This “miniature HomePage” is written for fellow educators, to help you learn on three levels:This “miniature HomePage” is written for fellow educators, to help you learn on three levels:
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about me: I'm an enthusiastic educator (with a PhD in C & I ) who wants to find co-enthusiasts so we can learn from each other by discussing my ideas & your ideas, and your goals. { networking bio } / contact - Craig Rusbult <craigru57@yahoo.com> everything is free: The ideas in this website are free ( i.e. I don't want any payment for anything) but are copyrighted although I want you to freely use everything because I want us to improve our Education for Problem Solving. Viewing Tips: Your experience will be much better if you view on a monitor and (if it's necessary) put this section on the right side or (if there is no "right side") make a Split-Window Pair with the website's HomePage on the left side; this Mini-Page is on the right side because most of its links* open on the left and (on the right) this page remains open so you can continue reading it – while seeing both pages! – without using the Back-Button. But if you do use it, the Back-Button will work properly for all content on both sides; and in another way the Left-Right Pair “behaves normally” you can scroll each side independently.But if you're viewing on a small screen, use a link – at top of page, or here – to see only this page (in its own full-width window so the text is larger) and every link will open in a new window.* links with a blue background open a section in the HomePage, and regular links (with no background color) open a section inside this page. |
Basic Overview (of website)We can help students learn more fromtheir experiences with Problem Solving,and be more motivated to learn when theybuild Transfer-Bridges from School into Life.help students learn more: How? We can help students get more Experiences (with Problem Solving, PS) and learn more from Their Experiences by using my model for Design Process, for a Design-Thinking Process that is Problem-Solving Process. help students be more motivated: How? You already know many ways, and one more is to show each student how we are helping them improve the Thinking Process they use for their Thinking Activities, for most things they do in their everyday life, by showing them the... two wide scopes: Why does using Design Process for Problem Solving (PS) produce educational benefits? Two closely-related reasons are because Design Process has two Wide Scopes, for what students do (in their PS-Activities) and how they do it (with their PS-Process). But these two Wide Scopes are "closely related" and sometimes it's more useful to think “it has one Wide Scope for Activities-and-Process.” Why? The two Wide Scopes occur because... ⊡ When educators choose to use a broad definition of problem — it's any opportunity to make something better, in any area of life — a student's Problem-Solving Activities include most things they do in life. They are problem solving (verb) whenever they are trying to make something better, and they are a problem solver (noun) whenever they do make something better. Generally, with this definition a Wide Scope also occurs in other Models for Problem Solving. More specifically for Design Process,... ⊡ The other Wide Scope occurs because most people use a similar (but not identical) General PS-Process for most of our PS-Activities (for most things we do), AND this General Process is described by Design Process in ways that are accurate and are educationally beneficial. Together the two Wide Scopes form a single Wide Scope for Activities-and-Process that you can conceptualize as Activities-with-Process because most Activities are done with a similar Process. put on Right Side of Split Screenunderstand Design Process by learning from Your Discoveries How? You can first learn from Your Discoveries (below) and then – whenever you want – also learn from My Explanations (in the Expanded Overview).
