Engineering and Virtual Problems

Engineering and Virtual Problems: A course in problem solving and its related interventionsby Sylvia Tialais licensed under aCreative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Engineering and Virtual Problems

A course in problem solving and its related interventions

TABLE OF CONTENTS

INTRODUCTION…………………………………………………………... 1

COURSE OUTLINE...... ………………………………………………...… 2

CURRICULUM MAP...... ………………………………………………...… 3

LESSON PLAN – DAY 1 ……………………………………………...… 4

LEARNING ACTIVITIES – DAY 1……………………………….……… 6

MINDMAP OF CHAPTER 1….…………………………………………... 7

LESSON PLAN – DAY 2 ……………………………………………….… 8

LEARNING ACTIVITIES – DAY 2…………………………………….… 10

INTERVENTION IDEAS...... …………………………………….…. 11

SOURCES………………………………………………………………….... 15

INTRODUCTION

In December of 2001 a revised course outline and curriculum map for a course titled Engineering and Virtual Problems was submitted to a school board at a rural, midwestern high school for approval. This course is aimed at teaching tenth through twelfth grade students enrolled in an elective Industrial Technology course a technological problem solving process. It resulted from instructors evaluating the effectiveness of an existing course, exploring the methodology used within the course and instructors obtaining reliable assessments to provide feedback. A copy of the course outline, one unit outlined from the curriculum map and specific lesson plans follow this introduction. These contain specific goals and objectives, sample instructional materials and procedures and sample lesson plans. Evaluation for the unit is listed briefly listed with more formal assessment instruments described below.

COURSE OUTLINE

Engineering and Virtual Problems

(Adapted from: Lumsdaine, E. and Lumsdaine, M. (1995). Creative Problem Solving Thinking Skills for a Changing World. New York: McGraw-Hill.)

Grade Level:10, 11, 12Credit Hours: 1Fee: None

Prerequisite: Trustworthiness and adult-like behavior

Course Description:

Engineering and Virtual Problems allows students to explore personal areas of interest while engaging in research, problem solving, teamwork, and communication activities. Working on community projects, creating virtual tours, making animations, using robots are just a few of the activities that can be chosen to fit your individual interests. This course is designed for those serious in developing engineering, computer graphic, robotics, computer networking, problem solving, and/or communication skills

I.Course Introduction1 days

II.Pre Assessment2 days

III.Introduction to Problem Solving 4 days

IV.Visualizing and Memory6 days

V.Model of Thinking Preferences3 days

VI.Barriers to Creative Thinking 3 days

VII.Defining the Problem5 days

VIII.Brainstorming and Teamwork4 days

IX.Judging and Evaluation4 days

X.Marketing the Solution5 days

XI.Problem Solving Tools3 days

XII.Communicating 2 days

XIV.Individual Problems34 days

XV.Presentation of Results3 days

XVI.Final Assessment3 days

XVII.Lab Maintenance2 days

Textbook:

Lumsdaine, E. & Lumsdaine, M. (1995). Creative problem solving thinking skills for a changing world. New York: McGraw-Hill.

Engineering and Virtual Problem Curriculum Map – Why Problem Solving? Unit of Instruction

Engineering and Virtual Problems Curriculum Map / AIG = Annual Improvement Goal
T= Technology Standards
Day / Course Content / Skills (the student will be able to): / Assessments (may include but is not limited to:) / Infusion / Building Goals
5 - 8 / Why Problem Solving? Introduces students to the rationale for developing problem solving skills. Show a content map of the items that will be discussed. Ask questions about what will be covered so students think about the content instead of just sit passively. Explore the definition of problem solving and creativity. Have students take different problem solving schemes and describe/present them to the class. Explain paradigm shifts and how they work. Complete problem solving activities related to lectures. / *Identify current problems that pertain to an individual student and/or that are currently in the news. *Identify and discuss the types of problem solving skills the individual uses most often/feels most comfortable with at the current time. *Discuss the relationship between problem solving and learning. *Define creative problem solving. *Sketch and discuss a paradigm shift curve. / *Written quizzes on aspects of problem solving. *Completed activities as assigned by the instructor. *Participation in class discussions. *Written entry in log/journal describing, "What important idea(s) have you learned" and "What important question(s) do you still have"? / Multicultural/Non-Sexist Attitudes, Career Awareness, Thinking Skills, Study/Learning Skills, Human Growth and Development, Communication Skills

