CRITICAL THINKING & PROBLEM SOLVING
Overview For Teachers
CRITIAL THINKING & PROBLEM SOLVING: The ability to analyze facts and use a logical approach to form an accurate, objective decision or plan of action; recognize and clearly define a problem, determine the cause, identify, prioritize, and select alternatives for a solution, then implement the solution even for difficult or complex issues; evaluate and monitor progress and revise the plan as needed; the ability to identify resources needed to solve a problem; generate new ideas; consider the relative costs and benefits of potential actions to choose the most appropriate one; discover a rule or principle underlying the relationship between two or more objects and apply it to a new situation or when solving a problem; the ability to “think on one’s feet”, assess problems, and find well-thought out solutions within a reasonable time frame; the ability to think critically and creatively, share thoughts and opinions; the ability to understand framework for sound ethical decisions.
PURPOSE: Upon completion of this module, the student will understand the importance of being a critical thinker and problem solver and the role they play in being successful. In addition, the objectives listed below should be met.
OBJECTIVES:
Ability to use critical thinking skills on a daily basis
Ability to follow the specific steps to solve a problem
Ability to recognize the importance of critical thinking and problem solving
Ability to recognize how critical thinking and problem solving apply to work
OVERVIEW:
This module focuses on teaching students the importance of critical thinking and problem solving. Students will work to improve these skills through activities and guided discussions with their class. They will discuss aspects of critical thinking and problem solving such as the steps to take to become a critical thinker, the specific steps to solve a problem, and the importance of utilizing these skills in all aspects of life.
TEACHERS: WHAT ARE YOU OBSERVING?
What does critical thinking & problem solving look like in the classroom or in school in general? A great way to answer this and get things going is through engagement with the students. Ask your students these questions:
1. What does critical thinking and problem solving look like in school?
2. How do your critical thinking and problem solving skills affect people around you? Example: teachers, classmates, teammates, family, etc.
3. What does critical thinking and problem solving look like within your learning?
RELEVANCY OF CRITICAL THINKING & PROBLEM SOLVING:
In a recent study, critical thinking and problem solving were identified as some of the most important skills needed for job success, and skills that are lacking in today’s workforce. They were also rated as the top skills of increasing importance over the next five years.
LESSON:
Marshmallow Tower
Time Allocation: 20 minutes
Materials/Resources: computer with internet access/projector (teacher), 75 round toothpicks and 100 mini marshmallows per group, stopwatch or timer on cell phone, paper, pens/pencils, whiteboard, markers.
ANTICIPATORY SET IDEA:
Show students the following short video of a baby demonstrating his problem-solving skills:
Ask students to identify the steps the baby used to reach his end goal.
WATCH THE VIDEO:
DIRECT INSTRUCTION:
Ask students to tell you the steps they typically use to solve a problem. Write their ideas on the whiteboard and narrow down the list to the top 3-5 steps.
Tell students that today they are going to demonstrate their critical thinking and problem solving skills by thinking quickly on their feet with their group to win a challenge.
Put students into groups of six and give each group 75 round toothpicks and 100 mini-marshmallows.
The goal of this activity is for the team to work together to create the tallest structure using the toothpicks and marshmallows.
If the team needs additional toothpicks or marshmallows, one team member may go to the front of the room to grab more.
Teams will have seven minutes to build their structure. Tell students when to begin and start the timer. When time is up, all team members must immediately remove their hands from the structure.
You will then walk around the room to judge the structures and to name the winning group. For the tower to be considered a “winner,” it must be able to stand on its own for 15 seconds without any help from the group or any other supporting devices.
GUIDED ACTIVITY:
Following the activity, ask these questions for a short class discussion:
o How did you decide what the tower was going to look like?
o Did you come up with a plan before you started or did you just start and make changes as you went? Was this a good or bad method?
o Did you appoint a leader to your group or did someone emerge as the leader?
o Did you encounter any problems or difficulties? How did your team react to these?
o Was your end product satisfactory? What would you change next time?
o What can this activity tell us about solving problems and thinking critically?
o How does this activity apply to your everyday life?
