1. I enjoyed this Chapter about problem solving. The topic fits in with all the previous chapters I've learned so far. Problem solving is more difficult for some than it is for others. It also depends on the type of problem. Problems cannot be solved, however, unless one pays close attention to the relevant information. In the very beginning chapter, we were introduced to top-down and bottom-up processing. These are both very important factors when problem solving. This chapter was interesting also, due to the discussion of creativity. I never really realized how important it is to let kids feel that they can have the satisfaction of just accomplishing something for the pure satisfaction (intrinsic motivation). I always felt an award was needed (whether it be a grade or some other materialistic item).
2. The only thing I really didn't understand so well was the hill-climbing heuristic of problem-solving. I don't understand how you can climb a hill (or make the right choice) without looking back at where you've been. It is almost like solving a problem without using any brain power -- you're just going to the next level and choosing the different route based on what you think might be the best (know prior knowledge is used). Is that such a good way of problem solving. I would like to see an example that could be used with this strategy.
3. I would apply these strategies to my own teaching by actually discussing the different problem-solving strategies. My students are old enough to understand how to problem solve. I think they would appreciate the fact that I am giving them some different ways they could solve their own problems. It would be interesting to give students some different demonstrations (like the ones in the book) and have them try to figure out the problems to see what strategies they use. I would have them try on their own at first, then work in groups. Then at the end, I would like to hear from each of the students or groups to find out what they learned and how they figured out their problem.
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I agree that with today's society, we put a lot of emphasis on rewards, so at teachers we often feel driven by the extrinsic motivation rather than the intrinsic. It is almost entertaining to see how the extrinsic rewards have grown, where there were once only 1 reward based system now there is one for each different category (ie- marble parties for class behavior, school stores and treasure chests for assignments and AR tests, hwk passes, etc.) It is kind of depressing to look back and question, why are the students really behaving good, for a party or because they are becoming responsible learners?
ReplyDeleteThe idea I had in my head when reading about the hill climbing technique is that this would be appropriate if you are alone and did not have prior knowledge of a topic. In that sense, you would do your best to solve the problem without looking back, because you don't have the answers to evaluate your choice.
I agree with you on question number 3. Teaching middle school students, they are old enough to understand the different types of problem solving. It allows the students different ways and choices to solve problems, they can decide which is most effective for them.
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