we are doing it this way he understands. Reluctantly he goes about the project and we complete it together. In reflection was it the right decision yes. Because he has learned some valuable lessons here. One is that he can accomplish anything when he puts his mind to it. And his imagination and independence has grown. However when he needs help he doesn’t have to be afraid to ask for it. Which is a good trait to have in my opinion. I know this was a scenario but it is one that I have lived through, and valued so much because not only did I teach something, but I made long steps in the problems that eventually help me overcome a lot of things. Problem solving is one thing I have had to learn outside and on my own. Thank you for reading my little bit of excerpt from my life as it is applied to problem
solving. References: I. http://www.webtexts.com/courses/12793-davenport/traditional_book/chapters/1241516-case-study/pages/1083067-multiple-perspectives?token=QcR8qZszhdkqgk2QbcaMPXj2f8Du12O0gNQHANYsHYdj7HEipz5vgiaKho5j7xG2IkTdimGDrF5wOgWwSGO_ig chapter 7. II. Bruce Woodcock, Kent university,( problem solving and analytical skills). http://www.kent.ac.uk/careers/sk/problem-solving-skills.htm
Description: Students develop skills to workout solutions in a group to an imaginary or a real life business problem and develop a presentation project collating all these solutions. The media selected for the project would be on the basis of consensus by different groups. The final presentation using the selected media should show how...
When I assign this assignment, I first would hope he will do it. I say this because he might not want me to know anything about him anymore. Also because he might drop out of school or maybe not care. But if he does decide to do it, then I hope he puts the same amount of detail like how he did in the last assignment I gave him. I hope that he goes into more detail if possible about it. He might say it in a story like last time. If he does then it would definitely get an A. If it is long it would probably get a A. Or If it is short I would still give it an A because if it is anything like the story he told last time he definitely deserves it. That story he told me was the best piece of writing I have ever read.
...” I approached him and asked what was going on, “He stated that he is smarter and knows how to do this, but they won’t listen to me.” He then went on to ask if he could work alone. I told him “Brayden we are working together to create a way to build the catapult and we need to be considerate of others ideas.” He got upset and began to cry and stated “he hates this school, and his group.” I have observed from other collaborative learning activities that Brayden has the tendency to get upset often, and never wants to participate, and states he would rather work alone. When the students are participating in independent work he prefers complete silence and often complains if someone is talking amongst themselves. Although he does work well independently and can learn through scaffolding, he has difficulties learning through peer interactions and collaborative learning.
The daycare that I visited was Rosemont Daycare and Preschool. This center is faith based and I was able observe the “Duck Class” which was the age group of four and five year olds. I went to observe on February 11th and 16th, from 9:00 a.m. to 12:00 and the 18th from 3:00 to 6:00. On the 11th and 16th, there were a total of 12 children in the Duck class. At 9:00 the children were engaged in circle time meaning that the children were learning about their bible verse for that month which was “For God so loved the world that he gave his only begotten son.” The children then discussed what they thought that meant. On the 11th I was present to see the children, the ones I decided to observe were Kali, Roslyn, Fiona, and Brayden. When the children were doing crafts I sat near the counter island in the class room so I was out of the way but still able to see and hear what the kids were doing and saying at the table.
It is also highly beneficial to use children as informants. This role allows children to share ideas and opinions with the design team acting as consultants during the product development and design process. This role enables children to contribute their ideas to the design process through interviews, questionnaires and focus groups which could prove invaluable in terms of design. This means that design ideas come from the collaboration of adults and children.
In the past, Sam’s family has not been very supportive. However we know that parental feedback can greatly help assess a strategy that has been trialed with a student. By getting Sam’s parents on board with monitoring his academic and social behavior, the teacher can thoroughly assess Sam’ progress and the effectiveness of the introduced strategies, with their feedback.
Another rather consistent observation I saw was the indication that most children used their parent as a secure base. A secure base is provided through a relationship that harbors one or more responsive caregivers who meets the child’s needs and to whom the child can turn to as a safe haven, when upset or distraught. This relationship can be seen in many of the observations I made. The one that stands out the most and that clearly depicts how a child uses a secure base is Susy. Susy used her parents as secure base when she was frightened by the boy that was older than her and whom she didn’t know. She ran to her parents for protection and comfort from the stranger. Another clear depiction of a secure base was when Susy demonstrated separation
Taylor, J. and Ortega, D. The Application of Goldratt's Thinking Processes to problem Solving. Allied Academic international Conference. Las Vegas. 2003
Before applying this strategy, the teacher have to concern that assistance could be given in ensuring that resources to support the project are available. Also, the teacher can facilitate the process by providing explicit directions so that the students will not get some confusion during the
In electing to observe a kindergarten class, I was hoping to see ‘real world’ examples of the social development, personality types and cognitive variation found within the beginning stages of “Middle Childhood” as discussed within our text.
The Problem Solving method is a unique way of learning that encompasses more than simple memorization of information. It is a two way street that requires an understanding of information as well as creative application of that information externally. Unlike the Banking Method, this approach gives students the opportunity to communicate with others in order to further their understanding of a concept. Communication influences the use of critical thinking and creativity among students working with one another. What makes us ‘human’ is our ability to think intuitively using our brains.
Many students view mathematics as a very difficult subject since it does not only focusses on numbers but also in letters. Mathematics does not only require the students to come up with an answer but it also requires them to show the solutions on how they arrived at the answer. While in elementary, students were already taught on how to solve problems in a step-by-step procedure starting with what is asked in the problem, what are the given, make a number sentence or formulate an equation and solve the problem. These procedures are called problem-solving which cannot only apply in mathematics but also in other areas such as in Science, businesses and most
That's why you'll need to be strong for them. Don't miss an opportunity to let them know that you're proud of the work they're doing--and that it isn't childish work. Just as it takes a village to raise a child, difficult learning is often a team proposition.
The National Science Education Standards have set the standards for teaching science. Under Program standard B the standards discuss the best ways children learn science. Program standard B states ì the program of study in the science should be developmentally appropriate, interesting and relevant to students lives: emphasize student understanding through inquiry,, and be connected with other school subjects.î This sums up what teachers need to be doing un their classrooms to teach science. The traditional textbook only and work sheet teaching of science is clearly not recommended with inquiry and hands on experiences. Standard B shows representations of methods to use not only in the teaching of science but other subject areas.
Firstly, in teaching enthusiastically, I would not only show Brandon that the content of the worksheet is important and valuable, but also that I take my role as an aide seriously. Secondly, by focusing on strengths instead of weaknesses, I would motivate Brandon with what he has already achieved instead of what he needs to change. Though change is important, I think that, within students and teachers alike, change develop internally through strengths rather than externally through failures. Likewise, I chose to use these two strategies first because I felt that they complemented each other in the sense that it allows me to model positive behavior (i.e. enthusiasm) as well as develop a foundational rapport with Brandon. Thirdly, in providing opportunities for him to realize his potential in life, I would be able to transition Brandon’s perceived purpose of math from an extrinsic motivation, “I have to do it because, otherwise, I’ll fail,” to an intrinsic motivation, such as “This content I learn in Algebra II could prepare me for life as well as help me reassess what I’m good at and what I want to do.” However, in my experience, this strategy only works if the teacher or aide shows the student that he/she genuinely care about the student’s success and life. Otherwise, the strategy may be perceived as a routine technique rather than a real interest in the student’s outcome; that is, without showing care, I would imply to Brandon that I am saying these things not because I want to but rather that is what the other teachers told me to