CHECK FOR UNDERSTANDING:
Technology Use: Create a survey, poll, or questionnaire to send to the students that will give you immediate feedback about the student’s level of understanding. You can use Survey Monkey, Google Forms, or any other survey platform you prefer.
Non-Technology: 3-2-1: Students will reflect on the lesson and on a piece of paper they will write down 3 things they learned, 2 things they want to know more about, and 1 questions they have.
ETHICAL SCENARIO--Optional (if not using, skip to "review and closing")
The Ethical Choice Scenarios have been developed to provide teachers with the ability to make the material applicable to real-life and relevant to the students. Within this guide, directions and prompts for the teacher will be in BLUE for ease of facilitation.
READ THE FOLLOWING SCENARIO OUT LOUD TO THE STUDENTS:
A TEACHER’S MISTAKE
Last Monday, you took your mid-term exam in your biology class and today you will find out your mid-term grade. You are really excited because you’ve earned an “A” in all your other classes and your goal for this year is to maintain your 4.0 GPA. You feel pretty confident that you will earn an “A” in biology, so you are very anxious to get your test back and confirm that. The teacher finally hands you your test and there’s the “A” you were looking for. You are very excited and you start looking through your test to see what questions, if any, you got incorrect. Suddenly you notice that your teacher made a mistake. She accidentally marked one of your answers correct when you know that it’s actually wrong. But, if you inform your teacher of the mistake, your grade on the exam will be marked down to a “B” which means your overall class grade will turn into a “B” as well. So, by doing that, you will lose your 4.0 GPA! What do you do? Should you be honest with your teacher and inform her of her mistake or should you ignore it and bask in the glory of achieving your 4.0 GPA?
ASK THE FOLLOWING QUESTIONS: (display them to the class if necessary)
1. How many of you have already been faced with this scenario in real life?
2. What are the possible courses of action you could take?
3. What are possible positive or negative consequences for you, depending on your decision?
GUIDED DISCUSSION: ASK STUDENTS TO SHARE THEIR THOUGHTS ON THE SITUATION AND HOW THEY ANSWERED THE QUESTIONS.
NOTE 1 : To help facilitate discussion, share any personal experiences you may have encountered with this same sort of issue.
NOTE 2 : Another option to foster further critical thinking is to then ask students, “Would not telling the teacher really be dishonest, since she is unaware of her mistake?”
NOTE 3 : Another option to foster further critical thinking is to then ask students , “ What values do you think are in tension here, why is it an ethical dilemma?”
CLOSING DISCUSSION: ASK THE STUDENTS, “HOW WOULD YOU WEIGH OUT THE PROS AND CONS OF YOUR DECISION AND THE LONG-TERM RAMIFICATIONS?”
REVIEW AND CLOSING:
To end the lesson, remind students about the need for problem solving and critical thinking skills not only in class but also in everyday life.
CORRELATION TO OBSERVATION TOOL: The Frequency Observation Tool (FOT) has a category where students will be observed and rated on their critical thinking skills. This lesson will give students the opportunity to use their problem solving and critically thinking skills with their group to build a marshmallow and toothpick structure.
DIFFERENTIATED INSTRUCTION IDEAS:
-Visual: Visual learners will benefit from having the poster hanging in the classroom for a constant reminder.
-Auditory: Auditory learners will benefit from the partner and the class discussions.
-Kinesthetic: Kinesthetic learners could benefit by writing down any important information.
-ESL: ESL students would benefit from having a partner to assist them in the writing activity in case they have questions or need clarification.
-At-risk: At -risk students will benefit from the interaction they have with their group to help keep them focused and on task.
-Advanced: Advanced learners could benefit from helping other students write down their schedules, or by assisting ESL or At -risk students who may need additional help .