After awhile, use these tips for two ways to learn – by Discovering and Recognizing: • Discovery Learning: To thoroughly study the diagram, observe (and think about ) its words & colors and spatial relationships, find the Actions & logical structures* that produce two kinds of Essential Action-Sequences, one in the Top Part and another (with three variations, used for General Design & Science-Design) in the Bottom Part ; and solve a Mystery — “Why does the Cycle have a right-side arrow, pointing from Evaluate to Generate?” — and actively construct your understanding for how this “Why...” is a third kind of Essential Action-Sequence. { * e.g. notice the art-and-logic in “3 Comparisons of 3 Elements” with symmetric spatial relationships, symbolic area colors for Elements (yellow-green-gold for P-O-G) and for Comparisons (yellow-green, blue), and text colors (blue, red, black). } / The diagram above shows the main PS-Actions (to Generate & Evaluate) that people do in the “central” part of our PS-Process. When you also study an Overview-Diagram` – with a “big-picture overview” of Design Process – you will see (in its Top Text and Bottom Text) the PS-Actions that people do before and after we do the PS-Actions of Generating Options and Evaluating Options. • Recognition Learning: During your Discovery Learning you also can do Recognition Learning by asking yourself “do The Actions of Design Process (in its diagram) describe My Actions (in everyday life)?” You will recognize familiar Actions, and you will realize that Design Process is Your Process; it's the process you use – naturally and intuitively – to Solve Problems by Making Things Better. But ... If you see "Experiments" and think “I rarely do experiments, so this is an unfamiliar Action,” you can use my broad definition: in the context of Design Process, an Experiment is any situation that produces Experiences and provides an opportunity to make Predictions (by imagining in a Mental Experiment) or to make Observations (during the actualizing in a Physical Experiment ), so any Prediction-Situation is a Mental Experiment , and any Observation-Situation is a Physical Experiment . With this perspective – by thinking “Experiments produce Experiences” (and “I have Experiences”) – you will recognize that many (but not all) of your everyday Experiences happen due to “Experiments” that are done by yourself or by others. In the Expanded Overview you also — in addition to learning from Your Discoveries and Your Recognitions — can learn from My Explanations for key features of Design Process: how “3 Comparisons of 3 Elements” integrates Design Thinking with Science Thinking, so you're asking The Design Question with a Quality Check, and The Science Question with a Reality Check; why The Mystery Answer is “Guided Generation”; detailed descriptions of the three Essential Action-Sequences, in the context of Recognition Learning; why we use Action Sequences (it's because they're useful), illustrated with an “isolation diagram” that clearly shows the most common Sequence; and a little more. put on Right Side of Split Screen
Students Learn More when they Get More Experiences and they Learn More from Experiences: The Title of each Overview (Basic & Expanded) begins with a goal. We want to "help students learn more from their experiences with Problem Solving" and we can do this with... two ways to learn more: Students can learn more by combining two actions, when they GET MORE PS-Experiences, and they LEARN MORE from these PS-Experiences by using my model for Design Process – i.e. for Problem-Solving Process – plus other models (from d.school of Stanford, for Self-Regulated Learning, ...) to promote metacognitive Thinking Strategies. / educational benefits: Abundant research shows that when students use metacognition, this is highly effective for helping them improve their academic skills — to boost their Learning and Performing in many contexts, including their scores on standardized exams — and their social-emotional skills. differences in the two ways: The model for Design Process can directly help students LEARN MORE from Experiences, by promoting metacognition. But its value is indirect for helping them GET MORE Experiences, when it helps them recognize that most of their Experiences are PS-Experiences so they will be metacognively aware more often, and this frequent metacognition will help them LEARN MORE. Each Overview-Title ends with another way to help students learn more, because they will be "more motivated to learn when they build Transfer Bridges from School into Life." Two other ways to motivate students are with Metacognitive Metaphors (to “Drive Your Brain” and “Be CEO of Your Thinking”) and Thinking Adventures when they LEARN Thinking Strategies (for Cognition-and-Metacognition) and USE Thinking Strategies (to do Thinking Activities). use Cognitive-and-Metacognitive Thinking Strategies How? The essential foundation of metacognition is for you (or a student) to “observe your thinking,” but you also can think about (reflect on) your thinking, and evaluate so you can regulate (adjust, control) as in the Self-Regulation of Self-Regulated Learning. During an activity, your skillful metacognition could be doing none or some or all of these actions, with five levels: 0 ) none, 1 ) observe, 2 ) observe + ( think about ), 3a) observe + ( think about & evaluate ), 3b) observe + ( think about & evaluate-and-regulate ). Why? Because skillful Regulation by Metacognition requires skillful Regulation of Metacognition. How? In a particular situation you might decide to stimulate higher-quality Learning by using metacognition of a particular type, in a particular way (re: its amount, timing,...) by choosing to adjust your metacognition so it's at one of the five levels, by doing 0, or 1, 2, 3a, or 3b. But at other times you will want to “go with the flow” by just thinking-and-doing (instead of thinking about thinking) to allow higher-quality Learning by avoiding metacognition, so you're doing “none” at the “0” level. You can Regulate your Thinking (and Feeling)* — for Whole-Person Self-Regulation by Using Metacognition — with the intention of Achieving Whole-Person Goals, with Goal-Oriented Metacognition. { * Many educators think it's beneficial for students to Regulate their Thinking-AND-Feeling because this can make their life better in a wide range of important ways by improving their academic skills AND social-emotional skills. } use Design Process for Thinking Strategies How? Three ways (with each combining cognition-and-metacognition) are by Coordinating your Problem-Solving Process and, in two related Actions, with Self-Questioning (e.g. by using a Metacognitive Checklist) and Self-Regulated Learning. use metacognition to Coordinate your Process: You are Coordinating your Problem-Solving Process when you ask “what is the best way to make progress in my process?” and decide “what to do next” and do this Action. How? During a skillful Coordinating of Process – by making Decisions about Actions – you combine cognitive-and-metacognitive awareness of Your Situation (of “where you are” in your PS-Process, and “where you want to go”) with conditional knowledge for each Action-Option (by knowing “what this Action can achieve” and “when it can be useful”).
