SECTION 3 Facilitating Skill Development This section presents the teaching strategies for equipping students with skills they are likely to need as S&T professionals with analytical problem- solving skills, professional skills and teamwork skills.

Deductive versus. Inductive Deductive method The teacher gives the students a new concept, explains it, and then has the students practice using the concept Introduce the concept, explain the rules related to its use, and finally the students will practice using the concept in a variety of different ways. The teacher tells or shows directly what he/she wants to teach. This is also referred to as direct instruction. Inductive method The teacher presents students with many examples showing how the concept is used. The intent is for students to “notice”, by way of the examples, how the concept works.

Inductive teaching methods

Facilitating Skill Development: Problem-solving skill Creativity skill Critical thinking skill Self-directed learning skill Teamwork skill Etc., https://sites.google.com/a/fargoschools.org/discovery-library-technology/21st-century-skills

Problem-solving skills Attribute Experts Novices Problem classification Classify problem types based on their underlying principles and key attributes; Place new problems into appropriate categories Quickly select corresponding solution strategies Choose solution strategies based on superficial problem features (e.g., involves a chemical reaction) Metacognition Habitually monitor and reflect on their thinking before and during cognitive tasks, following successful pathways and quickly adjusting unsuccessful ones Do relatively little thinking about their thinking; choose an approach and stay with it until forced to give up Automaticity Solve routine problems with little apparent effort Have to think about each step consciously Self-efficacy Are confident in their ability to meet specific challenges or types of challenges Lack confidence Pic reference: PIC reference: http://lkelleyedl7200.weebly.com/chapter-2.html Learning styles of expert and novice learners Meaningful learning depends on active cognitive processing in learner’s working memory.

Teaching strategy of problem-solving skills Show the full problem-solving process, including metacognition Use problem chunking and TAPPS to promote metacognition Break derivations and problem solutions into parts. Use thinking-aloud pair problem solving (TAPPS) Use repetition to promote automaticity Use interleaving and overlearning to provide repetition Process of problem-solving

Illustrative creative thinking exercises Brainstorming or brainwriting Quantity and variety of ideas Explain unexpected results Describe and observation that differs from predictions Make up a problem related to materials but not close version in the text Create something – demonstrate the feasibility, effectiveness or optimality of the design and discuss with students

Assessing creative thinking Creativity-Related Criteria for Project Evaluation Fluency. Number of relevant ideas or solution approaches considered Flexibility. Number of different categories of responses Originality. Statistical rarity of responses considered and of the final solution. Elaboration. Thoroughness of exploration of ideas PIC reference: https://www.pinterest.com/tptpins/

Illustrative critical thinking exercises Structured Critical Reasoning Summarize all of the author's (or speaker's) claims. Examine and evaluate the author's reasons (justifications) Identify and evaluate Draw conclusions PIC reference: https://www.pinterest.com/pin/7177680635649408/

Assessing critical thinking PIC reference: http://www.educatorstechnology.com/2014/12/what-teachers-need-to-know-about.html Standardized instruments developed specifically to assess critical thinking skills

Self-Directed Learning Skills (Knowles, 1975, p. 18). A process by which individuals take the initiative, with or without the assistance of others Diagnosing their learning needs Formulating learning goals Identifying human and material resources for learning Choosing and implementing appropriate learning strategies Evaluating learning outcomes

Teamwork Skills: Cooperative Learning Cooperative learning is instruction that involves students working on team assignments with five conditions in place: (Felder & Brent, 2007; Johnson et al., 2006; Millis & Cottell, 1998; Smith et al., 2005) Positive interdependence Individual accountability Promotive interaction Development an appropriate use of teamwork skills 5. Regular self-assessment of team functioning

Teamwork Skills: Cooperative Learning (cont.) Team-based learning (TBL), Peer-led team learning (PLTL), and Process-Oriented Guided Inquiry Learning (POGIL) may or may not be variants of cooperative learning, depending on whether the five defining conditions of CL are in place. Jigsaw Expert Group Activities PIC reference: http://edtech2.boisestate.edu/reilleyd/502/jigsaw.html, http://info.catme.org/ CATME Team-Maker , an online team-forming program.

Teamwork Skills: Cooperative Learning (cont.) Criteria for team formation Form teams of three or four students for most group assignments and projects Make teams heterogeneous in ability Make sure that students in a team have common blocks of time to work together outside class Don't isolate a single student in an underrepresented or at-risk minority group in the first two years of college PIC reference: http://www.coursesource.org/courses/reading-groups-in-an-undergraduate-biology-course-a-peer-based-model-to-help-students Peer-led active learning group

Summary Understand the learning styles of your students with pre-and post class assignment. Understand the diversity of students by balancing needs and preference, provide challenge, and feedback. Activities in active learning need to be designed according to the learning styles and students’ attention. Teaching strategies for facilitating the skills such as problem solving, creativity, critical thinking, self-directed learning and teamwork.