FUTURE PROBLEM SOLVING LEARNINGTHINKINGCOMMUNICATINGLEARNINGTHINKINGCOMMUNICATING

INTERSCHOLASTICACADEMICCOMPETITION

GOALS OF THE FUTURE PROBLEM SOLVING PROGRAM  DEVELOP CREATIVE THINKING  INCREASE AWARENESS OF AND INTEREST IN THE FUTURE  IMPROVE COMMUNICATION SKILLS (BOTH VERBAL AND WRITTEN)

GOALS OF THE FUTURE PROBLEM SOLVING PROGRAM (CONT’D)  LEARN AND UTILIZE PROBLEM SOLVING STRATEGIES  DEVELOP TEAMWORK SKILLS  DEVELOP AND IMPROVE RESEARCH TECHNIQUES  EXERCISE CRITICAL AND ANALYTICAL THOUGHT

PROCESS SKILLS ANALYZINGCOMPOSING APPLYING COMPREHENDING ASSUMINGCONDENSING BUDGETING TIMECONCLUDING CLARIFYINGCOOPERATING CLASSIFYINGCREATING COMPARINGDECIDING

PROCESS SKILLS (CONT’D) DISCOVERINGEXTRAPOLATING DISCUSSINGIDENTIFYING DIVERGINGINTERPRETING ELABORATINGLISTENING EVALUATINGOBSERVING EXPERIMENTINGORGANIZING

PROCESS SKILLS (CONT’D) PERFORMINGSELECTING READINGSOLVING RECALLINGSPEAKING RESEARCHINGSYNTHESIZING RESTRUCTURINGUNIFYING SCHEDULINGWRITING

U.S. PARTICIPATION IN FPS

WORLD PARTICIPATION IN FPS COUNTRIES PARTICIPATING IN FPS: AFRICAAUSTRALIA NIGERIANEW SOUTH WALES ASIASOUTH AUSTRALIA HONG KONGNEW ZEALAND INDIAEUROPE PHILIPPINESBELGIUM SAUDI ARABIAENGLAND PAKISTANHOLLAND

WORLD PARTICIPATION IN FPS (CONT’D) COUNTRIES PARTICIPATING IN FPS: EUROPENORTH AMERICA NORWAYPUERTO RICO SPAIN UNITED STATES SWITZERLANDSOUTH AMERICA WEST GERMANYBOLIVIA NORTH AMERICACHILE CANADAPERU MEXICO

THE PROCESS: AN OVERVIEW FUTURE PROBLEM SOLVING TEAM = COACH+ 4 STUDENTS

BLOOM’S TAXONOMY APPRAISE, CONCLUDE CRITICIZE, SUPPORT APPRAISE, CONCLUDE CRITICIZE, SUPPORT CREATE, COMBINE ORGANIZE, HYPOTHESIZE CREATE, COMBINE ORGANIZE, HYPOTHESIZE SEPARATE, CONTRAST SUMMARIZE, COMPUTE SEPARATE, CONTRAST SUMMARIZE, COMPUTE ORGANIZE CLASSIFY ORGANIZE CLASSIFY EXPLAIN EXTEND, SHOW EXPLAIN EXTEND, SHOW DEFINE, DESCRIBE, LIST LABEL EVALUATION SYNTHESIS ANALYSIS APPLICATION COMPREHENSION KNOWLEDGE

BLOOM’S TAXONOMY DESCRIBE BEST SOLUTION, SELECT CRITERIACRITERIA BRAINSTORM SOLUTIONS, DESCRIBE BEST SOLUTION BRAINSTORM SOLUTIONS, DESCRIBE BEST SOLUTION BRAINSTORM PROBLEMS, BRAINSTORM SOLUTIONS BRAINSTORM PROBLEMS, BRAINSTORM SOLUTIONS IDENTIFY UL PROBLEM DISCUSS/BRAIN-STORMRESEARCH EVALUATION SYNTHESIS ANALYSIS APPLICATION COMPREHENSION KNOWLEDGE

FPS TOPICS HOMES OF THE FUTURE: COLUMBUS (11/9/97) 2. EXTRATERRESTRIAL LIFE: HOME (1/1-1/15/97) 3. CASHLESS SOCIETY: COLUMBUS (3/8 & 3/9/97) 4. ** COMPETITION: SOLON (4/12/97) INTERNATIONAL: INCREASING LIFE SPAN

