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Reflection about Develop Critical Thinking
Critical Thinking and Problem Solving
Reflection about Develop Critical Thinking
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Problem-based learning is a strategy that allows students to alleviate their doubts and uncertainties, investigate and find answers to their questions, and explore their curiosities about how the world works (Tillman, 2013). It is a method of teaching that is suited to the way the brain works, presents information in a variety of ways, utilizes different learning modalities, and provides experiences that are hands-on (Etherington, 2011). Students direct what is happening. It is intended to improve students’ ability to transfer knowledge to various settings and problems (Purichia, 2015). Problem-based learning gives power to students to research a problem, to take ideas from theory into practice, and to apply facts to actual situations …show more content…
In one classroom, a group of high school seniors was given a packet of patient files to search and were placed in the position of public health officials. The 22 patients lived in a community with a population of 20,000. All of the patients had somehow become infected with pneumonia. The students found that at least one of the patients had Legionnaires’ disease. This led to several questions. What is Legionnaires’ disease? Where had this patient caught it? What does this disease do to the body? Did the other patients’ results show any signs of Legionnaires’? Students researched these questions, which eventually led to a local supermarket. There they discovered the source of an outbreak. They needed to know what to do next so some of them researched state regulations and statutes for procedures and what they could do as public health officials. A mock press conference was scheduled where reporters would express concerns about how long it took for them to find the problem. Some of the students created a report in preparation (William & Gallagher, …show more content…
These individuals will enter the work force equipped with the ability to solve problems without needing someone to guide them through the process. This is the benefit of problem-based learning: it prepares students to be effective citizens and employees. Educators are aware that students may not grow up to become doctors or public health officials. They will branch out into many occupations that will require a wide variety of aptitudes. Problem-based learning is a way to prepare these students to face whatever problems they might encounter in the future regardless of profession (Utecht, 2003). Because PBL is intended to develop critical thinking, research skills, cooperation and collaboration, effective communication and analytical skills, the activities planned must mirror real life scenarios. These problems should not be well structured. In life the problems we face aren’t clearly defined or nicely structured. PBL problems should be the same. This allows students to develop the ability to think through a problem, decide what they know, what they need to know, and how they can gather needed information. It is also important the PBL problems be complex enough to not have a single or specific right answer. Students must not only analyze the problem, they must also analyze the solution to see if
Freire suggests a "problem-posing education" solution to this education epidemic where the relationship between the students and the teachers are evened and each can take on the others roles. Through dialogue one can become more liberated to think and question. Creating thinkers can create world changers, transformers, and more educated
In conclusion the problem-posing style to education is not only the most effective way in helping a student retain the information, but it also sets everyone, whether it be the teacher or the students, at equilibrium. I am not just speaking from my point of view, but also from Freire. We both came to the same conclusion and based our opinions off our own experiences. This style of education is very effective in expanding the minds of the receiver by making them more interactive in their learning rather than the typical lecture and take notes. In this style of education people teach each other and the teacher is not the only one enlightening the class with their knowledge.
Doing that involves an increasing mastery of skills, knowledge, and ideas." (Robinson, p. 119) The mentioned idea can be used to motivate students to participate in the learning process. The same way young children learn playing with others, the older child can do it experimenting and prove their theories. As a teacher is easy to noticed the difference between a lesson that is pure theory, and the lesson that incorporates creative factors. Students present a better behavior during the lesson, participate, interact, formulate questions and get the answers working together without
Jozwiak, j. (2004). Teaching Probelm-Solving Skills to Adults. MPAEA Journal of Adult Education, 33(1), 19-34.
I have grown as a problem solver and decision maker in terms of using my skills in reading, writing, mathematics, social studies, and science. Mathematics and science in particular have helped me analyze situations and manipulate the variables in order to see things in different perspectives. I have learnt that in order to come to a solution or decision you have to take into consideration many different factors as we would in mathematics and science. Reading and writing have taught me another aspect of problem solving, reading and writing requires a lot of reading in between the lines and using literary devices to decode writing which is
Work-based learning (WBL) as a method for learning is playing an increasing role in professional development and lifelong learning. There are lots of publications/articles available on Work-Based Learning, but the definitions and implementations vary from place to place. A Glass, K Higgins and A McGregor say that ‘Work based learning is any training that relates directly to the requirements of the jobs on offer in your organization’. This is one of the examples of WBL in the form of training. Work-based Learning is used as a terms in USA, for programs for school children to obtain experience from work (“Work-based Learning Guide 2002”). According to (Kathleen A. Paris and Sarah A. Mason) it gives a chance to young people to be prepared for the changeover from school to work and, to learn the realities of work and be prepared to make the right choice of work. In Europe (particularly in England, Scotland, Ireland) and in Australia available commendation is more focused on on-the-job preparation and on academic learning linked to work situations, Degree programs and negotiated learning programs.
