Problem Solving Technology in TFL Methodical recommendations Done by Dilnoza Umarova – Group 1911 Introduction Problem solving is not only a great way to apply language skills, but is one of the key elements in the list of SCANS Thinking Skills and the CASAS Learning to Learn competency. When students examine a difficult situation in order to identify both the problem and a meaningful solution, they are learning skills that will serve them well in the workplace, in their communities, at home with their families, and in their daily lives.
Main Part Act 1. Survivor Step 1. Students read a background story about a plane crash.
Step 2. In groups, students then discuss the ways they would face the emergency situation in the story and pick five items to help them survive, writing down the reasons for their five choices, e.g. a mirror for signalling rescuers by day
Step 3. Groups then take it in turns to explain their choices to the class who give feedback on their ideas.
Step 4. The class then votes to see if they think the group could survive using the items or not
Step 5. There is a class discussion about the students' solutions and the class comes up with a list of the five best survival items from the worksheet.
Step 6. Groups practice conveying important information in an SOS emergency call in the most effective way possible.
Act 2. When Prayers are Answered Step 1. Students listen to a song based on reincarnation and complete a song gap-fill.
Step 2. Students then discuss the meaning of the song as a class
Step 3. Students read a short story called «When Prayers are Answered» and answer a set of true or false and reading comprehension questions based on the story.
Step 4. Students write a continuation and ending for the story in their own words
Step 5. They read the ending to a partner and compare their ideas. Students then read the final part of the story together as a class and discuss similarities and differences to their story.
Step 6. Students answer discussion questions based on the lesson and talk about their answers in groups.
Act 3. Island Adventure Step 1. Students choose four items from the worksheet to help them survive on the island and explain why they chose each one.
Step 2. Groups find out what challenge they face on the island by choosing a card.
Step 3. Groups then read the challenge on their card and make a plan on how they are going to survive on the island using the four items to help them.
Step 4. Groups take it in turns to read their challenge and present their ideas to the class.
Step 5. Assess each group's chances of survival and score each group between one and three points according to their ideas. After each group has presented, they roll a dice and the awarded points are combined with the number on the dice
Step 6. Groups need to score four or more to survive. A score of six or more is needed to thrive on the island.
Act 4. Stress Step 1. In pairs, students interview their partner on the top ten most stressful things in their life. Each pair then joins with another pair to compare and discuss their answers and come up with the top five most stressful things for their group.
Step 2. Groups then discuss and write down the cause or causes of each stressful thing.
Step 3. Students conduct a class survey on how to reduce stress and relaxation methods using questions from the worksheet, making a note of whether each person they speak to is male or female and how they relax and reduce stress.
Step 4. When the survey is complete, students re-group and read all the data they collected and rank the findings into healthy and unhealthy ways to reduce stress.
Step 5. Each group makes a poster showing the results of the class survey.
Act 5. What's the criteria? Step 1. Students order the jobs on their card, according to the given criteria (one being the most important and ten being the least important).
Step 2. Students then use their problem-solving skills to guess what criteria other students used to put their list of ten jobs in order.
Step 3. Students then take it in turns to read out their order from one to ten.
Step 4. The other students in the group analyze the list and discuss the possible criteria. The student with the card listens but cannot help in any way
Step 5. The student with the card listens but cannot help in any way. The students then give their answer. If the students guess correctly, the next student reads out their card. If not, students keep guessing until they get it right.
Step 6. There is a class feedback session to discuss the job order, according to the criteria.
Conclusion True problem solving is the process of applying a method – not known in advance – to a problem that is subject to a specific set of conditions and that the problem solver has not seen before, in order to obtain a satisfactory solution.calledences https://www.teach-this.com/component/search?searchword=Problem%20Solving%20activities&searchphrase=all&Itemid=376
https://calpro-online.org/documents/Prob%20Solv%20Handout.pdf
https://asq.org/quality-resources/problem-solving
