Problem-solving activities in ESL

1. Recognize problems that may be solved using deductive reasoning.
2. Develop aids to help them in solving deductive reasoning problems.
3. Successfully solve deductive reasoning types of problems.
4. Produce their own deductive reasoning puzzles for other students to solve

ACTIVITIES AND PROCEDURES:

1. Students are reminded of the deductive reasoning skills used by Sherlock Holmes to solve his mysteries. The teacher should read some exerts from Sherlock Holmes stories.
2. Students are divided into small groups and asked to solve a deductive reasoning type of puzzle. They are given no help as to how to solve the puzzle. After the groups have worked for a while, the class should be brought back together to discuss the strategies employed to solve the puzzle.
3. Once the better strategies have been determined, give the students another puzzle in their groups and allow them to work.
4. Over a time period of one or two weeks, give the students puzzles of varying degrees of difficulty. Allow them to use help charts (as provided in the Mind Benders materials) sometimes but have them develop the ability to produce their own charts to facilitate their problem solving.

Critical Thinking Strategies

This strategy is intended to help develop and evaluate the critical thinking skills of comparing, contrasting, and of analyzing similarities and differences. It is adaptable not only across the curriculum but also at any age level. It can be used to inspire small group work, writing assignments, inquiring lessons, and is also an excellent evaluative tool.

 

According to teacher education programs, workshops, seminars, and professional journals, improving the thinking skills of students has been a top priority of school districts across the country for at least the last twenty years. Teachers and school officials are well aware that in addition to acquiring the basic skills, students need to become better problem-solvers. Only then can we expect to increase the number of students who will develop into the responsible, caring adults mandated by the national goals. It is by directing more attention to mastering the critical thinking skills that will make the difference.

There have been differences of opinion over the years as to how these skills should be taught. Course offerings at the college level and some high school curriculums have taught critical thinking separately from the content areas. Debate ensued, with educators at both extremes, as to whether or not the subject might be better taught as part of the regular curriculum. In 1983 the National Commission on Excellence in Education stated the following in their widely publicized report entitled A Nation At Risk: . . . formal instruction in critical-thinking skills [must] be mainstreamed across the curriculum at all levels. Such curricular integration is especially important in middle schools . . . because students there are beginning the significant transition from concrete to formal cognitive operations.”

This indeed makes sense as it seems unrealistic to attempt to fill students with facts without showing them how to think about the facts that is, to fully comprehend, and be able to compare and evaluate ideas and information.

The National Research Center on Literature Teaching have found the best way to promote critical thinking . . . is to involve students in class discussions in which they have the opportunity to raise issues, clarify their thoughts, and test their ideas against their classmates. . . . Students need to be able to think critically. Literature can show them the way.

Most content area textbooks emphasize the need to merely recall data and information.

Language Arts

A good literature program in the middle school should expose students to a wide variety of genres, writing styles, and themes. If students are to improve their ability to make valid judgements about literature, they must experience good books, investigating and discussing what it is about books that make them memorable. Mysteries allow children to become involved in the solutions of devious crimes through vivid character descriptions and clues. Using the skills of observation, creative thinking, and imagination, students who become successful at solving these mysteries along with the clever detective, will come to enjoy this genre.

There are many ways of reasoning. But detective and scientific ways are the among them.

The detective, through the use of logic and reason, and his/her superior intelligence, intuition, or imagination, can and does solve a given crime before the police, or indeed the reader himself can solve it. When the student can be directed to relate his/her feelings and experiences to those of the victim, do a character analysis of the suspects, list and classify the physical evidence, note irregular details in the setting, anticipate the strategies of the detective, and express these findings both orally and in writing, comprehension is achieved and the critical thinking skills are fully engaged.

Science begins when you ask a question. Applied science is used to solve everyday problems. Students need to feel free to ask questions about their universe, their world and their own lives, and grope for answers. We must teach students how to use the scientific method and apply these science skills to answer the questions about life and the global community

Both the scientist and the detective use reasoning skills: both inductive and deductive. In that reasoning means solving a problem by thinking about it, the student is directed to investigate science problems by first putting together ideas and facts that have been learned in the past. In education theory, prior knowledge is considered key to not only generating interest but making the most of the information and experiences that surround the students. The scientific method links prior knowledge to new information to help students build an increasing sense of how it relates to their experiences. The detective, when embarking upon a case, looks at the initial evidence and analyzes it based upon what he already knows about human behavior and physical evidence. Students will study the behavior of the detective and relate it to that of the scientist becoming “Science Detectives.”

Addressing Culture in EFL Classrooms: The Challenge of Shifting from a Traditional to an Intercultural Stance  

Intercultural language learning has become an important focus of modern language education, a shift that reflects greater awareness of the inseparability of language and culture, and the need to prepare language learners for intercultural communication in an increasingly multicultural world.

Nowadays everyone should be tolerant and bear in mind that others will have another opinion about any given topic. People from one culture may not understand the other ones. But these times international communication and relationship is quickly requiring importance. So in my opinion, every teacher should teach their students to be aware of cultural differences and be open-minded of them.

