Lesson Two
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Problem solving is both a skill and a process that involves identifying an issue, exploring possible solutions, and implementing and evaluating the best option. The document outlines a seven-step problem solving cycle: 1) identify the problem, 2) explore the problem from different angles, 3) set goals, 4) look at alternatives, 5) select a possible solution, 6) implement the solution, and 7) evaluate the outcome. Problem solving can be used to address any issue in one's personal, academic or professional life, and working with others provides a variety of viewpoints and potential solutions.
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2. Devise a plan by considering strategies like making a list, looking for patterns, drawing a picture, or working backward.
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4. Look back at the solution to verify it is correct and think about how to approach similar problems in the future.
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The document discusses the problem solving process, which consists of 6 main steps:
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A: Problem Solving Overview
This document discusses problem solving as an essential 21st century skill. It defines problem solving as the process of working through a problem to find a solution, noting that problems come in everyday and more complex forms. The document outlines six traits of good problem solvers, including focusing on solutions rather than problems, having an open mind, viewing problems neutrally, thinking laterally, using possibility-creating language, and simplifying issues. It also presents a six-step problem solving process of identifying the problem, thinking about it, brainstorming solutions, selecting the best solution, implementing it, and evaluating the solution.
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The document outlines a problem solving approach with 5 steps: 1) Define the problem, 2) Determine the causes, 3) Generate ideas, 4) Select the best solution, and 5) Take action. It then discusses each step in more detail. The goal is to provide a systematic approach to defining problems and creating multiple solutions to choose the best one. Key aspects include accurately understanding the problem, determining the underlying causes, using techniques like brainstorming to ideate solutions, and creating an action plan to implement the chosen solution.
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Engage fully with problems to understand them completely and suggest solutions without fear of being wrong. Generate creative solutions by thinking broadly about problems and prototyping ideas to understand them fully, as mistakes show the right path. Most issues revolve around IT users being dissatisfied, so apply design thinking concepts like agility, relating problems to users, and improving usability, deploying changes gradually through hard-won battles.
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Problem solving involves making sense of unfamiliar problems and persevering to find solutions. It is not simply calculating answers to routine exercises, but developing strategies for tackling real-world problems. Some strategies for problem solving include drawing diagrams, looking for patterns, guessing and checking, working backwards, and solving simpler related problems. The general problem solving process involves carefully reading the problem, choosing and planning a strategy, carrying out the plan, and checking the solution.
Problem solving
Robert Dilts has been a pioneer in the field of Neuro-Linguistic Programming (NLP) since its creation in 1975. He spearheaded applications of NLP to areas like education, creativity, health, and leadership. Some techniques he developed include reimprinting, integration of conflicting beliefs, and neuro-logical levels. Barriers to creative thinking include habit, not being taught creativity, focusing on one right answer, following rules without questioning them, avoiding ambiguity, and believing creativity is not one's area. The creative problem solving process involves defining the problem, gathering facts, restating the problem clearly, brainstorming alternatives, evaluating options, implementing a decision, and evaluating results.
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The document is a reflection exercise asking the reader to rate their experiences with different learning styles and factors on a scale of 0 to 5. It then has the reader calculate averages for questions related to how they receive information and how environmental factors affect them. Based on their answers, the reader is prompted to provide insights about identifying and using their own learning style.
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The document is a reflection exercise asking the reader to rate their experiences with different learning styles and factors on a scale of 0 to 5. It then has the reader calculate averages for questions related to how they receive information and how environmental factors affect them. Based on their answers, the reader is prompted to provide insights about identifying and using their own learning style.
Polya
George Polya created a 4-step model for problem solving:
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2. Devise a plan by considering strategies like making a list, looking for patterns, drawing a picture, or working backward.
3. Carry out the plan, checking each step carefully.
4. Look back at the solution to verify it is correct and think about how to approach similar problems in the future.
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The document introduces a 5-step problem solving model to address life challenges: 1) Clearly define the problem, 2) Brainstorm solutions, 3) Choose the best solution, 4) Implement and evaluate the solution, 5) Reevaluate if needed. It provides an example of using the model to determine whether to go to a concert or work when scheduled. The homework is to apply the model to a personal problem by documenting each step.
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The document introduces a 5-step problem solving model to address life challenges: 1) Clearly define the problem, 2) Brainstorm solutions, 3) Choose the best solution, 4) Implement and evaluate the solution, 5) Reevaluate if needed. It provides an example of using the model to determine whether to go to a concert or work when scheduled. The homework is to apply the model to a personal problem by documenting each step.
