Developing Problem Solvers and Fostering Their Habits of Mind Jerry Kobylski Hilary Fletcher

Critical Thinking and Creative Thought Problem Solving Communication and Writing Communication and Writing Characteristics of Great Teachers Great Teachers Life long Learning How Students Learn InstructorStudent AssessmentDeep vs. Surface Learning Strategies for Motivating Students Relationships Technology Educated Students Habits of Mind Training vs. Education

Why are problem solving and habits of mind so important? Did You Know? Motivation 3

Example Institutional Student Learning Outcomes Critical Thinking and Analytic Reasoning: To enhance critical thinking skills and reasoning that will encourage continuous inquiry, problem solving, and learning. Creative Expression: To encourage expression of originality, imagination and innovation. Lifelong Learning and Life Skills: To enhance a student’s self- management and interpersonal skills, and provide a student with skills for a career, transfer, lifelong learning, health and/or self- improvement.

Critical Thinking and Information Literacy The student will be able to: A. Differentiate facts, influences, assumptions, and opinions to draw reasoned conclusions. B. Identify critical issues and apply investigative and analytical thinking to develop supporting arguments and a conclusion. Creative Problem Solving The student will be able to produce an original creative response that synthesizes research, planning, and practice. Example Institutional Student Learning Outcomes

The Best Of The Teaching Professor, 2005 Most professors seek learning outcomes that involve (for example) communication, conceptual thinking, problem solving, and decision- making goals. But these calls are rarely taught explicitly. Instead, we expect students to magically acquire them while we diligently cover content. Our strong orientation to teach content hampers our ability to develop life long learning skills. Some of the most popular teaching approaches are not particularly good at fostering student habits that we think are so important. The challenge then is to…?? “Think about the significance of not just preparing our students for a life of tests but rather for the tests of life.” What Does This Mean For Us As Educators? 6

Reflection On This Morning’s Activity

Polya’s Problem Solving Process Understanding the Problem Devising a Plan Carrying Out the Plan Looking Back

Why Are HOM So Important? Good habits of mind can help take us from all of this information and synthesize it into knowledge and intelligence. We are currently preparing students for jobs that don’t yet exist…Using technologies that haven’t been invented...In order to solve problems we don’t even know are problems yet. The increasingly rapid pace of change in the world means that once effective solutions will probably not solve newly emerging problems. “One’s intelligence is the sum of one’s Habits of Mind.” Lauren Resnick *

Structuring Examples *Richard E. Mayer, Valerie Sims and Hidetsugu Tajika. “A Comparison of How Textbooks Teach Mathematical Problem Solving in Japan and the United States” American Educational Research Journal, Vol. 32, No. 2, Summer 1995, p

Structuring Activities *Donald R. Woods. “How Might I Teach Problem Solving?” New Direction for Teaching and Learning, Summer 1987, p Options that can be used to teach problem solving often fall into two categories: Holistic Approach- Consider the process in the context of solving problems completely. Components- Break the problem solving process into components, develop each component, and then give practice in applying the relevant skill to the complete problem solving process.

Structuring Activities *Donald R. Woods. “How Might I Teach Problem Solving?” New Direction for Teaching and Learning, Summer 1987, p It’s your turn…… Modify one of your existing activities (e.g., in-class problem, HW, etc.) to emphasize the problem-solving process

Structuring Activities *

How Do You Define (+) HOM? “…dispositions that are skillfully and mindfully employed by characteristically intelligent, successful people when they are confronted with problems, the solutions to which are not immediately apparent.” The Institute of Habits of Mind 14

The Habits of Mind as Identified by Costa and Kallick are: What are some +HOM? Thinking and Communicating with Clarity and Precision Managing Impulsivity Gathering Data Through all Senses Persisting Creating, Imaging and Innovation Thinking Flexibly Taking Responsible Risks Questioning and Posing Problems Thinking and Communicating with Clarity and Precision Managing Impulsivity Gathering Data Through all Senses Persisting Creating, Imaging and Innovation Thinking Flexibly Taking Responsible Risks Questioning and Posing Problems Striving for Accuracy Thinking Interdependently Applying Past Knowledge to New Situations Thinking about Thinking (Metacognition) Finding Humor Responding with Wonderment and Awe Listening with Understanding and Empathy Remaining Open to Continuous Learning Striving for Accuracy Thinking Interdependently Applying Past Knowledge to New Situations Thinking about Thinking (Metacognition) Finding Humor Responding with Wonderment and Awe Listening with Understanding and Empathy Remaining Open to Continuous Learning Arthur L. Costa and Bena Kallick, Habits of Mind: A Series, Copyright ©