Research scientists have found that two very effective ways to use metacognition are with Self-Questioning and Self-Regulated Learning or (most beneficial) by combining both. These are good reasons to help students... use metacognitive Self-Questioning: During a PS-Process, students can ask two basic self-questions, “am I effectively Generating Options?” and “am I effectively Evaluating Options?” Each question (and others) can help them perform a better Process and design a better Solution. / timings of before-during-after: A student can self-question during a PS-Experience, and also after it with Reflections that help them learn more from the Experience and grow so they will “do it better” the next time; or before an upcoming Experience, to stimulate & support their learning-and-growing. use metacognitive Self-Regulated Learning: What? Self-Regulation is a useful skill for living. Students can “Be CEO of Their Thinking” by using metacognition that includes Self-Regulated Learning (SRL) to improve their Learning (now) and/or their Performing (now & later). If a student expands the purpose of their Executive Functions they can be “Chief Executive Officer of Their Thinking-and-Feeling” so their SRL becomes Self-Regulated Living that improves the total skills they use to function as a Whole Person. And this “total skills” goal is realistic; research shows that using SRL can help students improve their academic skills and also their social-emotional skills. How? A common way for students to use SRL is with three-stage Cycles of SRL, and we can... teach SRL with DP: A teacher can help students understand-and-use Cycles of SRL by studying diagrams for Design Process (DP) that have been modified to form a Basic Diagram for SRL (with the three stages labeled Plan-Do-Evaluate) plus an Expanded Diagram for SRL that has the same framework, but adds details. Both diagrams can help us teach SRL with DP. In this Basic Overview only the Basic Diagram is used, and no knowledge of Design Process is required. Building on this foundation, the Expanded Overview uses the Expanded Diagram to show how knowledge of Design Process can help students understand SRL more deeply, and use SRL more skillfully. How? We'll look at three parts of the diagram: its Top Box, Upper Cycle, and Lower Cycles. Top Box: This shows how you (and students) begin a Cycle of SRL: you Define a Task (that you will DO), and you LEARN more about the Task and Strategies to DO the Task (especially the effective strategies recommended by experts); and you learn about Yourself (to personally customize your PLAN to DO this Task, based on Knowledge of Yourself ). You also imagine the desired Results you want when you DO the Task, i.e. you Define your Goal-Criteria for a high-quality Performing of the Task. / generality: Each of these Actions is general, is not specific for Design Process: you LEARN more about three kinds of metacognitive knowledge (for Task, Strategies, Self) that are standard among scientists & educators; and most models for problem-solving Design Thinking encourage flexible timings (so some actions can be done before-during-after other actions) and emphasize the importance of clearly Defining the Task and Defining Goal-Criteria. Upper Cycle: When you PLAN (verb) you are Designing a PLAN (noun) that is a Strategy for Task-Actions. How? To do this PLAN-Designing, you Generate Strategy-Options and Evaluate Strategy-Options in multiple iterative Cycles of Design, until you CHOOSE the Strategy that is your PLAN. { notice the color-coding: when you PLAN, you Design a PLAN } / generality: Most models for Design Thinking describe iterative Cycles of Design. Lower Cycles: iou – This paragraph will be revised today (July 29) and the diagram will be modified so it's "and CHOOSE a Strategy for Task-Actions that is your PLAN [and on a new line] so you can DO your PLAN when you... i.e. you..." ---- You can see the three-part Cycle of SRL when PLAN (done earlier in the Upper Cycle) leads to DO followed by EVALUATE & maybe re-PLAN to begin a new Cycle. Notice that you "Adjust in a re-Plan" is an optional "maybe" since you may think the current PLAN is working well so you don't want to Adjust the old Plan to Generate a New Plan, in a re-Plan. / These actions also occur when you MONITOR while you DO and maybe re-PLAN. with will be expanded (so it also describes the multiple Mini-Cycles of Monitoring, in addition to the main Cycle of SRL) this morning, July 29. ---- While you DO the Task-Actions, you also MONITOR the Task, and Your Actions, and the Results. After the Task is finished, you EVALUATE everything, and maybe (it's optional, because you might think the current PLAN is satisfactory as-is) you ADJUST in a re-PLAN, by Designing a New PLAN for the next time you do This Task, or a Similar Task. / generality: ---- iou – Tonight (July 28) I will write a brief conclusion for the section. It will include a description of “added value” in the Expanded Overview.