LESSON PLAN – DAY 1

SUBJECT: Engineering and Virtual ProblemsNUMBER OF STUDENTS: 10 – 20

UNIT TITLE: Why Problem Solving? (Adapted from Lumsdaine and Lumsdaine, 1995)

GRADE LEVEL: 10 – 12TIME ALLOTED: 4 hoursDATE: Day 1

OBJECTIVES AND/OR PURPOSES:

Introduce terminology and ideas relative to creative, technological problem solving
Increase the likelihood of problem solving transfer by describing the benefits of creative thinking and problem solving.
Understand the relationship between creative thinking and paradigm shifts.
Introduce the rules that will be used in the course and how those rules differ from a traditional classroom setting.

INTRODUCTION: (Hour 1)

“Good morning class!” In the next unit we are going to look at creative thinking and paradigms. We will be looking at why it is important to understand problem solving and how it is related to creative thinking and paradigms. Does anyone know what a paradigm is? (Here we will have an interactive discussion about paradigms until a suitable definition is obtained. The instructor may provide hints to help students “discover” a working definition of a paradigm). Use overhead markers or chalk to record their answers.

After a working definition of a paradigm is explained then hand out the student version of “Climbing Mount Everest” and have them fill in the blanks given a three-minute time limit. They may work with classmates if they need help. When students have completed the exercise inform them that this is really an article from the Des Moines Register regarding the Leaning Tower of Pizza (any recent article may be substituted).

Carry on a discussion regarding why they filled in the blanks the way the did and discuss how this “paradigm” is related to problem solving in this course.

LEARNING ACTIVITIES:

Divide students into 3 groups and have them read either the Industry, Education or Economic examples of creative problem solving shown in the Lumsdaine and Lumsdaine text (pgs 8-9).
Explain to the students that they are going to begin a brainstorming activity and that some rules apply. The instructor needs to be cognizant that problem-solving skills need to be taught as students undertake these exercises. This unit will occur early in the semester and brainstorming rules need to be introduced. They are: 1) generate as many ideas as possible, 2) encourage wild and crazy ideas and 3) no criticizing idea.
When they are finished give them the Three-Minute Activity #1-1: Problems as described in the Lumsdaine and Lumsdaine text (pgs 8-9 and included later). Wander the room as students are brainstorming. Hand out lifesavers or other small treats as you see them participating in the exercise and tell them specifically what behavior they are doing that you are rewarding them for.
Bring students back together as a group and discuss the activity from two perspectives. First, ask them about the problems they brainstormed that need solving. The direct response to the given assignment. Second, have them reflect about the way they participated in the brainstorming session. Ask them to reflect on whether they felt comfortable sharing their thoughts with others. Did they participate in the discussion or just sit. Ask them why/how their interactions may impact their experience and others’ experience in the class.

CLOSURE/SUMMARY:

Today we looked at several issues regarding problem solving. How did we start the class (wait for students to recall the paradigm exercise and answer accordingly)? Ask questions such as, “How do paradigms relate to problem solving?”

We then moved on to looking at problems. Where did the examples you read about come from? What major areas of society? (Have students recall that they came from industry, education and business/economics). Where did this group find problems to solve? (Refer back to problems they generated).

I want all of you to start looking around you for problems that need solving. Look at the students in this building, listen to the radio, watch the TV or read the newspaper. Bring in your ideas of problems that need solving and we will post them on a bulletin board. (This will be laying the foundation for picking an independent project in the future).

