Chapter 11- Problem Solving and Creativity
1. How does this topic fit into what I have learned already in this course?
The first step for problem solving is to select which information is relevant, which employs attention, memory, and decision making which are part of our cognitive processes. Problem solving is influenced by many factors that we have previously studied in the text, including: bottom-up processing; top-down processing; expertise impacting working memory, long term memory, and concepts; preconceived schema; and their ability to self monitor.
2. What am I still not clear on in this week's reading(s)?
I would like to know if the nature of stereotype threat affects all forms of minorities (race/ economics/ sex) besides the ones they conducted on females. Do males produce the same elevated blood pressure? How do the tester's make the testee's aware of their classification prior to testing? Also, I would be interested to see if student's could improve their scores based on positive stereotypes- does an asian male perform higher if he reminded that he is very good in math?
3. Under what conditions would I apply this material to my own teaching/work?
I think that this information is really good to consider when planing lessons, because as teachers we provide the problems, situations, steps, and answers. By recognizing that students take different approaches to solving problems, we can analyze their progress and not just their ends. Furthermore, how we provide and how much we provide can inhibit their potential and creativity to challenge themselves and find solutions without step by step directions. This chapter also helps to remind me that everyone has their own learning style and that we should allow them to learn and work through problems the way they feel comfortable, which may mean that we provide only the basics and then back off! Sometimes acting as a resource is the best way to let them learn on their own.
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I think we do inhibit their creativity. It is so hard to let kids discover as they learn. Often times we focus on getting the material covered but we loose so much value when we do not step back and let them make mistakes and or discoveries as they learn. I have read quite a bit of material lately for my action research project that deal with revoicing our questions. I am trying more of this in my classroom and it does make a difference. I am finding some of my students stress when I do not respond with a yes that is correct or direct them to another student group to compare solutions. It is hard to break the mold that we have created.
ReplyDeleteI think teachers sometimes do too much guiding. I know I need to try to redirect with questions to keep the student thinking. It seems like I can only let a students struggle so long...then I pitch in and give hints. I have learned a great deal from observing students in math problem solving and learn even more when they explain what they did and why.
ReplyDeleteI liked reading your answer to question #2. It would be very interesting to know if positive stereotypes improve scores!
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