Engage Students More Hopscotch Mathe has Students Jumping for Joy

2019 ◽  
pp. 364-367
Author(s):  
Bernie May
Keyword(s):  
Problem Solving ◽  
Thinking Skills ◽  
Algebraic Equations ◽  
Magic Squares ◽  
Problem Solving Skills ◽  
Small Section ◽  
Innovative Thinking ◽  
Innovation Economy ◽  
The Times

The goal was to create a system to teach children deep thinking skills, as well as problem solving skills which they could later use in tomorrow’s innovation economy. The by-product is they learn the Times Table. We cover more in less time…under 5 hours, we go up to 20x20, and introduce the children to complex algebraic equations, too. Guess what? They love it – and ask for more! The times table represents the problem to be solved. Each intersection represents a smaller aspect of the problem. They learn various techniques. No dumb sing-song melodies. They build on what they know. We do not go linearly through the table. We jump around…and cover whatever we can. When we are through I show them that if they only knew 7x4 = 28, they have the problem solving skills where they can solve the whole table. The idea behind Kinestetic Math is to get into their world, and reach them at their level. Children like to run, jump, colour and move around – so do we. We use our fingers, our knuckles, and our legs to learn the Times Table. This paper covers a small section of the program, Magic Squares and Hopscotch Math, as an introduction to a different kind of thinking and how innovative thinking can be applied to teaching. I introduce the program with a 10x10 grid representing the times table. Every time we solve one of the blocks on the table, they get to color the block however they want.

scholarly journals Pembelajaran Berdasarkan Senario dalam Mengajar Model Penyelesaian Masalah

2018 ◽  
Vol 10 (3-2) ◽  
Author(s):  
Shanthi Tamilselvam ◽  
Johari Surif
Keyword(s):  
Problem Solving ◽  
Secondary School ◽  
Teaching And Learning ◽  
Chemistry Education ◽  
Secondary School Teachers ◽  
Thinking Skills ◽  
Problem Solving Skills ◽  
Transcription Process ◽  
Education Levels ◽  
University Lecturers

This study aims to evaluate the suitability of the Scenario Based Learning Module (SBL), which has been designed in the topic of Problem Solving Models. The study also aims to examine the advantages of SBL in universities and secondary education levels.  In addition, this study was conducted to find out the barriers and constraints in the designated SBL.  Lecturers from a university and a secondary school participated in this study which is conducted as an interview.  The interview is aimed to gather information on the suitability and features of the module, as well as the advantages and obstacles in the SBL module.  The data obtained from the interviews are qualitatively analyzed through the transcription process.  The findings show that the modules are designed to be practiced at university level among students. The findings also show that the module has many advantages in terms of understanding the learning content, thinking skills and problem solving skills, social and collaborative skills and intrinsic motivation of students.  Additionally, obstacles and constraints that exist in SBL are also discussed. This study benefits from the perspective of providing information on the suitability, advantages and obstacles of SBL for the Problem Solving course in Chemistry Education.  In fact, university lecturers and secondary school teachers can take this study as a reference for SBL applications in teaching and learning.  University students can also benefit from the SBL module designed and the results of this study.

scholarly journals INTEGRATING SOFT SKILLS INTO TEACHING ORGANIZING EVENTS SUBJECT AT SCHOOL OF STATE MANAGEMENT, OFFICE ADMINISTRATION, AND TOURISM – TRA VINH UNIVERSITY

2019 ◽  
Vol 1 (2) ◽  
pp. 228-234
Author(s):  
Tuan Minh Chau
Keyword(s):  
Problem Solving ◽  
Creative Thinking ◽  
Soft Skills ◽  
Thinking Skills ◽  
Listening Skills ◽  
Specialized Knowledge ◽  
Problem Solving Skills ◽  
State Management ◽  
The Subject ◽  
Teamwork Skills

The article presents the importance of integrating soft skills into teaching specialized knowledge. Through the article, the author presents the importance of Organizing Events subject as well as shows that Organizing Events is a subject that requires learners to have many skills such as: independent working skills, teamwork skills, creative thinking skills; coordination skills, problem-solving skills, listening skills and some other skills. All the skills mentioned above are applied to Organizing Events at each stage, each activity when organizing the event. In order for students to effectively apply the skills into the subject, teachers can design lectures, provide exercises in accordance with the content of the subject, divide each stage so that it can be further taught helping students grasp each content, thereby being able to best use the subject when designing each profile for the assumed event and students have to practice organizing events according to reality. Besides, the articlealso emphasizes that integrating soft skills into teaching specialized knowledge is a necessity, from the reality of the Organizing Events subject.