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Association of American Colleges and Universities (AACU) definitions (handouts) Defining HOM (Creativity and Critical Thinking) 17

Metacognition Know that knowledge is changing so rapidly today that learning a catalog of fax is quickly outdated.  The half-life in medicine, that is the time it takes for half of the knowledge to become obsolete, is reputed to be about 5 years. (Cross, 1996)  80% of the technical material engineers will use during their careers they will not have learned in school. (Wankat and Oreovics, 1998) The importance of developing effective classroom activities: “Stop Telling Students to Study for Exams” - Commentary - The Chronicle of Higher Education Study/131622/ Defining Life Long Learning 18

HOM: STUDENT OUTCOME 1: Student Activity STUDENT OUTCOME 2: Student Activity How Might We Incorporate HOM Into Our Courses?

HOM: Teamwork/Thinking Interdependently STUDENT OUTCOME: Act responsibly in fulfilling group commitments Student Activity #1 Student team of two solve problems during class. Each team presents their solution to the class. Student Activity #2 Student teams of three select a project and submit one written project report. How Might We Incorporate HOM Into Our Courses?

Breakout Give some outcomes and supporting student activities to accomplish these outcomes. You will be developing an assessment plan for this HOM on Thursday. Share as a large group. 21 How Might We Incorporate HOM Into Our Courses?

Why Are HOM So Important? CARRYING OUT THE PLAN PS & HOM Critical Thinking Thinking Interdependently Gathering Data Through All Senses Managing Impulsivity Creativity Curiosity Applying Past Knowledge Life long Learning Work Ethic

23 …and a Parting Thought “Today's college teacher, whatever his specialty, must inculcate and encourage in the students an inquisitive, associational, imaginative mentality through habits of mind dedicated to – yes, even obsessed with – the continuous pursuit of knowledge, linked to the positive implications of that pursuit for the greater society." "Learning How to Learn: a Mandate for Change in Today's College Classroom,” Professor Neil Baldwin

References The Best Of The Teaching Professor, Magna Publications, Inc Glatthorn, A. & Baron, J. (1985). The Good Thinker. In A. L. Costa (Ed.), Developing Minds: A Resource Book for Teaching Thinking. Alexandria, VA: Association for Supervision and Curriculum Development. Feuerstein, R, Rand, Y, Hoffman, M and Miller, R. (1980) Instrumental Enrichment: an Intervention Program for Cognitive Modifiability. Baltimore, MD. University Park Press. DeBono, E. (1991) The Cort Thinking Program in A. Costa (Ed) Developing Minds: Programs for Teaching Thinking. Alexandria, VA pp : Association for Supervision and Curriculum Development. Ennis, R. (2001) An Outline of Goals for A Critical Thinking Curriculum and Its Assessment in Costa, A. (Ed.) Developing Minds: A Resource Book for Teaching Thinking. Alexandria, VA: Association for Supervision and Curriculum Development Whimbey, A. and Whimbey L. S. (1975) Intelligence Can Be Taught. New York: Lawrence Erlbaum Associates. Sternberg, R. (1984). Beyond I.Q.: A Triarchic Theory of Human Intelligence. New York: Cambridge University Press. Resnick, L (2001) Making America Smarter: The Real Goal of School Reform. In Costa, (Ed) Developing Minds: A Resource Book for Teaching Thinking: Alexandria, VA: Association for Supervision and Curriculum Development. Charbonneau, P., Jackson, H., Kobylski, G., Roginski, J., Sulewski, C., & Wattenberg, F., “Developing Student’s Habits of Mind in Mathematics Programs,” PRIMUS, Vol 19, issue 2, 105, March