[ iou – here is a phrase to use later – this Metacognitive Knowledge (about Task, Strategies, Self) is a solid foundation for ==== ] { more about using Self-Questions & Self-Regulated Learning }
options: You can read any section (below) whenever you want, in any order, after you have read the corresponding section (above) in the shorter Summary.put section on right sideIn the HomePage,Part 1 helps you learn from Your Discoveries (as described above in Basic Overview) and My Explanations (in Expanded Overview) so you will understand my model for problem-solving Design Process. Part 2 explains how this model can help us achieve worthy educational goals. Basically, Part 1 is the “what” of my model, then Part 2 answers the “so what ?” about educational benefits. To explain how using Design Process can help us produce educational benefits, Part 2 describes three claims (in Sections A-B-C) and explains the causal connections between these claims:Wide Scopes of Design Process (for Activities and Process) { A }➞ Transfers of Learning (Across Areas, Through Time) { in B }➞ Transfer Bridges to Motivate for Personal Education { in C }.
Part 2 – Educational BenefitsSection A — Wide Scopes and Educational BenefitsThis section has three sub-sections, to explain why Design Process... A1) has a Wide Scope for Process, A2) has a Wide Scope for Activities, A3) can be educationally beneficial with two main benefits, by helping students learn more (this is examined in A3) and (described in B & C) by producing Transfers of Learning that will help students be more motivated.There is one Wide Scope (for Activities-and-Process) but sometimes it's useful to think “it has two Wide Scopes, for Activities and for Process” so that's what I'll do in most of A1 and A2. (and later in B)
A1 – Design Process has a Wide Scope for ProcessAn Actions Diagram shows how Design Process uses action-verbs (Define, Generate, Evaluate, Choose, imagine-to-Predict, actualize-and-Observe, compare) to describe the basic Problem-Solving Actions that people actually do while we're Solving Problems. This gives the model a modular structure and a modular flexibility that lets us combine these simple Thinking Actions to do a wide variety of complex Thinking Projects (with Process that is similar but not identical), often by combining some Actions into Action-Sequences. By analogy, it's like combining simple Lego Bricks to construct complex Lego Structures; or how simple atoms combine to form complex molecules. { The analogy works well because action-verbs and Lego Bricks both produce a modular structure that allows modular flexibility. } And... You can get personal “anecdotal evidence” for a Wide Scope that includes Your PS-Actions when you do Recognition Learning by "thinking about the actions you use (naturally & intuitively) while you are solving problems" and recognizing that Your PS-Actions in Everyday Life are The PS-Actions in Design Process so Your Personal Process is a General Process (with Wide Scope) that is Design Process. Even though I'm confident that using Design Process can be educationally valuable, its utility is limited by an important reality: all models-for-process have an inherent limitation, because it's impossible to construct any model that is an optimal “best process” for all Problem-Situations. Therefore a very useful teaching strategy is recognizing that ... By itself, sometimes Design Process isn't sufficient for an optimal Problem-Solving Process — for a “best Process that produces a best Solution” — so my model should be combined with other models. For some Problems it's useful to supplement the principles & strategies of Design Process with the principles & strategies of other Models-for-Process. We can combine models effectively because the modular structure of Design Process forms a foundation that is solid yet flexible so it can “play well” with other models, producing interactions that are synergistically supportive, that make the combination of models better than any single model by itself, to improve Education (by teachers) and Problem Solving (by students). { exploring the possibilities for productively combining models can be an exciting part of “thinking adventures” in Section C }
