1. 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.

2. 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.

3. Inductive teaching methods

4. Facilitating Skill Development:
Problem-solving skill
Creativity skill
Critical thinking skill
Self-directed learning skill
Teamwork skill
Etc.,

5. 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:
Learning styles of expert and novice learners
Meaningful learning depends on active cognitive processing in learner’s working memory.

6. 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

7. 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

8. 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:

9. 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:

10. Assessing critical thinking
PIC reference:
Standardized instruments developed specifically to assess critical thinking skills

11. 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

12. 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

13. 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:
CATME Team-Maker , an online team-forming program.

14. 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:
Peer-led active learning group

15. 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.