TOPICS FOR FPS SHRINKING TROPICAL FORESTSWATER THE ARMS RACEILLITERACY POVERTYDRUNK DRIVING MEDICAL ADVANCESNUCLEAR WAR SPACE TRAVELEDUCATION ACID RAINGREENHOUSE EFFECT IMMIGRATIONELECTRONIC GAMES THE ELDERLYPRISONS GARBAGELASERS CHANGING FAMILY STRUCTURESNUCLEAR WASTE

PRACTICE PROBLEM A. RESEARCH TOPIC AREA (LEARNING) B. TEACH STUDENTS FPS PROCESS (THINKING) C. COMPLETE A PRACTICE PROBLEM BOOKLET (COMMUNICATING) D. BOOKLET RETURNED WITH FEEDBACK FROM EVALUATOR

RESEARCH A. RESOURCE MANUAL (AVAILABLE FROM FPSP NATIONAL OFFICE B. NEWSWEEKLIES (TIME, NEWSWEEK, U.S. NEWS & WORLD REPORT, ETC.) C. FUTURISTIC PERIODICALS (OMNI, THE FUTURIST, DISCOVER, ETC.) D. READER’S GUIDE E. LOCAL EXPERTS F. FIELD TRIPS G. ???

CREATIVE THINKING  FLUENCY: GENERATE A LARGE NUMBER OF RELEVANT IDEAS  FLEXIBILITY: THINK OF A VARIETY OF IDEAS  ORIGINALITY: PRODUCE NOVEL OR UNIQUE IDEAS  ELABORATION: EXPAND OR ADD DETAIL

FRANK LLOYD WRIGHT, AGE 9

FUTURE PROBLEM SOLVING: THE 6 STEP PROCESS RESEARCH TOPIC (FUZZY SITUATION -- FUTURISTIC SCENARIO DESCRIBING TOPIC) I. BRAINSTORM PROBLEMS II. IDENTIFY AN UNDERLYING PROBLEM III. BRAINSTORM SOLUTIONS IV. SELECT CRITERIA TO EVALUATE SOLUTIONS V. EVALUATE SOLUTIONS VI. DESCRIBE BEST SOLUTION

STEP I: BRAINSTORMING SUBPROBLEMS  BRAINSTORM  WRITE 20 SUBPROBLEMS  USE COMPLETE SENTENCES  USE TERMS OF POSSIBILITY (MAY, MIGHT)  DESCRIBE WHAT THE PROBLEM IS AND WHY IT IS A PROBLEM

HIGH SCHOOL DROPOUT PROBLEMS  DEFENSE: BECAUSE THE U.S. ARMED FORCES NEED A HIGHLY TRAINED WORKFORCE, H.S. DROPOUTS MAY NOT BE DESIRABLE RECRUITS.  LAW & JUSTICE: RESEARCH INDICATES THAT 25% OF H.S. STUDENTS MAY DROP OUT. SOME OF THESE STUDENTS MAY TURN TO DRUG USE. THIS MAY RESULT IN INCREASED CRIME.  SOCIAL RELATIONSHIPS: ACCORDING TO THE C.B.S. SPECIAL, “AMERICA’S TOUGHEST ASSIGNMENT," SOME HIGH SCHOOLS ARE LARGE AND IMPERSONAL. THIS IMPERSONAL HIGH SCHOOL MAY CONTRIBUTE TO ALIENATION WHICH MAY RESULT IN DROPPING OUT.

STEP II. IDENTIFY AN UNDERLYING PROBLEM A. CATEGORIZE STEP 1 PROBLEMS B. SELECT ONE PROBLEM CATEGORY C. WRITE UNDERLYING PROBLEM USING 4 ELEMENTS LISTED ON THE NEXT SLIDE...

