Thinking and Problem Solving

Thinking and Problem Solving
“Our job is not to make up anyone’s mind, but to
open minds and to make the agony of decisionmaking so intense, you can only escape by
- Author Unknown
The TAPTM System Training Portal
Reflective Thinking…
How did you implement?
• Lesson Structure and Pacing
 Transitions
 Providing opportunities for students who
progress at different rates
 Coherent beginning, middle, and end
• Other areas of the Rubric
• Sentence Starters
• Grouping
• Pair Up, Share, Report Out!
 Find your famous partner.
Teachers will implement various types of
thinking and problem solving into their
lessons and explain how thinking and
problem solving are connected in the TAP
instructional rubric.
Long Range Plan and Reflection
Identify Need
Refinement Need and Connections to the Instructional Rubric
Obtain New Learning
Modeling: How to Look at Thinking and Problem Solving in the
Development: In your lessons…
Apply (In your classroom)
End of the Year Questionnaire
Looking at rubric areas as interconnected.
 Teacher identified areas of need…
1 – Questioning
2 – Lesson Structure & Pacing
3 – Thinking/Problem Solving
4 – Teacher Knowledge of Students
5 – Presenting Instructional Content
The Rubric
Problem Solving
Over the course of multiple observations, the
teacher consistently and thoroughly teaches
two types of thinking:
Over the course of multiple observations, the
teacher implements activities that teach and
reinforce 4 or more of the following problem
solving types.
analytical thinking where students analyze,
compare and contrast, and evaluate and
explain information.
 practical thinking where students use, apply,
and implement what they learn in real-life
 creative thinking where students create,
design, imagine and suppose.
 research-based thinking where students
explore and review a variety of ideas,
models, and solutions to problems.
The teacher sometimes provides opportunities
where students:
 generate a variety of ideas and alternatives.
 analyze problems from multiple
perspectives and viewpoints.
Drawing Conclusions/Justifying Solution
Predicting Outcomes
Observing and Experimenting
Improving Solutions
Identifying Relevant/Irrelevant Information
Generating Ideas
Creating and Designing
The Thinking/Problem Solving Link
Thinking =
The Process
Solving =
The Product
What are the steps to modeling
your thinking (‘think-aloud’)
I do
Model: Practical Thinking
Thinking: Practical Thinking
PS: Generating Ideas
Based upon your prior knowledge:
What are the similarities and
Analytical thinking
Create 3 Questions about the Cat
Teacher Behaviors that Support
•Emulating others is a basic
way of learning.
•Model what you expect. Do
not be a “do as I say, not as I
do” educator.
•Clear expectations
•Thinking happens throughout
the school day, across content
areas, and over extended periods of
•Opportunities for interaction
•Address all learning styles
• Higher-level questioning
•Learners must be presented
with problems and
questions, the answers to
which are not apparent.
•Wait time
•Accepting without judgment
•Clarify when you don’t understand
•Academic Feedback
An Example: Read the article…
What are some
factors that need to
be present for a cat
to glow?
 Why are scientists
doing this?
Identifying Relevant and
Irrelevant Information
What are some other ways that you
can use thinking in your classroom?
 Anticipatory sets
In one of your lesson plans for next week, how will you
model thinking for your students?
Bring back student examples of what you modeled
Begin thinking of problem solving your students will do!
When are you going to implement this in your class?
What will this thinking process look like in your class?
What questions will you use?
How can you build this in your lesson plan?
Develop the thinking script.
Be sure that I have you signed up for
and observation time!
Closure: Share with your partner (from
the warm up) the type of model thinking
that you will be doing this week in your

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