Tasks of Problem Solving: Adolescent
-Sequencing—Students learn effective sequencing skills so they can organise objects and ideas quickly and logically
-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
-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.
-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.
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.
Copyright © 2007