I want to leave you with an overall picture of where we are going in this unit. Show the mind map of chapter 1 (Lumsdaine and Lumsdaine, p. 2) and explain what areas were examined today and what will be covered in the next three days.

MATERIALS / TIME ESTIMATE / ASSIGNMENT
Climbing Mount Everest exercise
Creative Problem Solving Text
Overhead of Mind map of Chapter 1
Lifesavers/candy
Chalk/overhead markers
Chalk board, overhead marker
Bulletin board / 10 minutes
15 minutes
5 – 10 minutes
(Discussion and organization account for the rest of the time) / Look in newspapers, magazines or listen/watch radio and TV to find current problems that need solving. Encourage students to bring in articles to hang on a bulleting board regarding current problems

SELF-ASSESSMENT:

LEARNING ACTIVITIES – DAY 1

Climbing Mount Everest: Student Handout

(From Sunday, December 16, 2001 Des Moines Register, p. 10A)

After a $27 ______realignment that dragged on over a ______visitors are once again making the dizzying climb up ______.

The ______reopened to the public Saturday, a little less ______but still confounding visitors.

“I thought it was amazing and at the same time frightening!” marveled Richard Colbourne, a New York-based ______. “I still have a headache!”

Climbing Mount Everest: Instructor Copy

Famed tower reopens to public by Alessandra Rizzo (AP)

(From Sunday, December 16, 2001 Des Moines Register, p. 10A)

After a $27 million realignment that dragged on over a decade visitors are once again making the dizzying climb up Pisa’s Leaning Tower.

The tower reopened to the public Saturday, a little less off center but still confounding visitors.

“I thought it was amazing and at the same time frightening!” marveled Richard Colbourne, a New York-based graphic artist. “I still have a headache!”

Three-Minute Activity 1-1: Problems

(from Lumsdaine and Lumsdaine, 1995, page 5)

With two other people, brainstorm and jot down problems that are in the news right now, which could use a creative approach because the old ways of dealing with these problems are just not working. Also think about some personal problems that would make for good “targets” for creative problem solving. Be sure to observe the three key rules of brainstorming: 1. Get as many ideas as possible. 2. Encourage wild and crazy ideas. 3. No criticism of ideas – defer judgment until later in the problem-solving process.

MINDMAP OF CHAPTER 1 VISUAL

(reprinted with permission of author)

Lumsdaine, E. & Lumsdaine, M. (1995). Creative problem solving thinking skills for a changing world. New York: McGraw-Hill

LESSON PLAN – DAY 2

SUBJECT: Engineering and Virtual ProblemsNUMBER OF STUDENTS: 10 – 20

UNIT TITLE: Why Problem Solving? (Adapted from Lumsdaine and Lumsdaine, 1995)

GRADE LEVEL: 10 – 12TIME ALLOTED: 4 hoursDATE: Day 2

OBJECTIVES AND/OR PURPOSES:

Introduce terminology and ideas relative to creative, technological problem solving
Increase the likelihood of problem solving transfer by describing the benefits of creative thinking and problem solving.
Understand the relationship between creative thinking and paradigm shifts.
Introduce the rules that will be used in the course and how those rules differ from a traditional classroom setting.

INTRODUCTION: (Hour 2)

“Good morning everyone! How are my fine outstanding young citizens?” Yesterday we started looking at the problem solving process. We looked at paradigm shifts and we started looking at where to find problems. Today I want to give you an overview of where we are going and how we are going to get there.

Fist we need to change the way you interact in this class compared with other classrooms. We will be examining the paradigms used in this course compared to other courses you are used to. It is important that you understand the different way this course operates so you will feel comfortable with time and practice and be successful.

After we look at classroom interactions we will revisit the organizer I showed you yesterday and plot a course of action.