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This document provides a template for designing a question-based lesson with 4 phases: 1) Concrete preparation where the big question and prior student knowledge are identified. 2) Cognitive conflict where the key thinking skill and likely problems are considered. 3) Metacognition where student feedback and approaches are gathered. 4) Bridging where applications of concepts to other areas are identified.
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This document summarizes the eight steps of the Simplex problem-solving model: 1) Problem Finding, 2) Fact Finding, 3) Problem Definition, 4) Idea Finding, 5) Selection & Evaluation, 6) Planning, 7) Sell Idea, and 8) Action. The model is a circular process for solving current problems and identifying new problems on an ongoing basis. Each step of the process is described in one to three sentences with techniques for implementation.
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Top of Form
Bottom of Form
Strategies for Decision Making
Problem Solving and Decision Making
Components of a problem
· Givens: pieces of information that are provided when the problem is presented
· Goal: The desired end state – what a problem solution will hopefully accomplish
· Operations: Actions that can be performed to approach or reach the goal
Steps in Problem-Solving Process
What is Groupthink?
Groupthink is a psychological phenomenon that may cause a failure of a group’s performance. This is a trap that any previously successful group may get in.
The "groupthink" term was proposed by social psychologist Irving Janis (1972). It occurs when a group makes faulty decisions because group pressures lead to a deterioration of “mental efficiency, reality testing, and moral judgment” (p. 9). The alternatives are ignored and irrational actions dehumanize other groups. A group is especially vulnerable to groupthink when its members are similar in background, when the group is insulated from outside opinions, and when there are no clear rules for decision making.
Janis, Irving L. (1972). Victims of Groupthink. New York: Houghton Mifflin.
Janis, Irving L. (1982). Groupthink: Psychological Studies of Policy Decisions and Fiascoes. Second Edition. New York: Houghton Mifflin. Symptoms of Groupthink
There are eight symptoms of groupthink:
· Illusion of invulnerability –Creates excessive optimism that encourages taking extreme risks.
· Collective rationalization – Members discount warnings and do not reconsider their assumptions.
· Belief in inherent morality – Members believe in the rightness of their cause and therefore ignore the ethical or moral consequences of their decisions.
· Stereotyped views of out-groups – Negative views of the “enemy” make effective responses to conflict seem unnecessary.
· Direct pressure on dissenters – Members are under pressure not to express arguments against any of the group’s views.
· Self-censorship – Doubts and deviations from the perceived group consensus are not expressed.
· Illusion of unanimity – The majority view and judgments are assumed to be unanimous.
· Self-appointed ‘mindguards’ – Members protect the group and the leader from information that is problematic or contradictory to the group’s cohesiveness, view, and/or decisions.
Remedies for Groupthink
Decision experts have determined that groupthink may be prevented by adopting some of the following measures:
1. The leader should assign the role of critical evaluator to each member
2. The leader should avoid stating preferences and expectations at the outset
3. Each member of the group should routinely discuss the group's deliberations with a trusted associate and report back to the group on the associate's reactions
4. One or more experts should be invited to each meeting on a staggered basis. The outside experts should be encouraged to challenge views of the members.
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This document discusses problem solving techniques in three paragraphs:
1) It defines problem solving as an instructional strategy that involves motivating students to analyze problems, put forward hypotheses to solve them, and test those hypotheses.
2) It outlines the 5 steps of problem solving: 1) define the problem, 2) brainstorm ideas, 3) decide on a solution, 4) implement the solution, and 5) review the results.
3) It discusses improving problem solving skills by understanding the 5 steps and working to strengthen areas of weakness by teaming up with others who have complementary strengths.
An Intro to Design thinking
Design thinking is a process for creative problem solving that focuses on human needs. It consists of 5 steps: 1) empathizing to understand user needs, 2) defining the core problem, 3) ideating potential solutions, 4) prototyping top ideas, and 5) testing prototypes with users to identify the best solution. The process is iterative, with insights from each step informing subsequent steps to refine solutions until the problem is solved in a human-centered way.
Notes - Design Thinking Workshop
This document summarizes a design thinking workshop for AIP partners. It discusses the design thinking process which involves framing the problem, understanding user needs through tools like interviews and shadowing, exploring solutions through brainstorming and reframing, and prototyping ideas. Specific tools mentioned include role playing, analogy mapping, and physical models. The benefits of design thinking are highlighted such as taking a human-centered approach and thinking outside the box. Examples are provided of how tools like shadowing, how might we questions, and role playing have been used internally. Learning points emphasize understanding user needs, challenging assumptions during exploration, and prototyping ideas to test feasibility.