A2 – Design Process has a Wide Scope for ActivitiesWhy? It's partly because choosing a broad definition for problem – as any opportunity to make something better, in any area of life – produces a Wide Scope. / But this definition can be used with many other Models for Problem Solving, so they also can have a Wide Scope for PS-Activities. It's much more important for a model to have a Wide Scope for PS-Process. And as explained in A1, Design Process does accurately describe the General Process that is used by most people for most things we do throughout the Wide Scope of our PS-Activities, so the model has a Wide Scope for Activities-and-Process. What? You decide to do a Problem-Solving Activity when (quoting from an Overview-Diagram) you "Define a Problem-Solving Goal (for What to Achieve, for What to Make Better). Your choice can be in... five categories of PS-Activities: When you Define your PS-Goal (and thus a PS-Activity) you can choose to design a better product, activity, relationship, and/or strategy (in General Design, aka Design) and/or (in Science-Design, aka Science) a better theory about “how things work in the world” and “what will happen.” These PS-Goals – extending far beyond traditional “design fields” – include most things you do in life. / The main reason I confidently claim "most things" is because you use strategies MANY times each day, including every time you make a decision; most often it's by asking Time Questions (“what is the best use of my time right now? and later?”) so you can wisely use your time, and — because “time is the stuff life is made of ” (Ben Franklin) — you will wisely use your life. other ways to categorize: A teacher may want to define another set of categories, customized so it's a better fit with their students. A teacher wants the categories (for PS-Goals) to closely match the life-experiences of students, so they are more likely to recognize the personal relevance of School Activities and be motivated by expecting that “my learning in School-Life will improve my Whole-Life (and I want this), so I want to proactively pursue my own Personal Education in School-Life.” Despite a common perception, a “problem” doesn't necessarily begin with a bad situation. When we broadly define a problem as "any opportunity to make something better," the change could be from miserable to adequate, or from pleasant to wonderful. Each of these is problem solving because things have become better. Another way to think about the Wide Scopes of Problem Solving is to recognize that you can "make something better" if ... with reactive Problem Solving you “make it better” by improving it (to fix it) after it already exists, or with proactive Problem Solving you “do it better” the first time, so there is less need to "fix it" with reactive improving. { This is the “measure twice, cut once” of carpenters, to take advantage of your only opportunity to make a high-quality first cut. } You also can make things better — by increasing quality or maintaining quality (by minimizing a decrease of quality) — when... with proactive Problem Solving you do positive Actions that (because they are done) will produce beneficial effects, and with protective Problem Solving you avoid negative Actions that (if they were done) would produce detrimental effects. And you can do all of these with your subconscious processing and/or your conscious thinking. A3 – Educational Benefits iou – Soon, July 17-21, I will write this section. More than any other incomplete “iou section” it will describe important ideas — including the benefits of combining Design Process with other Models-for-Process because "it's impossible to construct any model [including Design Process] that is an optimal “best process” for all Problem-Situations" so "in some Problem-Situations it's educationally useful to supplement the principles & strategies of Design Process with the principles & strategies of other Models-for-Process," These combination can be an exciting part of Adventures with Thinking. teaching Design Process with a sequence of Experiences + Reflections ➞ Principles — and it will link to other sections (in this Basic Overview) with other important ideas about Educational Benefits.