Savoie, J. M., and Hughes, A. S. "Problem-based Learning as Classroom Solution." Educational Leadership 52, no. 3 (November 1994): 54-57. (EJ 492 914)
...nd make similar problem situations, and then, they provided the students with a little bit of practice because practice makes perfect! After that, teachers may put the students on the situation given just now.
Together with the teacher and classmates, students are given the opportunity to speculate and question the world around them and the world awaiting them. Within small peer groups, for instance, students are encouraged to discuss, share, and compromise. The teacher is there to encourage this process, rather than to provide prescribed solutions. Similarly, the learning environment is collaborative and democratic, giving opportunities for all to speak their minds and receive feedback from peers as well as the teacher. This continuous loop of feedback, potentially positive or negative, serves as the means of assessment for problem-solving based instruction.
Posing questions on materials covered and the quality of materials selected can create the desired environment for students to thrive. I want to inspire my students to think outside the box and to ask questions. Society needs thinkers not robots. The classroom plays an important part in aiding the growth of an individual. It is my duty as a teacher to impart knowledge because ideas have a way of changing lives. Examining and discussing ideas with students allows them to move to a new level of understanding, so that ultimately, they may be transformed.
The understandings I have gained from this course have completely revamped my way of teaching. I have been using the unit plan and curriculum map I created in this course for the past two years, and my students enjoy it more and more each year. Learning the importance of using big ideas and essential questions in the classroom have made me a better educator and has assisted my students in learning content and skills that they can transfer to all academic areas and into their everyday lives. I now use big idea and essential questions in every ...
Problem-solving help the students to create their own representation or illustration (De Corte, Vrerschaffel, De Win 1985; Hegarty, Mayer, Monk, 1995; Pape, 2003) based on how they interpret or understand the given problem (Pape, 2003; Van der Schoot, Bakker Arkema, Horsley, Van Lieshout, 2009). Problem-solving also tests their critical thinking skills on how they look for another strategy or ways to solve the problem easier. Problem-solving helps the problem solver to develop characteristics of a good problem solver which includes open-mindedness, optimistic, persistent, not afraid to commit mistakes and systematic person since he is following a certain step in solving the
However, as social ideas across the world have shifted, so have the method of educating future generations moving towards a more social issue based education has worried many parents and classroom observers. While the progressive education had shown to benefit specific demographics of students, there are still some who are struggling in school or are having even more difficulties in school due to the new methods. The problem with a progressive education is that of time. Students only have so long that they are present in primary and secondary school and not all decide to go onto any sort of higher education. While they are in the care of the state government and school systems, students are expected to gain a lot of knowledge and transferrable skills that they will later carry on into their careers. With a traditional education the basic skills needed by employers are sure to be taught and hopefully mastered by all students. By taking time out of precious instructional time, students are losing knowledge rather than gaining it. In one classroom setting, a tutor observed and noted that “The upshot is the most fearful waste of precious time in the school day. Perhaps middle-class children can benefit from the leisurely use of time required by progressive methods. But
Therefore, it endeavours to address the constant changes in the world by adapting the way learning is structured to ensure students are suitably equipped for the future (Bolstad et al., 2012). To adapt today’s education to coincide with the changing world, 21st century teaching and learning has incorporated a number of key features to pave the way for success. Promoting active learning that is primarily outcome based, engaging students in research driven and project-based learning and encouraging students to identify real-world problems are all incorporated to ensure students are well equipped for the future (Shaw, 2008). Teachers’ utilise these features in a number of ways to engage and motivate 21st century learners when delivering curriculum content. For instance, Bell (2010) noted when students partake in project-based learning as an approach to instruction that teaches curriculum concepts through a project; it provides them with a greater understanding of the current topic being researched. Teachers’ have witnessed an increase in motivation to learn as the approach is student driven, teacher-facilitated (Bell, 2010). Bell (2010) highlights, that as students solve real-world problems through project-based learning it assists in teaching a number of skills such as
In today's constantly changing world, our children and youth need to learn inquiry-based, problem solving skills to that they may become successful members of society and live productive lives.