CMI_Define The Challenge Guide_ Mentor
This document outlines an 8-step process for mentoring relationships: 1) Define the challenge, 2) Share the challenge with the mentor, 3) Contract for success by agreeing on goals and responsibilities, 4) Think together about approaches, 5) Act and debrief, 6) Address any conflicts, 7) Evaluate progress, and 8) Close the project by reviewing outcomes. The process is intended to help mentors and mentees solve challenges through collaborative problem solving and skill building.
5 Stages in Design thinking.ppt
The document outlines the 5 stages of the design thinking process: 1) Empathize, where designers gain an empathic understanding of users through observation and immersion; 2) Define, where problems are defined in human-centric terms; 3) Ideate, where many ideas are generated to solve the defined problems; 4) Prototype, where inexpensive versions of ideas are tested; and 5) Test, where the best solutions are rigorously tested on users and findings are used to redefine problems and user understanding in an iterative process. The stages provide a solution-based approach to solving complex problems by understanding human needs.
Design Thinking Action Lab - Key Learnings, Experience & Application to Live ...
This document summarizes key learnings from a design thinking action lab course. It discusses three main lessons: 1) The importance of prototyping and iterating on ideas rather than assuming the first solution is perfect; 2) The importance of empathy in understanding problems from others' perspectives; 3) Learning a new way to frame problem statements that stimulates varied solutions. It also outlines the course process, including using empathy maps to understand user needs, defining problems through interviews, ideating solutions, and prototyping and testing ideas with stakeholders. The document ends by discussing how the design thinking process could be applied in a real-life context of designing training programs.
Critical Thinking 3
The document provides an overview of problem-solving and decision-making processes. It discusses identifying problems, generating alternatives, evaluating options, selecting a solution, and implementing and monitoring the solution. Key steps include carefully defining the problem, identifying important facts, considering multiple alternatives to avoid biases, and evaluating alternatives against criteria before selecting the best option. Common pitfalls like denial, avoidance, premature decisions, and overconfidence are also examined.
Cognitive and meta cognitive strategies for problem solving in Mathematics
This document discusses cognitive and meta-cognitive strategies for problem solving. It begins by introducing George Polya's model of the problem solving process, which includes four steps: understanding the problem, devising a plan, implementing the plan, and reflecting on the solution. The document then describes various strategies that can be used within each step of Polya's model, such as the Survey-Question-Read technique for understanding problems, Frayer vocabulary models, mnemonic devices, graphic organizers, and paraphrasing. The goal of these strategies is to help students successfully comprehend and solve problems through planning, monitoring, and evaluating their thinking.
Problem solving and decision-making by TUYIZERE Delphin
Problem solving and decision making are related processes that both involve critical thinking. Problem solving involves defining an issue, identifying potential solutions, choosing a solution, implementing it, and evaluating the outcome. Decision making involves gathering information, identifying alternatives, weighing the options, and selecting a course of action. While related, problem solving focuses more on analytical problem identification and resolution, whereas decision making emphasizes choosing between available options. Both skills are important for leadership.
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Top of FormBottom of FormStrategies for Decision MakingPro.docx
Top of FormBottom of FormStrategies for Decision MakingPro.docx
Design Thinking Action Lab - Key Learnings, Experience & Application to Live ...
Design Thinking Action Lab - Key Learnings, Experience & Application to Live ...
Cognitive and meta cognitive strategies for problem solving in Mathematics
Cognitive and meta cognitive strategies for problem solving in Mathematics
Problem solving and decision-making by TUYIZERE Delphin
Problem solving and decision-making by TUYIZERE Delphin
More from chriswatchon
Lesson Seven Part2
Stress is an inevitable part of life that can have both positive and negative effects depending on the amount. Some stress can motivate and challenge us, but too much stress can damage our physical and mental health over time through recurrent physical and psychological symptoms. It is important to find a manageable level of stress as an individual and learn strategies like deep breathing, physical activity, social support, and time management to cope with stressors from academics, relationships, living situations, and life changes in a healthy way. Monitoring our stress levels and limiting unhealthy coping habits can help maintain well-being.
Lesson Seven
This document discusses effective communication and healthy relationships. It states that communication is essential to any relationship, as it involves how we express our thoughts to others through both verbal and nonverbal means. Effective communication is described as being direct, assertive, clear, open, two-way, responsive, and honest. Ineffective communication can be indirect, passive, antagonistic, cryptic, hidden, non-verbal, one-way, unresponsive, off base, or dishonest. The document emphasizes that effective communication is important for meeting our needs and building healthy relationships.