Pedagogical Orientation in the Fourth Industrial Revolution

2021 ◽  
pp. 1044-1063
Author(s):  
Byabazaire Yusuf ◽  
Abdul Hamid Busthami Nur
Keyword(s):  
Problem Solving ◽  
Flipped Classroom ◽  
Industrial Revolution ◽  
Thinking Skills ◽  
Problem Solving Skills ◽  
Fourth Industrial Revolution ◽  
Collaborative Environment ◽  
Community Stakeholders ◽  
Part Time ◽  
Time Basis

Redesigning higher education is one of the most widely discussed topics among educators, parents, and other community stakeholders. This is due to the current developments in digital technologies and onset of the fourth industrial revolution which is set to alter the way people live and work. This chapter suggests the implementation of the flipped classroom model as an appropriate approach for equipping students with creative abilities, problem solving skills, thinking skills, and lifelong learning skills. Eight in-service teachers pursuing a postgraduate course on a part-time basis participated in a qualitative study. The study was conducted using asynchronous virtual focus group dialogue sessions. The study addressed three main questions: 1) why they adopted a flipped classroom model, 2) how they implemented it, and 3) what fourth industrial revolution skills were developed using this model. On the whole, this approach created an active and collaborative environment which enabled students to demonstrate their creativity and problem solving skills needed for future careers.

Sixteen years of the Brooklands Thinking Skills Offender Programme

2017 ◽  
Vol 8 (3) ◽  
pp. 132-143 ◽  
Author(s):  
Gareth Hickman ◽  
Su Thrift ◽  
Rani Dhaliwal ◽  
Chénelle Taylor
Keyword(s):  
Locus Of Control ◽  
Problem Solving ◽  
Social Problem ◽  
Thinking Skills ◽  
Evidence Base ◽  
Social Problem Solving ◽  
Self Report ◽  
Problem Solving Skills ◽  
Treatment Pathway ◽  
Content Type

Purpose The purpose of this paper is to report on the Brooklands Thinking Skills Offender Programme (BTSOP), a social problem-solving skills group programme developed and provided to people with intellectual disabilities (IDs) detained in conditions of medium and low security. The programme has been running and evolving since 2001 and has undergone consistent development over this time. Within the past five years, there have been significant developments of the Secure Service Treatment Pathway and the current paper describes the integration of the BTSOP within this new pathway model. Design/methodology/approach The programme was evaluated over five years using self-report psychometric measures related to treatment targets. Evaluation data in relation to attrition rates, discharges, transfers, treatment engagement and recidivism are also provided from a 16-year period. The updated treatment pathway and a description of the programme are provided. Findings Results showed statistically significant improvements in Rational Problem Solving, increased internal locus of control and decreased external locus of control. Reflection on the limitations and challenges to outcome assessment in this area is offered. Originality/value This paper builds on the existing evidence base of interventions focused on developing social problem-solving skills in offenders and presents evidence of the effectiveness of such programmes with offenders with IDs.

Using Classwide Peer Tutoring to Teach Beginning Algebra Problem-Solving Skills in Heterogeneous Classrooms

1997 ◽  
Vol 18 (6) ◽  
pp. 367-379 ◽  
Author(s):  
David H. Allsopp
Keyword(s):  
At Risk ◽  
Problem Solving ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Students At Risk ◽  
Problem Solving Skills ◽  
Higher Order Thinking Skills ◽  
Classwide Peer Tutoring ◽  
Beginning Algebra ◽  
Not At Risk

This study examined the effectiveness of using classwide peer tutoring (CWPT) in heterogeneous middle school math classrooms to teach students in beginning algebra problem-solving skills. The literature on CWPT demonstrates its effectiveness with basic academic skills, but little research addresses whether CWPT can be effective for teaching higher order thinking skills. This study compared the effectiveness of CWPT with traditional independent student practice. Additionally, the performance of students at risk of math failure (students whose grade in math was a D or an F and/or who scored a stanine of 3 or lower in the math section on a standardized assessment) was compared with the performance of students not at risk of math failure. An analysis of the data indicates that both CWPT and independent student practice were effective strategies for helping students to learn beginning algebra problem-solving skills. Neither strategy was significantly more effective than the other. Students at risk of math failure demonstrated slightly greater performance gains than did students not at risk of math failure. Related findings indicate that CWPT was most effective with 14- and 15-year-old students. Implications for using CWPT for increasing students' higher order thinking skills is discussed as well as its use in heterogeneous classrooms and with middle school students.