Let’s make a list of all of the ways you demonstrate that you are an attentive learner in your other classes (Start generating a list on the overhead or on the chalkboard as students start telling you about their normal classrooms). When they are finished put up the display the Classroom Paradigm’s overhead and discuss what kind of behaviors you are expecting in the class. Have students relate to others if there are other teachers or situations where there is student interaction. Have students discuss whether they are comfortable. Create a situation forcing a dialog. Use some method to get everyone involved which may include the extrinsic treat idea, calling on individual students and taking turns or letting students contribute on their own if they feel comfortable.

LEARNING ACTIVITIES:

Show Why Study Problem Solving? overhead. Talk about the benefits of studying problem solving. Ask students to add to the list or think of ways being able to solve problems better will be of benefit to them.
Have students complete the Three-Minute Activity 1-2: Skills Comparison in Lumsdaine and Lumsdaine (pp. 6 – 7) where occupations are ranked on a “thinking skills” to “communication skills” continuum. Discuss how this relates to problem solving and to individual students. To drive the point home look at the statistics provided by Lumsdaine and Lumsdaine regarding skill training in U.S. companies. Have all of the students in the class stand and then have 58% of them stay standing to represent individuals needing training in problem solving skills. Repeat this for 51% teamwork, 48 % interpersonal skills, 45% oral communication, 43% listening, etc. Discuss how these skills or lack of skills relate to today’s workforce. Ask students to discuss if they have observed these trends to this degree in their jobs and to give examples.

CLOSURE/SUMMARY:

Before you leave today I would like you to answer two questions for me and then reflect on what you learned.

My first question is, “How is this class different than other classes you attend?” (Have students recall and summarize the expectations regarding participation and interaction. Lead them to the answer by asking questions if they have problems).

My second question is, “Why should you study problem solving?” (Listen to students give reasons to participate in the course and the activities). Do not make judgmental statements but try and draw realistic reasoning from each individual. This can serve as an oral assessment of where the students view the problem solving course and lead to further instructor guidance.

Before you leave today I would like you to pull out your notebooks and in your daily log write about: "What important idea(s) have you learned" and "What important question(s) do you still have"? Please turn in these notebooks before you leave today.

MATERIALS / TIME ESTIMATE / ASSIGNMENT
Classroom Paradigms Overhead
Why Study Problem Solving Overhead
Skills Comparison Activity and Discussion / 15 minutes
10 minutes
25 minutes / In your daily log write about:
"What important idea(s) have you learned" and
"What important question(s) do you still have"?

SELF-ASSESSMENT:

LEARNING ACTIVITIES – DAY 2

(from Elizabeth G. Cohen, Designing Groupwork)

Classroom Paradigms

Traditional ClassroomProblem Solving Classroom

Do your own workListen to other students

Do not give or ask for adviseSeek out others’ help and opinions

Do not listen to others – pay attentionListen to others give them a chance

Keep your eyes to the front of the roomInteract with your classmates

The teacher knows it allThe teacher is a learner too

Why Study Problem Solving?

(Lumsdaine and Lumsdaine, 1995, p. 6)

Rapid technological change
Traditional view of problems solving is changing
Computers solve routing problems not complex problems
Manufacturing companies need to be competitive to compete in global markets
Problem solving skills can be applied to home, school, work,...
You can direct change with problem solving strategies

INTERVENTION IDEAS USED IN THIS UNIT

Area 1: Positively influencing students’ learning and cognitive processing

Idea # 1:Just-community. Just-communities are learning communities where respect for individuals within the community is maintained. It is an educational environment based on Kohlberg’s ideas. People listen to others, build on another’s ideas, share their own ideas without fear of humiliation, etc. (Sharp as stated by Pressley, p. 212). The lessons included in this example show how the beginnings of a just community will be formed. It starts with establishing or reiterating the rules of brainstorming during the first lesson. The norms established for the problem-solving classroom, which parallel the just-community classroom is explained to the students during the second lesson.