Strategies Copy (1) PDF - Problem-Solving Strategies for Students

Curriculum By the end of the ppt , you will be able to: - Differentiate Objectives from Learning Outcomes - Recognize the 21st century skills - Recognise different styles of 6 Hats of Thinking to build essential questions - Identify stage 1 of UBD -  Blooms vs 5Es...

Curriculum By the end of the ppt , you will be able to: - Differentiate Objectives from Learning Outcomes - Recognize the 21st century skills - Recognise different styles of 6 Hats of Thinking to build essential questions - Identify stage 1 of UBD -  Blooms vs 5Es vs 6 Hats of Thinking 6. Evaluation 5.Empower Deep 5. Synthesis 4. Extend 4.Analysis 3. Application 3. Enhance Learning 2. Comprehension Self Development 1. Knowledge 2. Enrich 1.Exchange Shallow Passive engagement Active 12/1/2024 2 Success Anwar Kawtharani Brainstorming Keep the problem/issue in your mind. Then put on the Red thinking hat to approach the problem and orally discuss the following questions What is my gut feeling about this solution? Based on feelings, is there another way to fix this problem? What are our feelings about the choice we are making? Does our intuition tell us this is the right solution? The Red Hat EMOTIONS Brainstorming Keep the problem/issue in your mind. Then put on the Black thinking hat to approach the problem and orally discuss the following questions. How will this idea likely fail? What is this idea’s fatal flaw? What are the potential risks and consequences? Do we have the resources, skills, and ability to make this work? The Black Hat NEGATIVE Brainstorming Keep the problem/issue in your mind. Then put on the White thinking hat to approach the problem and orally discuss the following questions. What do we know about this issue? What don’t we know about this issue? What information do we need to solve this problem? Are there potential existing solutions that we can use to solve this The White Hat problem? FACTS Brainstorming Keep the problem/issue in your mind. Then put on the Yellow thinking hat to approach the problem and orally discuss the following questions. What is the best way to approach the problem? The Yellow Hat OPTIMISTIC What can we do to make this work? What are the long-term benefits of this action? Brainstorming Keep the problem/issue in your mind. Then put on the Green thinking hat to approach the problem and orally discuss the following questions Do alternative possibilities exist? Can we do this another way? How can we look at this problem from other perspectives? How do we think outside the box? The Green Hat SOLUTIONS/ CREATIVITY Brainstorming Keep the problem/issue in your mind. Then put on the Blue thinking hat to approach the problem and orally discuss the following questions What is the problem? How do we define the problem? What is our goal and desired outcome? What will we achieve by solving the problem? What is the best method for going forward? The Blue Hat  The Six Thinking Hats: Critical Thinking and Brainstorming for Better Problem Solving The white hat is like an unbiased and neutral detective who gathers, organizes, analyzes, and presents current information. This hat represents enthusiasm and optimism. Like a bright, sunny day, the yellow hat is used to bring positive energy and life to every idea. With the yellow thinking hat, you seek to find the benefits and value of ideas. The black hat is the opposite of the yellow hat and represents judgment. Wearers of this hat look for ways that the situation can go wrong. While you have the red thinking hat, your primary goal is to intuitively suggest proposals and plans of action based on feelings and hunches. This hat is open- minded and non-judgmental. Green hats are used for creative thinking. Wearing this hat lets you think outside the box to explore more possibilities and bend the rules of problem-solving. This creative thinking should be free from judgment and criticism. This hat provides a management role and will help you analyze the situation. The control hat, organizing thinking itself. Sets the focus, calls for the use of other hats. Monitors and reflects on the thinking processes used. Blue is for planning. Reading Oil Spill Pollutes the Lebanese Coast Read the following selection in which the wr iter repor ts on the ecological disaster of the dreadful oil spill that polluted the Lebanese shore dur ing the 2006 attack on Lebanon. When you are through, answer the questions that follow. 1. The Jiyeh power plant in south Beirut that was knocked 1. What is the problem introduced in paragraph 1? down by enemy planes in 2006 caused a massive oil spill along the 2. What effect results from this coast. A distance of about 130 kilometers was affected by a spill of problem? at least 15,000 tons of oil from the power plant. This disaster had 3. Why did the Lebanese government seek the international an impact on all sorts of marine life in Lebanon as well as in the authorities assistance? neighboring countries. 