Fifteen: Combining Magic Squares and Tic-Tac-Toe

2012 ◽  
Vol 106 (1) ◽  
pp. 34-39 ◽  
Author(s):  
Joseph B. W. Yeo
Keyword(s):  
Problem Solving ◽  
Mathematical Thinking ◽  
Magic Squares ◽  
Problem Solving Skills

The game Fifteen can motivate students to develop problem-solving skills and mathematical thinking.

scholarly journals Problem Based Learning Learning Model improve Critical Thinking Ability

2021 ◽  
Vol 3 (4) ◽  
pp. 46
Author(s):  
Deviana Yulianti
Keyword(s):  
Critical Thinking ◽  
Elementary Schools ◽  
Problem Solving ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Problem Solving Skills ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Learning Guide

<p><em>The demands of the 2013 curriculum ideally are that learning is able to develop 4C skills, one of which is critical thinking and problem-solving skills (Critical-Thinking and Problem-Solving Skills), namely being able to think critically, laterally, and systematically, especially in the context of problem solving. In fact, students' critical thinking skills have not been maximally developed, especially in elementary schools. The learning process in elementary schools currently requires problem-based learning that requires students to actively carry out investigations in solving problems and the teacher acting as a facilitator or learning guide will be able to shape the ability of students to think critically. The purpose of this research is to describe the concept of Problem Based Learning (PBL), the concept of critical thinking ability, and the relationship between Problem Based Learning (PBL) and critical thinking ability. The results of the Problem Based Learning (PBL) model improve critical thinking ability.</em></p>

scholarly journals Reflection method used in clinical practices in nursing students effects on problem solving skillsHemşirelik öğrencilerinde klinik uygulamalarda kullanılan reflekşın yönteminin problem çözme becerisine etkisi

2016 ◽  
Vol 13 (3) ◽  
pp. 4931
Author(s):  
Fatma Tanrıkulu ◽  
Funda Erol ◽  
Yurdanur Dikmen
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Problem Solving ◽  
Clinical Application ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Clinical Environment ◽  
Reflection Method ◽  
Clinical Practices ◽  
Problem Solving Skills

Aim: This study was conducted to observe the efficiency of the reflection method used in clinical practices in nursing students and the examination of the effects and problem solving skills.Method: The samples of this study consist of 50 freshmen students of Sakarya University Nursery Department.  The data were collected with the Evaluation Form on the Students’ Perception Related to the Reflection Method. In the analysis of the data, number, percentage, standard deviation, and t test in related groups were applied.Results: A large portion of the students (76.0%) stated that with the application of this method on clinical application, they found the opportunity to evaluate themselves in different perspectives, 78.0% stated this method was helpful on reviewing their positive or negative experiences in the clinical application fields and application of this method positively developed the critical thinking skills in the process of patient care. 74% of the students stated that, the reflection application should be carried out with the accompaniment of the educators and for the situation to be analyzed correctly in the reflection application, they required assistance from the educators. The PSI points average was determined difference to statistically meaningless.Conclusion: According to the results of the study, it was determined reflection application on clinical application of nursery students has a positive effect on the students’ self-awareness, in the development of critical thinking skills, also the realization of the problems the students face with in the clinical environment by the students and their explanations on experiences with solving these problems, however the reflection method does not effect their problem solving skills. ÖzetAmaç: Bu araştırma hemşirelik öğrencilerinde klinik uygulamalarda kullanılan reflekşın yönteminin problem çözme becerisine etkisini incelemek amacıyla yapılmıştır.Gereç ve Yöntem: Bu araştırmanın örneklemini Sakarya Üniversitesi Hemşirelik Bölümü birinci sınıfta öğrenim gören 50 öğrenci oluşturmuştur. Veriler “Reflekşın Yöntemine İlişkin Öğrencilerin Algılarını Değerlendirme Formu” ile “Problem Çözme Envanteri (PÇE)” kullanılarak toplanmıştır. Verilerin analizinde sayı, yüzde, ortalama, standart sapma ve bağımlı gruplarda t testi kullanılmıştır.Bulgular: Öğrencilerin büyük bölümü (%76.0) klinik uygulamada bu yöntemin kullanılması ile kendilerini farklı açılardan değerlendirme fırsatı bulduklarını, %78’i bu yöntemin klinik uygulama alanlarında olumlu ya da olumsuz deneyimlerini gözden geçirmelerine yardımcı olduğunu ve hasta bakımı sürecinde eleştirel düşünme becerilerini olumlu olarak geliştirdiğini belirtmiştir. Öğrencilerin %74’ü reflekşın uygulamasının eğitimciler eşliğinde yapılması gerektiğini ve reflekşın uygulamasında durumun doğru analiz edilebilmesi için eğitimcilerin desteğine ihtiyaç duyduğunu belirtmiştir. Ancak öğrencilerin PÇE puan ortalamaları arasındaki farkın istatistiksel olarak anlamlı olmadığı saptanmıştır (p>0,05).Sonuç: Sonuç olarak, hemşirelik öğrencilerinde klinik uygulama eğitiminde reflekşın yönteminin; öğrencilerin kendini tanımasına, eleştirel düşünme becerilerinin artmasına, ayrıca öğrencilerin klinik ortamda yaşadıkları sorunları fark etmelerine ve bu sorunları nasıl çözümleyeceklerine yönelik deneyimlerini açıklamasına olumlu katkı sağlamıştır. Ancak öğrencilerin problem çözme becerilerini etkilemediği saptanmıştır.