Social Studies

As a child grows older, various outside influences begin to act a higher, shaping his/her picture of the future. Television and other media sources as well as the individuals who make up one’s family and extended community serve as powerful influences an the developing student. Juvenile literature should be given greater priority as a vehicle for the presentation of societal values to the young mind. Just as the well-informed parent tries to monitor the types of programs a child watches and questions the associations one has with the peers and adults around him, we must direct our children toward good literature that will guide and shape these values.

Children must be taught to critically evaluate what they view and read for obsolete information about society. Literature plays a strong role in helping us understand and value our cultural heritage. Developing positive attitudes toward our own culture and the cultures of others is necessary for both social and personal development. Children should read books set in many locations and times because if children read books that reflect their own views only, they miss the interesting diversity of the world. Social development includes becoming aware of and understanding issues of moral responsibility as well as the different social roles people play. One of the greatest contributions made by literature is the realization that both boys and girls of all racial and ethnic backgrounds can succeed in a wide range of roles. Books that emphasize non-stereotyped roles and achievement are excellent models that can stimulate discussion. Detective fiction can address these social and environmental issues.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

PRACTICAL PART

PROBLEM-SOLVING FUN EXERCISE

• Ideal for teenagers & younger pupils (ESL & Native Speakers)
• Ideal for telephone practice (ESL)

Overview of Lesson Plan + Classroom Management

• Section 1
• Class Discussion:  Make-up (brands, problems, etc.)
• Pre-teach new words from text
• Pre-teach constructions required for Sections 2 & 3
• Pairwork: Dictation to practise listening, pronunciation, writing & spelling
• Section 2
• Pairwork, then class discussion (using COULD + INFINITIVE)
• Regroup students for 2nd dictation to practise listening, pronunciation, writing & spelling
• Section 3
• Speculating, guessing, anticipating, hazarding a guess (using BE GOING TO + INFINITIVE or SIMPLE FUTURE TENSE)
• Regroup students for 3rd dictation to practise listening, pronunciation, writing & spelling
• Milling exercise in pairs to discuss the meaning of the final sentence
• Section 4
• Composition, or roleplay

NOTE

The dictation exercises are extremely worthwhile for all levels and they are not overly long; therefore, allow students to work at their own pace.  Do not hurry them, or attempt to shorten the exercise.  Early finishers should be given additional tasks to allow the slower ones to complete the whole exercise without pressure, because it is valid in a range of different ways. 

SECTION 1

CLASS DISCUSSION 

• GIRLS ONLY CLASSES: Ask if any of the girls use lipstick, or whether they know anyone who does.  
• Discuss how it is put on and blotted to stop smudging.  
• Ask whether it leaves a stain on glasses and their boyfriends' face.
• Ask whether they leave imprints on letters, or elsewhere
• BOYS ONLY CLASSES:  Ask if they have any girlfriends, or sisters who use lipstick
• Discuss their age and which colour they use
• Ask which brands they prefer and why
• Find out if the lipstick causes problems, e.g. allergies, stains, etc.
• MIXED CLASSES:  Ask if they know anyone who uses lipstick.  
• Ask if they are male, or female (actors? pop-stars? homosexuals? etc.)

CLASSROOM MANAGEMENT

• Divide students into pairs A & B
• Instruct students NOT to look at their partner's worksheet. ( The use of telephones is ideal for this exercise.)
• Give out the worksheets for students A & B
• Encourage students to spell out words if their partner cannot understand their pronunciation.

 

 

SECTION 1 STUDENT A WORKSHEET

A n_ _ _ _ _  of  _ _-year-o_ _  girls w_ _ _ beginning  t_  use  l_ _ _ _ _ _ _ and  w_ _ _ _  put i_  on  i_  the b_ _ _ _ _ _ _.  That w_ _  fine, b_ _  after t_ _ _  put o_ their l_ _ _ _ _ _ _ they w_ _ _ _  press t_ _ _ _  lips t_  the m_ _ _ _ _ leaving d_ _ _ _ _  of l_ _ _ _ _  lip p_ _ _ _ _. Every  n_ _ _ _  the m_ _ _ _ _ _ _ _ _ _  man w_ _ _ _  remove t_ _ _  and t_ _  next  d_ _  the  g_ _ _ _ would  p_ _  them  b_ _ _.  Finally  t_ _  principal  d_ _ _ _ _ _  that  s_ _ _ _ _ _ _ _  had  t_  be  d_ _ _.  

 

 

 

SECTION 1 STUDENT B WORKSHEET

A number o_  12-y_ _ _-old  g_ _ _ _  were  b_ _ _ _ _ _ _ _  to u_ _  lipstick a_ _  would  p_ _  it o_  in  t_ _ bathroom. T_ _ _  was f_ _ _, but a_ _ _ _ they p_ _ on t_ _ _ _ lipstick t_ _ _  would  p_ _ _ _  their  l_ _ _  to  t_ _  mirror l_ _ _ _ _ _  dozens o_  little l_ _  prints. E_ _ _ _  night  t_ _  maintenance m_ _  would  r_ _ _ _ _  them  a_ _  the  n_ _ _  day  t_ _  girls  w_ _ _ _  put  t_ _ _  back.  F_ _ _ _ _ _  the  p_ _ _ _ _ _ _ _  decided  t_ _ _  something  h_ _  to  b_  done. 

