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Type
of Lesson
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Criteria
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Concept
Development
Analyzing
The Relationships between Parts of a Concept
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- List as many items as
possible: ideas, objects, associations, memories, concepts, or
attributes related to the topic
- Group the items: finding ways in
which items are similar or related
- Label the items by
defining the reasons for grouping: articulating the relationships
between the items
- Regroup or subsume
individual items or whole groups under other groups: involves looking at
a single item from different perspectives
- Synthesize the
information by summarizing the data and forming generalizations: making a
generalization about the topic that briefly summarizes information
- Evaluate the students'
progress by assessing their ability to generate a wide variety of items
and to groups those items flexibly: Judge the students higher order
thinking skills (Bloom's taxonomy)
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Synectics
Developing
Creative Thinking and Problem Solving
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- Present the Problem: select and present
an interesting, challenging problem
- Provide expert
information:
- Question obvious
solutions and purge: Lead the class in an exploration of the
most obvious solutions and purge those that are not feasible
- Generate individual
problem statements: Have each student write s statement
regarding the problem, giving her interpretation or focus
- Choose one problem
statement for focus: The problem statements are read aloud, and
one is selected by the class for focus
- Question through the
use of analogies: Present analogies to the class stated in the form of evocative
questions
- Force analogies to
fit the problem: Return to the original problem and ask the students to force
the analogies to fit the problem
- Determine a solution
from new viewpoint: Looking at the problem from a new
viewpoint: Looking at the problem from a new viewpoint, ask students to
determine a solution.
- Evaluate: Develop a process
for determing if the techniques are becoming effective and habitual
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Inquiry
and Discovery Learning and
Teaching
Problem Solving through Discovery and Questioning
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- Select a problem and
conduct research: Choose a puzzling situation or an event that will entice
students to discover the answer, and then research the problem for
possible solutions.
- Introduce the process
and present the problem: Post the rules that the students will
follow for the inquiry. Present
the puzzling situation to the students in writing, and provide them with
a means for recording data.
- Gather Data: Respond to
questions posed by students.
Guide the students to ask questions more clearly or more
completely, but avoid answering questions.
- Develop a Theory and
verify: When a student poses as theory, stop the questioning and write
the theory on the board. The
class decides to accept or reject
- State the rules and
explain the theory: Once a theory has been verified, lead class
into an explanation and application of the theory
- Analyze the process: Discuss the inquiry
process with the class. Examine how they arrived at an acceptable theory
to explain the problem and determine how the process could be improved
- Evaluate: Determine if
students are able to generalize rules to other situations. Encourage students to develop a habit
of asking questions and looking for answers.
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