scholarly journals A Research on Mathematical Thinking Skills: Mathematical Thinking Skills of Athletes in Individual and Team Sports

2017 ◽  
Vol 5 (9) ◽  
pp. 133 ◽  
Author(s):  
Halil Onal ◽  
Mehmet Inan ◽  
Sinan Bozkurt
Keyword(s):  
Problem Solving ◽  
Mathematical Thinking ◽  
Team Sports ◽  
Thinking Skills ◽  
Basketball Players ◽  
Problem Solving Skills ◽  
Higher Level Thinking ◽  
Individual Sports

The aim of this research is to examine the mathematical thinking skills of licensed athletes engaged in individual and team sports. The research is designed as a survey model. The sample of the research is composed of 59 female and 170 male licensed athletes (n = 229) and (aged 14 to 52) licensed who do the sports of shooting, billiards, archery, tennis, basketball, football, volleyball in various clubs in Turkey. The "Mathematical Thinking Scale" developed by Ersoy (2012) has been employed in the research. Individual sports athletes are more likely to have higher mathematical thinking scores than team athletes. In sports types; those who play billiards and archery have higher scores of mathematical thinking skills compared to other sports types. According to the type of sports the lowest scores of thinking skills were obtained by basketball players. These differences are valid for higher-level thinking tendencies, reasoning, mathematical thinking skills and problem-solving skills, which are sub-dimensions of the mathematical thinking scale.

scholarly journals Authentic Teaching Tasks for Academic Success, Attitude, Problem Solving, and Creative Thinking Skills

2021 ◽  
Vol 12 (2) ◽  
pp. 108-123
Author(s):  
Emine Kübra Pullu ◽  
Mehmet Nuri Gömleksiz
Keyword(s):  
Academic Success ◽  
Problem Solving ◽  
Creative Thinking ◽  
Teaching Method ◽  
Web Design ◽  
Thinking Skills ◽  
Attitude Scale ◽  
Control Group ◽  
Problem Solving Skills ◽  
Experimental Group

Abstract This research was prepared in order to determine the change in students’ academic achievement, retention levels and attitudes, and problem solving skill and creative thinking skill as a result of programming teaching with authentic task-based applications. The research was prepared using an experimental design with pretest-posttest control group. In the study group of the research, 2nd year Computer Technologies Department students who studied at Erciyes University in the 2017–2018 academic year and took the Web Design Fundamentals course and the Research Methods and Techniques course are included. One of the second-year branches was determined as experimental group (n = 30) and the other one was determined as the control group (n = 33). The teaching of programming to the experimental group students was carried out with authentic tasks. Lessons were conducted with the control group students using the traditional teaching method. Achievement test developed by the researchers as pre-test, post-test, retention test, as well as Attitude Scale Toward Computer Programming developed by Baser (2013), Problem Solving Inventory developed by Heppner and Peterson (1982) and adapted to Turkish by Sahin, Sahin and Heppner (1993), “How Creative Are You?” scale developed by Raudsepp (1977) and adapted to Turkish by Coban (1999) were used. With research, it was concluded that authentic task-oriented practices increased students’ programming academic success and attitudes towards programming, and also positively affected both students’ problem-solving skills and creative thinking skills.

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