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HOW CAN WE GROW Critical Thinking & Problem-Solving in Learning?
Janie M. Dale
College of Education, Grand Canyon University
TCH-520: Brain-Based Learning
Angela Walker
October 19, 2022
critical thinking and problem-solving are key to students analyzing, evaluating, and creating their work!
What is it?
Keep the wheels turning
A THINKING ROUTINE
(PBL Works, n.d.b.)
The more one thinks, analyzes, and problem-solves, the better their brain becomes at critical thinking (White, 2014).
Metacognition is a theory based on a learner's self-awareness of their own thinking (Smith, 2021).
Learners MONITOR their own thinking.
Learners EVALUATE their own thinking.
Learners
MAKE PLANS
for their own learning.
When a teacher identifies a student who is unable to think at this level they should intervene. Intervention is very important in order for a student to develop an awareness of how best to learn.
(Smith, 2021)
(Smith, 2021)
Solves a
REAL-WORLD problem
EXECUTIVE FUNCTION skills are used
PRESENTED
to the public
(White, 2014)
Utilizes
TECHNOLOGY
IT HAS GOT TO BE RELEVANT!
Students set GOALS
Students MANAGE their OWN TIME
Students
BRAINSTORM
solutions
Students COLLABORATE
with others
Students
ADJUST
to what is learned
Students PRESENT
their findings
TO THE WORLD!
(White, 2014)
1. Plan the PBL with student voice/choice in mind.
2. Incorporate teaching standards into the PBL.
3. Stand beside students while they engage in the project and assure understanding & quality.
4. Assure deadlines are met, resources are utilized, and the public is involved.
5. Weave in scaffolded lessons to assure students have necessary knowledge for success.
6. Assess student learning.
7. Follow student progression, meet them where they are, give help, encouragement and celebrate when it is due.
(PBL Works, n.d.a.)
A leveling of learning that increases in complexity until mastery of a skill has occurred (Boslaugh, 2022).
From the basics of REMEMBERING to UNDERSTANDING, APPLYING, ANALYSING, EVALUATING on through until one can CREATE something to refelect their new knowledge, Bloom's taxonomy covers all the stages of learning (Bloslaugh, 2022).
Higher leveled terms = higher thinking
Analyzing = Summarize what you learned
(Boslaugh, 2022)
Applying = Show what you know
Understanding = Paraphrase
Evaluating = Argue your point
Remembering = Tell facts
(Grand Canyon University, n.d.)
Creation = Generate a product
Higher-order thinking questions lead to critical thinking (Bogdanovich, 2014). Questions that require a student to apply, analyze, synthesize, and evaluate what they have learned are better than simply asking for facts that can be gathered from the text (Bogdanovich, 2014). In Bloom's Taxonomy, these types of questions are near the top representing a higher level of thinking. When we ask higher-order questions, instead of neural pruning, neural branching occurs. This means that our brains are no longer limiting information by doing ordinary things but is instead extending the information our brain is storing (Bogdanovich, 2014). As teachers, it is our goal to add to knowledge, not cause it to be trimmed away. This is why asking our students higher-order questions is so important.
1) Hypothetical thinking
2) Reversal thinking
3) Application of different symbol systems
4) Analogy
5) Point of view
6) Completion
7) Web analysis
(Bogdanovich, 2014)
Bogdanovich, P. (2014). Higher-order questions. Dataworks Educational Research https://dataworks-ed.com/blog/2014/10/higher-order-questions/
Boslaugh, S. E., PhD. (2022). Bloom’s Taxonomy. Salem Press Encyclopedia.
Grand Canyon University. (n.d.). Bloom’s Taxonomy. GCU media. https://lc.gcumedia.com/are337/blooms-taxonomy/v2.1/
Heick, T. (2020). 6 strategies for teaching with Bloom’s taxonomy. Teach Thought. https://www.teachthought.com/pedagogy/teaching-with-blooms-taxonomy/
PBL Works. (n.d.a.). Gold standard pbl: Project based teaching practices. https://www.pblworks.org/what-is-pbl/gold-standard-teaching-practices
PBL Works. (n.d.b.). Water Quality Project [Video]. YouTube. https://www.pblworks.org/video-water-quality-project
Wan, Z. H. (2022). What predicts students’ critical thinking disposition? A comparison of the roles of classroom and family environments. Learning Environments Research, 25(2), 565–580. https://doi-org.lopes.idm.oclc.org/10.1007/s10984-021-09381-y
White, B. (2014, September 23). How can brain-based learning change the classroom?. Ed Surge. https://www.edsurge.com/news/2014-09-23-how-can-brain-based-learning-change-the-classroom