2. Needless to say, the oil spill was bigger than what Lebanon could handle alone. In fact, lacking the means and necessary equipment to treat such magnitude of pollution, the Lebanese authorities had to make an urgent appeal to the international community for assistance in this dreadful ecological crisis. 3. The ancient ports along the coast suffered the most as the 1. Refer to paragraph 3, identify three effects behind the oil spilled sticky fluid surrounded the fishing boats there. Local fishermen in the water? reported that the strong smell of fuel was suffocating. According to 2. How does paragraph 3 relate to reports from local hospitals, several cases, mostly children, were the picture? admitted to hospitals with severe respiratory problem as well as skin rash. Fishermen were also worried about their only source of living. “Without the sea, I can do nothing, I will be out of business," one of them said. "If you take the sea from a fisherman, he will die, like the fish." Officials from the Ministry of Tourism voiced their fear that the ecological disaster would hinder tourism for some years since most resorts are located along the coast. 4. The clean-up process along wide stretches of the coast was 1. What obstacles hindered the cleaning estimated to take longer than expected in similar cases because most of the process? geographical nature of the Lebanese shores is rocky. Consequently, one of 2. Reflect on the the ways used to remove the oil sticking on the rocks was manual underlined sentence? scrubbing. 5. Due to destructive military operations that continued for weeks after the disaster, the oil spill was not contained immediately. It spread to the neighboring countries, causing a wider ecological disaster in the eastern side of the Mediterranean Sea. What we are sure of now is that the marine life of many species, including the endangered green turtle, will suffer tremendously for several years to come. Nobody can tell what effect the oil spill will have on the future of tourism in the area and on man’s health. Post Reading Activity – Group Work  The Red Hat Group 1. Put the Red Hat on to respond to the following questions. (EMOTION) 1. What are your feelings about the case of the enemy polluting our coast? 2. What does your intuition tell you about the future of the Lebanese coast? 3. Which parts of the above selection did you find boring? Why? The Black Hat Group 2. Put the Black Hat on to respond to the following questions. (NEGATIVE) 1. What are the possible health/economic drawbacks of oil spills? 2. What were the challenges faced by the Lebanese people before and after the attack in 2006?  The White Hat Group 3 The Yellow Hat Group 4. Put the Yellow Hat on to respond to the following questions. (OPTIMISTIC) 1. What were the benefits to Lebanon after the attack in 2006? 2. What are the benefits of cleaning the Lebanese coast to the wider community? Explain.  The Green Hat Group 5. Put the Green Hat on to respond to the following questions. (SOLUTIONS) 1. What solutions did the above selection propose? 2. Can you find better approaches to solve the above problem? Suggest ideas, approaches, and solutions not yet explored or applied to the Lebanese coast. 3. What would follow if the Lebanese government applies your proposed solution? Explain. The Blue Hat Group 6. Put the Blue Hat on to respond to the following question. (DRAW CONCLUSIONS) 1. What conclusions can you draw after reading the above selection? Justify your answer. 2. What is the goal and desired outcome? 3. What will we achieve by solving the problem? 4. What is the best method for going forward?  STAGE 1 - Desired Results Established Goals Transfer Learning Outcomes G Students will be able to independently use their learning to: T  Demonstrate critical understanding of  Determine intrinsic and extrinsic factors that lead to limitations and response to listening, spoken and  Propose intrinsic and extrinsic behaviours to challenge, adapt and/or overcome hindrances written discourse  Demonstrate critical thinking skills Meaning  Demonstrate ability to use of reading strategies  Demonstrate ability to develop UNDERSTANDING U ESSENSIAL QUESTIONS Q independent research skills  Demonstrate ability to develop Big Idea: Students will keep considering the following topical and academic essay overarching essential questions: Challenging  What are limitations? The unit will promote: limitations, the gate  To what extent do intrinsic factors hinder accomplishment? 21st century Competencies:  To what extent do extrinsic influences curb accomplishments? way to  Is the sense of “yes-I-can” attainable?  