Strategies for Problem-solving Instruction

Strategies for Problem-Solving Instruction Chao Zhang 8770

Chapter Objective

At the conclusion of this chapter, you should be able to do the following:

. Given a problem-solving objective, design strategy plans for that objective.

Chapter Overview A Review of Problem-Solving Learning 1 Cognitive Requirements of Problem-Solving Learning 2 Instruction Events for a Problem-Solving Lesson 3 Macrostrategies for Problem-Solving Instruction 4

1. A Review of Problem-Solving Learning www.ziyuanzhan.com What is problem-solving

1. A Review of Problem-Solving Learning Problem solving For example: read music; write computer program; make a medical diagnosis; practice law. A specialized skill Within a domain of knowledge Yielding new learning Requires the selection and combination of multiple principles

1. A Review of Problem-Solving Learning Problem space: they must be overcome to move from the given state to the goal state the current situation, including its restrictions and obstacles the desired end state of the situation: what conditions would be like if the problem were solved The given state The intermediate states The goal state

1. A Review of Problem-Solving Learning www.ziyuanzhan.com

Well-defined Problems:

Given and goal states are clear

A single or a definable range of solutions

Two Categories of Problems

Ill-defined Problems:

Given and goal states are unknown, vague or extremely situation-dependent

Multiple correct solutions

To solve a problem, three kinds

of knowledge must be possessed and

applied:

principles

declarative knowledge

cognitive strategies

1. A Review of Problem-Solving Learning www.ziyuanzhan.com

2. Cognitive Requirements of Problem-Solving Learning Problem Representation Solution Planning Solution Implementation Solution Evaluation

2. Cognitive Requirements of Problem-Solving Learning Decompose the problem Consider possible solution paths Evaluate Search for relevant knowledge Clarify the given state Clarify the goal state Whether imply a known class of problems Determine a sequence for attacking subproblems Select a solution path and apply in the proper order Problem-Solving Task Analysis

3. Instruction Events for a Problem-Solving Lesson Introduction Body Conclusion Assessment

Review Relevant Prior Knowledge

Process Information

Focus attention

Employ Learning Strategies

Practice

Process Feedback

Summary and Review

Transfer

Remotivation and Conclusion

Simulations and case problems could be used

Partial problems might be used

Deploy Attention

Establish Instructional Purpose

Promote Interest and Motivation

Preview Lesson

4. Macrostrategies for Problem-Solving Instruction Elaboration Model Microworlds Case Studies and Case Problems Socratic Dialogue Cognitive Apprenticeships Simulations Expert Systems Others Anchored Instruction Problem-Based Learning

Macro

strategies

You could now choose a problem-solving objective and plan an instruction strategy for it. Good luck!

Reflections (Best) Use of the avatar as a virtual coach; 1 Proper use of animation and graphics; 2 Logical and orderly arrangement of contents 3

Reflections (Worst) The pace and clarity of narration are not well controlled; 1 No concrete examples offered, too theoretical; 2 Lack of interaction 3

Reflections Overall, I think I did a good job. I really like the use of animation and narration, which is innovative and helpful to the instruction. I think graphics and animation are especially important when it comes to the explanation of theories. They could make it so vivid and easy to understand.