10/30: Chapter 8 LGQ

Applying--What is the best way to apply heuristic techniques to a difficult problem or topic? Should we go into it with a predetermined plan or allow full student autonomy?

Heuristics are general problem-solving strategies that may be applied to a variety of problems, but they do not guarantee a successful outcome (Ormrod). As such, heuristics may be more applicable to ill-defined problems, i.e., unclear problems with missing information or more than one answer. Ormrod gives the example of deforestation, but I will use the issue of damming to illustrate how to use a heuristic strategy to tackle an ill-defined problem.

In Loudon, County, Tellico Dam has generated a firestorm of opinions over the last three decades. For opponents of the dam, the problem to be solved was how to halt dam construction and stop flooding of the area. Opponents took a number of approaches. Some made a moral argument against the uprooting of families and destruction of Native American settlements and burial grounds. Others made economic arguments to counter the dam advocates. Opponents claimed the dam would not generate enough energy to justify its existence. They also pointed to how capital could be brought in through developing a tourist industry centered on trout fishing, mountain scenery, and local, Native American culture. Finally, environmentalists pointed to the irreparable damage the dam would cause both to the land and quality of the water. This last approach stalled the dam the longest as an endangered species was found in the waters; though, it was ultimately, successfully transplanted to another habitat. With respect to this issue, a variety of approaches were applied to the problem of closing the dam.

Students should learn how to apply heuristics to complex, authentic problems such as the one listed above. We cannot, especially for young students, allow for full autonomy in the heuristic process. By this, I do not mean we do all of the work for the student. Rather, we must directly instruct students on how to apply heuristics and scaffold them to their desired end. With enough practice, and if they demonstrate a firm grasp on developing processes to solve complex problems, we may allow for increasing student autonomy. However, we must always be there to offer advice for students and get them back on track if they ever become distracted.

           

Create--Construct a project that allows students security that to take risks and at the same time can be evaluated.

Before constructing my problem, I acknowledge that working memory puts a limit on how much students can process at one time. I also realize that complex problems require significant metacognition (Ormrod). To help students with the project, I will explicitly state the goal(s) and procedures, break down the problem into subcategories for the students, and encourage self-monitoring. All of the above are effective strategies used by efficient problem solvers, according to Ormrod. I will also make sure students are mastering the material before they begin the project, and I will give students enough time to ensure they can be creative and think critically.

My project will require students to pick a historical figure and write a biography. Students will have to research and reference materials outside of the textbook to relate their characters’ experiences with what we are covering in class. For instance, students might relate how Frederick Douglass’ experiences with slavery and reform work might inform his attitude toward reconstruction. For this project, I will give students enough time to do their initial writing. I will allow them to make mistakes, receive my feedback, and correct their work. I will set aside time for small group discussion of the activity, and I will only grade after the third or so submission.