B – The Wide Scopes increase Transfers of Learning. Design Process (DP) has two Wide Scopes and is logically organized. These three characteristics of DP let us teach its procedural knowledge (for the skills of Solving Problems, of Designing Solutions to Make Things Better) in ways that will increase Transfers of Learning,* both Across Areas (in School & in Life) and Through Time (Past ➞ Present ➞ Future). How? Transfers increase when we teach the procedural knowledge... • in multiple contexts (allowed by DP's Wide Scope for Activities) • in a generalized form (allowed by DP's Wide Scope for Process), • for deep understanding (promoted by DP's logically organized verbal-and-visual framework). * We have reasons to be confident — due to evidence-based research and common-sense logic — that these “ways to teach” will increase Transfers of Learning and will be useful for a Goal-Directed Designing of Curriculum & Instruction when we Define Goals for a Curriculum and Design Instruction to achieve these Goals. { iou – the Expanded Overview will describe one source for the
C – Transfers help students build Motivational Transfer-Bridges. We can motivate with Bridges plus Metaphors & Adventures. When we explain how the Wide Scopes of Design Process let us use methods of teaching that (as described in B) increase Transfers of Learning, we can help students expect Transfers to occur Across Areas (from School-Life into Their Whole-Life) and Through Time (from Past to Present and into Their Future). They will think “Learning in School is Learning for Life” and they will build Transfer-Bridges that motivate them to invest effort in proactively pursuing their own Personal Education. Why? Because they believe that improving their School Learning will improve their Life Living. [ iou – July 17, I'll add a few more ideas to this section. ] More generally, we can help students motivate themselves with... Bridges for Transfers of Learning-and-Performing from School into Their Whole-Life and into Their Future-Life. Metaphors about Thinking, by explaining how to metacognitively “Drive Your Brain” — and use your Growth Mindset to imagine how exciting it will be when you increase its Performance (like a car's Horsepower & Torque, DriveTrain, Handling Characteristics)* — and “Be CEO of Your Thinking” by using your Executive Functions to optimize your Whole-Brain System of Subconscious Processing + Conscious Thinking. { use analogies: Horsepower & Brainpower, Car-Performance & Brain-Performance; Growth Mindset-plus-Actions for Muscles & Brain } [ iou – Later there will be "more" in the Expanded Overview. ] Adventures in Thinking, by inviting them to explore the fascinating world of thinking when they LEARN Thinking Strategies (for effective Cognition-and-Metacognition) and USE Thinking Strategies. { iou – This is the section that I'm most excited about developing during July, especially by exploring possibilities for understanding cognition-and-metacognition and for combining Design Process with other Models-for-Process. }
Part 2 has some sections (A-B-C above) that directly involve Design Process, and others (below) that are General Principles of Education.
Principles for Motivating Students: [ iou – I'll develop this later, during July 17-21. ]
Growth Mindset A student is responding with an optimistic growth mindset – not a fixed mindset – if they ask themself “how well am I doing in this area of life?” and honestly answer “not well enough” BUT they are thinking “not yet” (instead of “not ever”) because they expect that in this area* they can “grow” and improve their abilities, when they invest intelligent effort. As one way to promote this realistic-and-optimistic view of self, a teacher can explain how a student's "intelligent effort" can include cognitive & metacognitive Thinking Strategies that they now can use more often (and more effectively) than they did in the past, and these strategies will help their future abilities “grow” beyond their past abilities. * It's "in this area" because a student's attitudes will vary from one area to another, re: their expectations for personal growth. Ideally a student will develop-and-use a growth mindset in all areas of their life, because... As you know, promoting a productive growth mindset is one of the best things a teacher can do for their students, to help them thrive in school and in life. Learning that improves Performing When you want your best possible Performing Now, you have a Performance Goal. When you want your best possible Learning Now so you can improve your best possible Performing Later, you have a Learning Goal. Or you can want some of both, with a combination of Performing-and-Learning. { For example, compare the main goals for a basketball team during an early-season practice and late-season tournament game. } { more } Differences in Goals — whether you want best Learning Now and/or best Performing Now — will affect strategies (of students & teachers) in ways that are important and complex.
iou – during July 17-21, I will condense sections in the HomePage to make the following sections for this Basic Overview and the Expanded Overview: Three Kinds of Improvising – for problem solving, conversation, music Goal-Directed Designing of Curriculum & Instruction for Optimal Whole-Person Education that helps us improve Diversity & Equity in Education to “open up the options” for all students, so each will say “yes, I can do this” for a wider variety of subject-options in school and career-options in life.