Lesson Three
1. The document discusses concentration problems reported by many college students and suggests various strategies to improve concentration while studying.
2. It recommends creating a dedicated study environment, controlling distractions, studying at optimal times, taking breaks, setting goals, and breaking up study periods with variety to maintain focus.
3. The document emphasizes that distractions themselves may not directly cause issues, but how students interpret them, so it provides tips like writing down intrusive thoughts, focusing intensely, and planning study periods instead of relying on the clock.
Lesson 52
This document discusses different self-pacing methods for speed reading, including using your hand, a card, sweeping or hopping your fingers, and the zigzag method. It emphasizes that speed reading requires practicing these techniques and finding the one that works best. Before speed reading, it is important to prepare by having good comprehension and vocabulary skills as well as surveying the material.
Lesson 4
Concept mapping is a tool that can help with various types of thinking and learning in university. It involves writing a central idea in the center of a page and radiating related ideas on branches. Key steps include printing in capitals for ease of reading, using unlined paper, connecting all words with lines, and quickly generating ideas without judging or editing to avoid disrupting the process. Concept maps allow you to clearly define central ideas, indicate importance of ideas, and more easily understand relationships between concepts.
Lesson 5
The document describes the SQ4R reading method, which stands for Survey, Question, Read, Recite, Relate, and Review. It involves surveying the text before reading to understand its structure, asking questions, reading while looking for answers to questions, reciting key points after each section, relating new concepts to prior knowledge, and reviewing what was learned. The goal of this method is to improve comprehension and academic performance through an active reading process.
Lesson 62
This document provides guidelines for answering different types of test questions, including true-false, multiple choice, matching, sentence completion, and essay questions. It recommends strategies like looking for extreme modifiers or reasons in true-false questions, eliminating unlikely answers first in multiple choice, and using direction verbs in essay questions to understand what is being asked. Key tips include focusing on the question, using lists and examples, and clearly explaining your answers.
Lesson 6
This document provides guidance on effective test preparation and test-taking strategies. It recommends that students engage in early and spaced review of material to be tested over multiple brief sessions rather than long cramming sessions. On the day of the test, the document advises students to arrive early, listen carefully to instructions, read directions thoroughly, budget time well, maintain a positive attitude, rely on first impressions for answers, and leave time for review to ensure all questions are answered completely. The overall message is that preparation and practice lead to stronger performance, and students should reflect on tests to improve future study and test-taking skills.
Cfs
CFS exposure refers to chronic fatigue syndrome. It is a complex illness characterized by extreme fatigue that is not improved by rest. The cause of CFS is unknown, but may involve viral infections, immune system problems, or neurological abnormalities.
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In the rapidly evolving landscape of technologies, XML continues to play a vital role in structuring, storing, and transporting data across diverse systems. The recent advancements in artificial intelligence (AI) present new methodologies for enhancing XML development workflows, introducing efficiency, automation, and intelligent capabilities. This presentation will outline the scope and perspective of utilizing AI in XML development. The potential benefits and the possible pitfalls will be highlighted, providing a balanced view of the subject.
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Partecipate alla presentazione per immergervi in una storia di interoperabilità, standard e formati aperti, per poi discutere del ruolo importante che i contributori hanno in una comunità open source sostenibile.
BIO: Sostenitrice del software libero e dei formati standard e aperti. È stata un membro attivo dei progetti Fedora e openSUSE e ha co-fondato l'Associazione LibreItalia dove è stata coinvolta in diversi eventi, migrazioni e formazione relativi a LibreOffice. In precedenza ha lavorato a migrazioni e corsi di formazione su LibreOffice per diverse amministrazioni pubbliche e privati. Da gennaio 2020 lavora in SUSE come Software Release Engineer per Uyuni e SUSE Manager e quando non segue la sua passione per i computer e per Geeko coltiva la sua curiosità per l'astronomia (da cui deriva il suo nickname deneb_alpha).
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Overview
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The introduction of DLAU and the CCB & CCX licensing model caused quite a stir in the HCL community. As a Notes and Domino customer, you may have faced challenges with unexpected user counts and license costs. You probably have questions on how this new licensing approach works and how to benefit from it. Most importantly, you likely have budget constraints and want to save money where possible. Don’t worry, we can help with all of this!
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Lesson Two
- 1. Lesson Two Problem Solving Skills
- 5. A seven-step problem solving cycle