1. What now? Is this the best? PROBLEM SOLVING AS A STRATEGY

2. WHY PROBLEM SOLVING AS A STRATEGY : Learners are: active, goal orientated, develop critical thinking, argumentation, analyse thoughts and applies current knowledge : Develops higher cognitive skills Gives solutions that are valid Develops responsibility Influences the way you think Encourages communication Helps you remember Indicate that you have comprehended Suitable for a constructivist classroom

3. LIMITATIONS OF METHOD: Expects that there will be thorough planning and preparation Learners do not always understand the problem Problems must be relevant Learners that see the teacher as a source of knowledge find it difficult to carry on their own Dominate learners can cause that the method is not successful

4. CRITERIA DO DETERMINE IF IT WAS SUCCESFUL: Was the problem important enough? Were the learners interested? Do the learner see the relevance of it? Do the teacher encourage the learners? Are the learners stimulated? Is the teacher supportive? SEE NOTES AND WORKSHEET

5. S TEPS FOR SOLVING A PROBLEM It is after break and a learners comes to you and tells you that his stomach I aching. What will you do? A person that passes your house every day with a little truck on his way to work works on the train rails that day and they shift the rails and his leg gets stuck A train is on the way. What will you See exercise in source 10

6. DISCUSSIONS

7. ACTIVTY TO DO: Discuss what you understand of discussions as a method of teaching. Observers write down what you experience. Give possible solutions for what was experienced. What do you think went wrong during the discussions?

8. DEFINE DISCUSSIONS It is a orderly conversation between a group of people that results in the interaction between the different parties and ideas that are exchanged to answer a specific question.

9. WHEN AND HOW WILL DISCUSSION BE USED TO ENSURE OPTIMAL LEARNING To solve a problem To answer a question To enhance learners choices during problem solving Can be used for any level and any subject The whole class be involved/ or small group discussions The lesson outcome and activities will determine whether this method is applicable Talk- listen react Put more than one point forward for discussion Will be used with the intention to convey knowledge Must be within the didactical guidelines “All must think together ” (see de Bono) Strive to find the right words during the discussion

10. WHICH SKILLS MUST THE TEACHER POSSESS TO FACILITATE DISCUSSIONS IN THE CLASSROOM? (154-156) Listen attentively Praise when necessary Explain statements Reflect and refocus Paraphrase Repeat statements Ask learners to add Invite learners to ask questions Involve everybody

11. HINTS Spend time to teach learners how to think (De Bono 1985) otherwise it is discussion without a aim “we do not have a simple language as a control system for thinking” One aspect that he suggests is the technique as a solution to the problem is the “six thinking hats”. Learners are thought to make choices. Decide on the topic that will be discussed Example polluted water Step I: Inform the learners about the problem Step 2: Debate the issues Step 3: Allow the learners to debate from different perspectives.

12. S IX THINKING HATS OF DE BONO E B ONO

13. S IX THINKING HATS OF D E B ONO White hat: Facts and questions on the topic that must be discussed or debated Red hat: How will suggestions be made or formulated. How do they feel about it. Their emotions will guide the discussions. Yellow hat: Let the learners think about the positive aspects that can come from this. What has been done already? Black hat : The discussions must focus on the weak points and on what can go wrong. Green hat : different methods can be used in order to come up with creative ideas and alternative solutions. Brain storm. Blue hat : This is the last hat and gives you the bigger picture. Learners will see the holistic picture.

14. B ELANGRIKHEID DAARVAN : WHY IS IT IMPORTANT? Make use of information in a way that makes sense and is not bias They can arrange their thoughts They can distinguish between logic and less logic contributions They learn independently They apply problem solving They question the situation, give their views and make assumptions.

15. DISCUSSIONS IN COLLABORATION WITH OTHER TEACHING STRATEGIES DIRECT TEACHING To find new information on a new topic in a short time GROUP WORK To work together and to find information on the topic Cooperative learning Discussions within a group PROBLEM SOLVING Learners make sense with the problem LEARNER RESEARCH Provides clarity on certain topics of research CASE STUDIES Discuss real life situations

16. DURING COMPUTER DISCUSSIONS : Learners are not intimidated Work on own time Have time to correct and to reflect Are not manipulated Every one is equal Encourages and improves writing skills Can add ideas Discussion can take long but within a limited time frame

17. AIM OF RESEARCH PROJECT: Develops research questions and the writing of the research questions Develop a research strategy Develop the ability to analyse information, organise and evaluate Answer research questions Report on results in graphs Evaluate the research

18. SKILLS THAT ARE NEEDED: To obtain information Logic thinking Hypotheses or research questions are formulated Organise ideas Improve verbal and non verbal skills Do not be bias during argumentations Identify mistakes in data and to analyse it To observe the pattern in the data

19. EIGHT PHASES OF RESEARCH Make sure you bear the correct aim in mind (what gave rise to the problem) Develops research questions Develops a research strategy Literature study Collects data (quantitative/qualitative) Select, organise, analyse and evaluate Draw a conclusions Evaluate the effectiveness of the research

20. Plagiarism? How can it take place? Make use of skills: Analyse in the form of a mind map and then synthesise

21. Go to page 31 and measure research against the critical outcomes and effective learning. Take each strategy and analyse the learner’s involvement; Active Constructive Cumulative Goal orientated Self regulated learning Individual different

22. R OLE PLAY Why is it important? - Learning environment where learners are motivated - Application of knowledge in real situations - Develop range of communication and social interaction - Opportunity to deal with complex situations - Learners engage actively - Understand the feelings and attitudes of others - Develop self confidence - Encourage to take a deep approach to learning - Explore new situations - Resolve conflict situations - - Example: -