Cognitive Comp. accomplishments  Does technology contribute to overcoming and/or adapting to Communication Skills limitations? Problem-solving skills  What values are promoted through support systems? Creative thinking  Interpersonal Comp: Acquisition Communication Cooperation Students will know K Students will be skilled at … S  personal, health, social, financial … factors  identifying and determining problems Collaboration that impede self-realization  proposing feasible measures or solutions Empathy  how various support systems: Technology,  utilizing reading comprehension skills and  Intrapersonal Comp: rehabilitation, education, community, promote strategies Self-monitoring skills self-realization  identifying modes of credibility Accountability  developing case-study essays  STAGE 2 - Evidence of Learning Code Evaluation PERFORMANCE TRANSFER TASKS: PT Criteria Students will show their learning by  All students  transferring understanding of reading skills in new selections will effectively  Video and related worksheet (DI) use an  cooperative learning (Jigsaw II) (DI) agreed-upon  independent reading Transfer writing rubric  developing a case study of their choice (DI) understanding aligning with You have been reading and inquiring into different intrinsic and extrinsic factors that contribute to national rubric limitations as well as ways to challenge these. Choose any interesting case of a person of your in standardized choice and show how this person’s case (health. Social, personal …) chained him. Then propose Acquisition of writing exams (social, technological, personal …) ways or measures that would help people experiencing this knowledge situation/case to challenge their limitations and attain inspiring achievements.  All students are expected to  creating a product of their choice (DI) Make develop a well-  Low achievers will be further assigned supplementary selections with required reading skill questions meaning of organized and followed by group or on-on-one correction. (DI) essential coherent in questions essay OTHER EVIDENCE: OE  Students will Students will show that they have acquired knowledge and skills predetermined in stage 1 via: display honesty  Quiz 1: Students read a selection from the text book (Bill Rinaldi) and complete two graphic organizers and perception and two reading skill questions upon  Quiz 2: Students will independently develop a case study essay (DI) completion of a survey  Collaborative Writing: In groups of five, students will be asked to choose one case to enter a reflecting their competition. (DI) performance Students are required to edit and upgrade the case study to submit it for a competition. and attitude in The best three will be used as a model case study in secondary I in March cooperative  Test 1: A mock test will be administered to gauge students’ ability to transfer learning. learning  Student self-assessment: reflection writing (DI) Survey (DI)  STAGE 3 - Learning Plan Coding for Objectives Learning Events Instructional Alignment strategies By the end of the unit, Week One (Mid-October) stds are expected to be able to: Pre-activities: use acquired Teacher displays the big idea on the board to hook students M knowledge to relate “Challenging limitations, the gate way to accomplishments” M ″ Students will be asked to specify limitations/problems that would usually Open Class Discussion impede anyone from realizations generate inquiry Students will be asked to refer to the big idea to generate 3-4 probe Think-Write-Pair- AM questions questions they would later use to inquire and make meaning Share Anticipation Guide KWL / KUD / KWHLAQ Charts Week Two (Mid-October) AM use acquired Students will watch a PPT picture preview to: (DI) knowledge to analyze Visual Thinking identify different types of health, personal, social limitations/cases Strategy figure out possible impacts of such limitations Graphic Organizers suggest probable solution take notes AMT identify method of Students will watch a video showing a case, its repercussions, and expert organization and judgment. (DI) development of ideas Classroom Instruction 21 Direct Instruction: Mastery Learning 1. State learning objectives. 1.Clarify. 2. Review. 2. Inform. 4. Explain. 3. Pretest. 5. Practice.. 4. Group 6. Guide.. 5. Enrich and correct. 7. Check for understanding. 6. Monitor. 8. Provide feedback 7. Posttest.. 9. Assess performance 8. Assess performance. Guided Instruction Systematic Instruction 1.Review. 1.Review. (concepts and skills) 2. Anticipatory set. 2. Development. 3. Objective. 3. Assess comprehension. 4. Input. 4. Seatwork. 5. Modeling.. 5. Accountability 6. Check for understanding. 6. Homework. 7. Guided practice 7. Special reviews. 8. Independent practice. Assign Anwar Kawtharani 12/1/2024