STEP II. IDENTIFY AN UNDERLYING PROBLEM (CONT’D)  STEM(S): –“HOW MIGHT WE” OR –“IN WHAT WAYS MIGHT WE”  KEY VERB PHRASE (KVP): ONE KEY VERB IN A PHRASE THAT MANDATES WHAT YOU MUST DO IN STEP 3 TO SOLVE YOUR PROBLEM  PURPOSE (P): THE PURPOSE DESCRIBES THE GOAL TOWARD WHICH YOU WILL CARRY OUT THE MANDATE OF THE KEY VERB PHRASE  FUZZY SITUATION PARAMETERS (FSP): CONDITIONS THAT PLACE YOUR UNDERLYING PROBLEM WITHIN THE PARAMETERS OF THE FUZZY SITUATION -- TIME, PLACE, AND TOPIC

 STEM: I W W M W  KVP: ASSIST THE SARINO TASK FORCE IN PROVIDING A BETTER TECHNOLOGICAL EDUCATION FOR YOUNGER STUDENTS  PUR: SO THAT THESE STUDENTS WILL CONTINUE THEIR EDUCATION TO RECEIVE A TECHNO-CERTIFICATE  FSP: IN SARINO IN 2020

STEP III. BRAINSTORM ALTERNATIVE SOLUTIONS A. BRAINSTORM B. WRITE YOUR 20 BEST SOLUTIONS IN COMPLETE SENTENCES. DESCRIBE:  WHO WILL DO THE SOLUTION  WHAT WILL BE DONE  HOW IT WILL WORK  WHY IT IS BEING DONE

SOLUTIONS: IN ORDER TO ASSIST THE SARINO TASK FORCE IN PROVIDING A BETTER TECHNOLOGICAL EDUCATION FOR YOUNGER CHILDREN, SOCIAL RELATIONSHIPS: THE SARINO SCHOOL BOARD WILL RESTRUCTURE ALL SCHOOLS INTO SMALLER UNITS. TEACHERS AND STUDENTS WILL FORM A COMMUNITY. POSITIVE PEER GROUP WORK WILL BE ENCOURAGED. BUSINESS: THE SARINO BRANCH OF I.B.M. WILL SUPPLY PERSONNEL TO ASSIST ELEMENTARY STUDENTS INTO COMPUTER INSTRUCTION FOR A 9 WEEK PERIOD. THIS WILL RESULT IN BETTER SELF-CONFIDENCE AND WILL REDUCE THE DROPOUT RATE. DEFENSE: THE U.S. ARMY WILL PROVIDE A 2 WEEK UNIT ON TECHNOLOGICAL NEEDS AT THE FOURTH GRADE LEVEL. STUDENTS WILL REALIZE THE RELATIONSHIP BETWEEN WORK IN THE ARMED FORCES AND THE PRIVATE SECTOR. THESE UNITS WILL REDUCE THE D.O. RATE.

STEP IV. SELECT CRITERIA FOR EVALUATING SOLUTIONS 1. WHICH SOLUTION WILL BE THE EASIEST TO IMPLEMENT? 2. WHICH SOLUTION WILL BEST DEVELOP STUDENTS INTO WELL-ADJUSTED CITIZENS? 3. WHICH SOLUTION WILL HAVE THE FEWEST ADVERSE SIDE EFFECTS FOR CHILDREN? 4. WHICH SOLUTION WILL CREATE THE GREATEST AMOUNT OF SOCIALIZATION FROM PEERS? 5. WHICH SOLUTION WILL OFFER THE MOST SOCIALIZATION FROM ADULTS?

STEP IV. SELECT CRITERIA TO EVALUATE SOLUTIONS A. BRAINSTORM 5 CRITERIA TO EVALUATE YOUR SOLUTIONS 1. STOCK CRITERIA: COST, PUBLIC ACCEPTANCE, IMPLEMENTATION TIME, ETC. 2. TARGET CRITERIA: KEY VERB PHRASE AND/OR PURPOSE

STEP IV. SELECT CRITERIA TO EVALUATE SOLUTIONS (CONT’D) B. WRITE CRITERIA 1. SINGLE DIMENSION: (E.G., WHICH SOLUTION WILL BE THE MOST EFFECTIVE?) 2. RANKABLE: (E.G., WHICH SOLUTION WILL BE THE LEAST COSTLY TO IMPLEMENT?) 3. DESIRED DIRECTION: (E.G., WHICH SOLUTION WILL BE THE MOST ACCEPTABLE TO THE PUBLIC?)

