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We need an entire course with nothing but problems.
Provide students multiple opportunities to refine their writing allows them to learn “how to frame their problems.” The distant past can seem uncomfortably strange to modern observers.
As we discuss our class readings, one thing I like to do with my students is to explore what seems weird or even offensive to them about our texts and the societies that produced them.
Thinking about the disconnect between ancient and modern attitudes, outlooks, beliefs, and values can be an incredibly productive way to think about cultural difference over space and time.
- Professor Jonathan Conant, History and Classics Critical thinking is the “ability to assess your assumptions, beliefs, and actions” (Merriam & Bierema, 2014, p.
It was as if they were making it up as they went along.
Laughing about this, one of the students said, ‘You know what we need?When creating homework assignments, projects, exams, etc., it is helpful to identify the specific skills you want students to practice, the strategies they should use, and how you will evaluate the solutions they produce.How do I foster problem-solving skills in my course?Below are examples of different skills needed for problem solving with suggestions on how you can foster these skills through adapted or new assignments and in-class exercises.A key skill for problem solving is knowing how to define and represent the problem and its solutions.You can create homework assignments using the TILT framework, which asks students to evaluate both their own and peers’ interactions in teams.There are several models or rubrics for how to assess teamwork, such as the AAC&U Teamwork Value Rubric, which focuses on students’ behaviors or the Comprehensive Assessment of Team Member Effectiveness (CATME), which is a free packaged tool that gathers information from students and groups them into teams." Although problem solving is often associated with STEM courses, this newsletter offers perspectives and teaching approaches from across the disciplines. Problems and problem solving may be context and discipline specific, but the concept and process have overarching components and similarities across contexts. 65) defines a problem as an “unknown entity in some situation (the difference between a goal state and a current state)” such that “finding or solving for the unknown must have some social, cultural, or intellectual value.” Within courses, students may encounter a wide variety of current (e.g., a problem statement) and goal (e.g., a solution) states with different motivations for solving them.Students will be exposed to “well-structured” problems at one end of the spectrum, which have a typical solution path and solution, and “ill-structured” problems, which are highly context dependent and have no one solution path (Jonassen, 2000).The other day, a physicist friend was working in the lab with her summer research students.They were talking about the work they’d been doing that summer and how there was no manual or instructions of any sort for any of it; no textbook, no lab procedure.