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Problem Solving

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by

heidi frampton

on 31 August 2012

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Transcript of Problem Solving

PROBLEM SOLVING a team effort at SCT Teachers at SCT observed that there is a need for students to have stronger critical thinking and problem solving skills across all subjects. These crucial skills will help students become more career ready and college prepared. How can we help students practice successful Problem Solving?


Can we define a process that can be used in Science, History, Literature, GIS and Digital Arts? Teachers from various subjects met to examine what the problem solving/critical thinking process looked like in each class. This is what it looked like: History Method
1.Question
2.Research/Investigate
3.Analyze Information
4.Draw conclusions
5. Reread/ Review/Revise GIS Method
1. Question
2. Acquire Resources
3. Explore Data
4. Analyze information
5. Act on Knowledge Graphic Communication Method
1. Define the Problem
2.  Research  Solutions
3. Analyze research & create plan
4. Implement your Design
5.  Critique and Revise Literature Method
1. Read the Text
2. Annotate
3. Respond- Analyze
4. Reread and Edit Scientific Method
1. Observation
2. Question
3. Research
4. Hypothesis
5. Plan course of action/ Experiment
6. Analysis Analyze After defining what problem solving looked like in each of our classes, we noticed some similarities within all of the processes.

We examined what the process looks like within a variety of projects, and figured out a common language that works across all subjects and projects. A main objective for our common language would be to create a problem solving method that is relevant to students even after they leave high school. After deciding on a common Problem Solving language for students, we discussed how to visually represent the process to students, as well as create icons that would help EL students. A poster was created and hung in each classroom at the School of Science, Connections & Technology. With eight teachers involved in the creation of a common language for Problem Solving, the process of review and
revise was continuous. It was important to choose words and icons that represented each step of the process, and that
would relate across all subjects. Not only did the language need to communicate critical thinking within the classroom
but also relevance outside the classroom- in college or career. SCT's Common Language Poster PRODUCE REVIEW & REVISE OBSERVE QUESTION EXPLORE
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