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
…show more content…
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…
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
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.
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
...” 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.
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.
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...
“Educational practice is necessarily based on the assumption that students are willing to engage in educational activities that they will lend their cooperation and support to the process in their education. Students who do not offer such cooperation, who are unmotivated, present significant challenges” (Williams and Ivey, 2001, 75). High school school-children show the most trouble with cooperation and motivation; they only have a few more years of schooling and for some pupils that is the end of their education. That was one of the main reasons why I wanted to observe a high school classroom; the other main reason is because I have actually considered teaching high school grades. I observed Ms. Edith Stone and her Algebra II mathematics classroom.
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
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.
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.
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.
Taylor, J. and Ortega, D. The Application of Goldratt's Thinking Processes to problem Solving. Allied Academic international Conference. Las Vegas. 2003
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.
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
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
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.