Categories
Newsletter

Tasks of Problem Solving: Adolescent

Tasks of Problem Solving: Adolescent

· Ages: 12-17
· Grades: 7-12
 
Make every therapy session successful by teaching thinking and problem solving skills with this rich compendium of adolescent-perfect situations. Each unit works on a specific skill and incorporates other thinking skills as well.
 
· Focus thinking on personal decision-making in school and home environments
· Expand ability to think about the future
· Increase ability to think about global concepts 

Benefits

· Based on the research of Richard Paul, Art Costa, Jean Piaget, Benjamin Bloom, and other cognitive experts, the tasks allow you to focus on your students as complete language users as you draw out their thoughts.
· Activities help students develop language that adequately reflects their improved thinking skills
· Designed for older students with impairments in language and problem-solving skills
· Builds skills in expressive language, semantics, and vocabulary
· Boosts skills in critical thinking and problem solving as students learn to think and express their ideas in these tasks:

-Sequencing—Students learn effective sequencing skills so they can organise objects and ideas quickly and logically

-Asking/Answering Questions

-Comparing/Contrasting

-Identifying Problems—Students learn to state a problem in their own words, find the clues in each situation that helped them identify the problem, and express a logical solution.

-Detecting Key Information

-Making Inferences

-Expressing Consequences—Students learn to summarise everyday situations or problems with one or more logical solutions, name the solution, think about logical consequences, and express the consequences effectively.

-Determining Solutions

-Justifying Opinions and Recommendations

-Evaluating Perspectives—Students learn that making an impression on someone requires thinking about how that person thinks about you and knowing the other person’s perspective. The tasks in this unit help students understand key factors in evaluating others’ perspectives.

-Transferring Insights into New Contexts:

-Integrating Thinking Skills—This unit presents diverse realistic situations for your students to explore and respond to, using the strong thinking skills they developed via earlier units. 

· Each unit begins with a list of vocabulary and adolescent-friendly definitions critical to thinking and talking about each task so metacognitive skills improve quickly.

· Tasks are arranged in a general order of complexity and address the subskills necessary to become successful with each task.

· Allows you to vary the way your students respond (oral vs. written) to match their skill levels

· Grade levels are not attached to any section or task because all students need to master the target skills at their own pace.  

Features

Includes:

Annotated glossaries of:

· Richard Paul’s 35 higher-order thinking skills divided into the three areas of affective strategies, cognitive strategies – macroabilities, and cognitive strategies – microskills

· Art Costa’s 16 attributes of Habits of Mind

· an overview of Jean Piaget’s Concrete and Formal Operational Stages of Development

· A descriptive list of behaviours adolescents with language disorders often demonstrate that reflect their confusion about language use

· Valuable therapy strategies and teaching suggestions

· Answer key

If your students say, "I'm so tired of thinking, my brain hurts" or "Wake me up when the thinking part is over," the activities in Tasks of Problem Solving: Adolescent are the perfect thinking boost they need. 

The hierarchy of tasks works students through exercises to improve expressive language, critical thinking, reasoning, and problem-solving skills. You'll see the results as students generalise their improved thinking and problem-solving abilities to other classroom tasks and life tasks.
 

Copyright © 2007  

01170...Tasks of Problem Solving: Adolescent Book
02170...Tasks of Problem Solving: Adolescent CD
View as
Sort by
Display per page