1. We started the course with just the general areas of cognition. We have studied working memory, long term memory, and memory strategies. Problem solving and creativity is another part of our daily lives. We as teachers solve problems everyday along with our students. For example, we may not know what to do when a student comes in without homework for the 4th day in a row. We may not know it, but we are always solving problems!
2. After reading chapter 11, there is nothing that I am unclear on. However, I did struggle with the Slavery and Duffy article. After reading it a few times, I do have a better understanding of it.
3. I actually enjoyed reading about problem solving because this is something that happens daily. As a math teacher, I am constantly trying to get my students to think outside the box to solve problems. It was very interesting to learn the problem-solving strategies. I never knew which strategy I related to most until I read the chapter. It's interesting to know that we do stuff everyday, now we are just putting names to what we do!
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I don't know about you, but I thought the Savery and Duffy article used alot of vague (discertation-like) wording to say simple things. If you want your students to actively learn, put them in an enriching environment where they can "discover" the answer for themselves. Great, you took three pages to tell me that? Your right, as teachers we do this stuff every day, the book and readings just put names to it.
ReplyDeleteI also enjoyed learning about problem solving. I think I'm better at understanding my own children and how they come up with a decision because of this chapter.
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