iou – during mid-July, I will write a brief “conclusion” for the Basic Overview. |
introduction for Expanded Overview: iou – during July 30-31, I'll finish writing this introduction; it will be a reminder of ideas from the Page Introduction that explains how the Expanded Overview lets you expand your knowledge (by providing useful explanations & extra ideas) and (with links to corresponding sections in the HomePage) extend your explorations to develop understandings that are wider-and-deeper.Viewing Tips (Part 3): If necessary, put this section on the right side (because its links open on the left side, as explained in the main Viewing Tips) or make a Split-Window Pair.Then you'll have the option of seeing both versions of a section — in the Basic Overview (BO) on left side, and Expanded Overview (EO) on right side — if you "click { EO then BO }", i.e. if you first click "EO" to put this Expanded Overview on right side, and then click "BO" to put the Basic Overview on left side. This can be useful because you can first read the short BO to form a mental framework that helps you understand the details in this longer EO. To see this 2-click process works, "click { EO then BO }" below, in the line above "Expanded Overview". { Further down in the EO, some sections will have links for "{ EO then BO }" in case you've used links that put other things (instead of the Basic Overview) into the left-side window. And if you just continue reading this right-side EO (without clicking links) you can keep the Overviews in-synch by scrolling downward in the left-side BO. } As explained above, click { EO then BO }
Expanded OverviewWe can help students learn more fromtheir experiences with Problem Solving,and be more motivated to learn when they
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iou – during July 17-21, I will be developing-and-revising the rest of this Expanded Overview (and the Basic Overview) so both will continue growing & improving.
iou – Below here, maybe I'll add some semi-developed sections, so you can see the rough-draft ideas that during July 17-21 will be revised and then moved out of this “brown box” and into the Overviews. {the brown color shows that the sections need to be revised} / While doing this I will return to a "writing strategy" that I used earlier, and should have continued using; I will be developing each section as a Pair-of-Sections to use for the Pair-of-Overviews. |
Appendixiou – I'll be gradually developing this during mid-July.
Here are some of the ideas that might be added: examples of Experiments: Many of your everyday Eperiences are Mental Experiments (when you're imagining “what will happen”) or involve Physical Experiments (when your Experiencing-with-Observations occurs due to actions by yourself or others, or just because of a situation-in-life). / In one form of creative experimenting, an effective way to improve your musical improvising is to do musical experiments (try new musical ideas) that produce new musical experiences in a creative process of do-listen-learn. terms: Why am I treating Goal-Criteria and GOALS as synonyms? One reason is visually-pragmatic because "GOALS" is better for diagrams. It also has linguistic advantages because it's more natural for students to talk about "my goals" instead of "my goal-criteria." Because "goals" has two meanings, there could be some confusion, but a teacher can describe the similarities & differences between Goals (for Defining a Problem) and GOALS (for a desirable Problem-Solution) and why Goal-Criteria is more precise but GOALS also is ok, and offers some benefits. [ iou – this will be continued in late July by more-clearly explaining the pros & cons of different terms, and choices of other terms.] iou – I'll say a little about "how to develop-and-use a checklist" during late-July. |
about me – Here is a “networking bio” :
I'm an enthusiastic educator (with a PhD in C & I ) who wants to find co-enthusiasts so we can learn from each other by discussing my ideas & your ideas, and your goals. { How? You can learn from me in this website, and I can learn from you – and we can learn from each other – if you contact me. }
I'm especially excited about helping students improve their skills in problem-solving Design Thinking, and I've developed this comprehensive website about Education for Problem Solving. Although it's based on solid principles of learning & teaching, I don't have any direct experience with teaching K-12 so I need help from fellow educators who have better understandings of K-12 students, teachers, and culture. { also – In my main edu-bio you will find more about me (and you) and why our combining of similarities-and-differences can help us co-create better education, plus how my model began during a PhD project and “having fun with music” and a full bio about my life on a road less traveled. }
But I do have a variety of teaching experiences with chemistry (instructor for U of Wisconsin-Madison) and physics , math , ESL , problem solving – plus the skills of tennis , juggling , ballroom dancing , music improvising – and I've enjoyed all.
I have degrees in Chemistry and History of Science, plus Curriculum & Instruction that is my favorite, is the central hub (with many fascinating spokes) for continuing adventures with lifelong learning. It's a strong motivation for action because improving our education — by designing better ways to teach & learn, so we can improve our thinking and doing — is one of the most important things we can do. And it's fun!
To confirm this Recognition Learning, study the Complete Diagram (put it on left side with