STEP V. EVALUATING SOLUTIONS  10 SOLUTIONS INTO GRID  RANK EACH CRITERION 1-10  ADD ROWS ACROSS  HIGHEST TOTAL IS BEST SOLUTION

STEP VI. DESCRIBE THE BEST SOLUTION A. SELECT YOUR BEST SOLUTION BASED ON THE HIGHEST SCORING SOLUTION IN THE GRID B. WRITE YOUR BEST SOLUTION AS A PROPOSAL FOR SOLVING YOUR UNDERLYING PROBLEM. DESCRIBE:  WHO  WHAT  WHEN  WHERE  WHY  HOW, HOW, AND HOW

CLASSROOM ENVIRONMENT  GOES BEYOND THE CLASSROOM  PROVIDES OPEN ENVIRONMENT  ACCEPTS UNUSUAL IDEAS  REQUIRES ORIGINAL THINKING  PROVIDES OPPORTUNITY TO FORM HYPOTHESES  ACCEPTS A VARIETY OF RESPONSES  PROVIDES OPPORTUNITY FOR DISCOVERY, EXPERIMENTING, QUESTIONING, EXPLORING, AND RISK-TAKING

SCENARIO WRITING  INDIVIDUAL STUDENTS DEVELOP SCENARIOS OF LIFE AS THEY SEE IT 20 YEARS INTO THE FUTURE (GRADES 4 THROUGH 12) THE YEAR WAS

FUTURE PROBLEM SOLVING TOPICS ( )  #1: HIGH SCHOOL DROPOUTS  #2: OZONE DEPLETION  #3: TRANSPORTATION (QUALIFYING PROBLEM)  STATE: CENSORSHIP  INTERNATIONAL: CORRUPTION IN GOVERNMENT

FUTURE PROBLEM SOLVING TOPICS ( )  NOVEMBER 6, 1991: SPACE  DECEMBER 18, 1991: LEGAL EPIDEMIC  FEBRUARY 1, 1992: SCENARIO  MARCH 4, 1992: SPORTS ETHICS *** STATE BOWL (BOWLING GREEN, OH)  MAY 2, 1992: LAND USE INTERNATIONAL BOWL (MADISON, WI)  JUNE 12-15, 1992: ADVERTISING

FUTURE PROBLEM SOLVING TOPICS ( )  #1: ROBOTICS  #2: ANTARCTICA  #3: EXTINCTION OF ANIMALS (QUALIFYING PROBLEM)  STATE BOWL: SPACE LAW  INTERNATIONAL CONFERENCE: CONTROL OF DISEASE

FUTURE PROBLEM SOLVING TOPICS ( )  #1: CITIES  #2: HOMELESSNESS  #3: KIDS AND VIOLENCE (QUALIFYING PROBLEM)  STATE BOWL: PREJUDICE  INTERNATIONAL CONFERENCE: PRIVACY

FUTURE PROBLEM SOLVING TOPICS ( )  #1: WEAPONS CONTROL  #2: MENTAL HEALTH  #3: 21ST CENTURY MARKETS (QUALIFYING PROBLEM)  STATE BOWL: CYBERNETICS  INTERNATIONAL CONFERENCE: UNITED NATIONS

RULES FOR BRAINSTORMING 1. CRITICISM...IS RULED OUT. CRITICISM 2. FREE-WHEELING IS WELCOMED. THE WILDER THE IDEAS, THE BETTER. OFFBEAT AND SILLY IDEAS MAY TRIGGER PRACTICAL BREAKTHROUGHS THAT MIGHT NOT OTHERWISE OCCUR.

RULES FOR BRAINSTORMING (CONT’D) 3. COMBINATION AND IMPROVEMENT ARE SOUGHT. GROUP MEMBERS ARE ENCOURAGED TO COMBINE AND “HITCHHIKE” IDEAS. 4. QUANTITY IS WANTED. THE LARGE THE NUMBER OF IDEAS, THE GREATER THE CHANCE OF REACHING THE BEST SOLUTIONS.

MATHEMATICAL FORMULA FOR FPS EVALUATION SUBJECTIVE MATERIAL (BOOKLET) + SUBJECTIVE EVALUATION STANDARDS (FPS CRITERIA) + SUBJECTIVE EVALUATORS (HUMANS) SUBJECTIVE EVALUATION

CRITICISM SANDWICH TRY TO RELATE YOUR PROBLEMS BACK TO THE FUZZY TRY TO RELATE YOUR PROBLEMS BACK TO THE FUZZY GOOD FLEXIBILITY! EXCELLENT RESEARCH ON THIS PROBLEM!

FORMULA FOR FEEDBACK  SOMETHING YOU DID REALLY WELL:  SOMETHING YOU COULD IMPROVE UPON:  A WAY TO IMPROVE IT:  SOMETHING YOU DID REALLY WELL: