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Problem Solving Mnemonic
![bullet](_themes/blank/blbull1.gif) | I Identify the Problem |
![bullet](_themes/blank/blbull1.gif) | D Define and Represent the Problem |
![bullet](_themes/blank/blbull1.gif) |
Relevant information? Appropriate questions? |
![bullet](_themes/blank/blbull1.gif) |
Graphing, mapping, flowcharting… |
![bullet](_themes/blank/blbull1.gif) |
Identify facts, opinions, stereotypes, cliches, logic,
assumptions, bias, emotions, propaganda, spin, value systems, ideologies,
inconsistencies, etc. |
![bullet](_themes/blank/blbull1.gif) | E Explore Possible Strategies (algorithms
and heuristics) |
![bullet](_themes/blank/blbull1.gif) | A Act on the Strategies |
![bullet](_themes/blank/blbull1.gif) | L Look Back and Evaluate the Results |
Teaching Problem Solving
1. Probe
![bullet](_themes/blank/ablbull1.gif) | Do they distinguish relevant from irrelevant information? |
![bullet](_themes/blank/ablbull1.gif) | Are they aware of their assumptions? |
![bullet](_themes/blank/ablbull1.gif) | Do they visualize via diagrams, etc. ? |
![bullet](_themes/blank/ablbull1.gif) | Can they explain the problem to a peer? |
2. Multiple-Perspective Taking
![bullet](_themes/blank/ablbull1.gif) | Encourage them to collect different views. |
![bullet](_themes/blank/ablbull1.gif) | Practice defending a different point of view. |
3. Systematic Approaches
![bullet](_themes/blank/ablbull1.gif) | Think-aloud protocols… |
![bullet](_themes/blank/ablbull1.gif) | "what would happen if…" |
![bullet](_themes/blank/ablbull1.gif) | Keep lists of suggestions. |
4. Explore Strategies (algorithms and heuristics)
![bullet](_themes/blank/ablbull1.gif) | Means-ends analysis (small steps) |
![bullet](_themes/blank/ablbull1.gif) | Experiment |
![bullet](_themes/blank/ablbull1.gif) | Use analogies |
![bullet](_themes/blank/ablbull1.gif) | Use "working backwards" |
![bullet](_themes/blank/ablbull1.gif) | Verbalize (oral & written) |
5. "Let My People Think!"
![bullet](_themes/blank/ablbull1.gif) | Individual and group formats. |
![bullet](_themes/blank/ablbull1.gif) | Resist giving the solution. |
![bullet](_themes/blank/ablbull1.gif) | Let them sleep on it. |
Show Them Information Processing Tactics
![bullet](_themes/blank/blbull1.gif) | Attention Focusing |
![bullet](_themes/blank/blbull1.gif) | Make outlines |
![bullet](_themes/blank/blbull1.gif) | Underline |
![bullet](_themes/blank/blbull1.gif) | Look for headings |
![bullet](_themes/blank/blbull1.gif) | Look for topic sentences |
![bullet](_themes/blank/blbull1.gif) | Schema Building |
![bullet](_themes/blank/blbull1.gif) | Story grammar |
![bullet](_themes/blank/blbull1.gif) | Theory schemas |
![bullet](_themes/blank/blbull1.gif) | Topic schemas |
![bullet](_themes/blank/blbull1.gif) | Networks |
![bullet](_themes/blank/blbull1.gif) | Mapping |
![bullet](_themes/blank/blbull1.gif) | Idea Elaboration |
![bullet](_themes/blank/blbull1.gif) | Self-questioning |
![bullet](_themes/blank/blbull1.gif) | Imagery |
![bullet](_themes/blank/blbull1.gif) | PQR4 (preview, question, read, reflect, recite, review) |
![bullet](_themes/blank/blbull1.gif) | Pattern Learning |
![bullet](_themes/blank/blbull1.gif) | Hypothesizing |
![bullet](_themes/blank/blbull1.gif) | Identify reasons for actions |
![bullet](_themes/blank/blbull1.gif) | Self-Instruction |
![bullet](_themes/blank/blbull1.gif) | Comparing performance to an expert model |
![bullet](_themes/blank/blbull1.gif) | Practice |
![bullet](_themes/blank/blbull1.gif) | Part practice |
![bullet](_themes/blank/blbull1.gif) | Whole practice |
Prepare: A strategy for preparing for
class
![bullet](_themes/blank/blbull1.gif) | P Plan for locker stops |
![bullet](_themes/blank/blbull1.gif) | R Reflect on what you need and take |
![bullet](_themes/blank/blbull1.gif) | E Erase personal needs |
![bullet](_themes/blank/blbull1.gif) | P Psych self up |
![bullet](_themes/blank/blbull1.gif) | Pause for attitude check |
![bullet](_themes/blank/blbull1.gif) | Say a personal goal related to the class |
![bullet](_themes/blank/blbull1.gif) | Yoke in negative thoughts |
![bullet](_themes/blank/blbull1.gif) | Challenge self to good performance |
![bullet](_themes/blank/blbull1.gif) | A Ask self where the class has been and where
it is going |
![bullet](_themes/blank/blbull1.gif) | R Review notes and study guide |
![bullet](_themes/blank/blbull1.gif) | E Explore meaning of teacher’s introduction |
![bullet](_themes/blank/blbull1.gif) | Ellis, E. S. & Lenz, B. K. (1987). A component analysis of effective
learning strategies for LD students. Learning Disabilities Focus, 2,
97-101. |
Writer: Monitoring for written errors
![bullet](_themes/blank/blbull1.gif) | W Write on every other line |
![bullet](_themes/blank/blbull1.gif) | R Read the paper for meaning |
![bullet](_themes/blank/blbull1.gif) | I Interrogate yourself with "COPS"
questions |
![bullet](_themes/blank/blbull1.gif) | Capitalized the first word and all proper nouns? |
![bullet](_themes/blank/blbull1.gif) | Overall appearance? |
![bullet](_themes/blank/blbull1.gif) | Punctuation—periods, commas, semicolons? |
![bullet](_themes/blank/blbull1.gif) | Spelling looks okay, or should I use a dictionary? |
![bullet](_themes/blank/blbull1.gif) | T Take paper to another for proofreading |
![bullet](_themes/blank/blbull1.gif) | E Execute a final copy |
![bullet](_themes/blank/blbull1.gif) | R Reread your paper a final time |
![bullet](_themes/blank/blbull1.gif) | Ellis, E. S. & Lenz, B. K. (1987). A component analysis of effective
learning strategies for LD students. Learning Disabilities Focus, 2,
97-101. |
Multipass: A textbook reading strategy
![bullet](_themes/blank/blbull1.gif) | S Survey the chapter using TISOPT |
![bullet](_themes/blank/blbull1.gif) | T Title read and paraphrased |
![bullet](_themes/blank/blbull1.gif) | I Introduction read verbatim and paraphrased |
![bullet](_themes/blank/blbull1.gif) | S Summary read verbatim and paraphrased |
![bullet](_themes/blank/blbull1.gif) | O Organization analyzed by reading headings |
![bullet](_themes/blank/blbull1.gif) | P Pictures examined |
![bullet](_themes/blank/blbull1.gif) | T Table of contents examined |
![bullet](_themes/blank/blbull1.gif) | Ellis, E. S. & Lenz, B. K. (1987). A component analysis of effective
learning strategies for LD students. Learning Disabilities Focus, 2,
97-101. |
RIDER: A visual imagery strategy for
reading comprehension
![bullet](_themes/blank/blbull1.gif) | R Read (the sentence) |
![bullet](_themes/blank/blbull1.gif) | I Make an image or picture in your mind |
![bullet](_themes/blank/blbull1.gif) | D Describe how the new image is different
from the last sentence |
![bullet](_themes/blank/blbull1.gif) | E Evalute the new image to ensure it contains
everything necessary |
![bullet](_themes/blank/blbull1.gif) | R Repeat the steps as you read the next
sentence |
![bullet](_themes/blank/blbull1.gif) | Ellis, E. S. & Lenz, B. K. (1987). A component analysis of effective
learning strategies for LD students. Learning Disabilities Focus, 2,
97-101. |
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