SECTION 2

• Instruct students to discuss in pairs possible ways in which the principal could solve this problem, using COULD + INFINITIVE (e.g.  Well, she could ban lipstick from the school, or she could threaten to ......)
• Allow 5 minutes in pairs, then encourage feedback as a class discussion.
• Regroup students so all the Bs move on to a different partner
• Give out the next worksheets for students A² & B²
• Instruct students NOT to look at their partner's worksheet.
• Most students will be keen to know what happens next and will tackle this exercise with enthusiasm.

 

 

SECTION 2 STUDENT A² WORKSHEET

S_ _   called  a_ _  the  g_ _ _ _  to t_ _  bathroom  a_ _  met  t_ _ _  there w_ _ _  the  m_ _ _ _ _ _ _ _ _ _  man.  S_ _  explained  t_ _ _  all t_ _ _ _  lip  p_ _ _ _ _  were  c_ _ _ _ _ _  a  major  p_ _ _ _ _ _  for  t_ _  custodian  w_ _  had  t_  clean t_ _  mirrors  e_ _ _ _  night.  T_  demonstrate  h_ _  difficult  i_  had b_ _ _  to  c_ _ _ _  the  m_ _ _ _ _ _,  she  a_ _ _ _  the  m_ _ _ _ _ _ _ _ _ _  man  t_  show t_ _  girls  h_ _  much  e_ _ _ _ _ _  was r_ _ _ _ _ _ _. 

 

SECTION 2 STUDENT B² WORKSHEET

She  c_ _ _ _ _ all  t_ _  girls  t_  the  b_ _ _ _ _ _ _  and  m_ _  them  t_ _ _ _  with  t_ _  maintenance  m_ _.  She  e_ _ _ _ _ _ _ _  that a_ _  these  l_ _  prints w_ _ _  causing  a  m_ _ _ _  problem  f_ _  the c_ _ _ _ _ _ _ _  who  h_ _  to c_ _ _ _  the m_ _ _ _ _ _  every  n_ _ _ _.  To  d_ _ _ _ _ _ _ _ _ _  how d_ _ _ _ _ _ _ _   it  h_ _  been  t_  clean  t_ _  mirrors,  s_ _  asked t_ _  maintenance  m_ _  to  s_ _ _  the  g_ _ _ _  how  m_ _ _  effort w_ _ required.

SECTION 3

FUNCTION:  ANTICIPATING, GUESSING, SPECULATING, HAZARDING A GUESS,

(The following constructions have identical meaning, but only when speculating)

• I think the maintenance man is going to shout at the girls (I think + be going to + infinitive)
• I think the maintenance man will shout at the girls (I think + simple future)

INSTRUCTIONS:

• Pre-teach
• Encourage students (in pairs) to anticipate what the maintenance man will do, using the above constructions for speculation.
• Ask for feedback as a class discussion.
• Regroup students so all the Bs move on to a different partner
• Give out the next worksheets for students A³ & B³
• Instruct students NOT to look at their partner's worksheet.
• Most students (even the unmotivated) will be very keen by now to know what happens next and will tackle this exercise with great enthusiasm.
• Finally, ask students to mill and discuss the meaning of the final sentence with other pairs

 

 

SECTION 3 STUDENT A³ WORKSHEET

H_  took  o_ _  a  long-h_ _ _ _ _ _  squeegee,  d_ _ _ _ _  it  i_ the  t_ _ _ _ _  and  c_ _ _ _ _ _  the  m_ _ _ _ _  with  i_.  Since  then, there have been no lip prints on the mirror.  Since t_ _ _,  there h_ _ _  been  n_  lip  p_ _ _ _ _  on  t_ _  mirror.

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T_ _ _ _  are t_ _ _ _ _ _ _ and  t_ _ _  there  a_ _  educators. 

 

 

 

SECTION 3 STUDENT B³ WORKSHEET

 

 

He t_ _ _  out  a  l_ _ _-handled s_ _ _ _ _ _ _, dipped  i_  in  t_ _ toilet  a_ _  cleaned  t_ _  mirror  w_ _ _  it.  S_ _ _ _  then,  t_ _ _ _  have b_ _ _  no  l_ _  prints o_  the  m_ _ _ _ _.

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There  a_ _  teachers a_ _  then  t_ _ _ _  are  e_ _ _ _ _ _ _ _.

SECTION 4

Composition, or Role-play

COMPOSITION SUGGESTIONS

• Write about the story as if you are one of the girls who used to kiss the mirror
• Write about the story as if you are the caretaker
• Write about the story as if you are the principal
• Vary your composition by: 
• Creating a different problem
• Creating a different ending
• Changing the setting, problem & characters

CREATE A ROLEPLAY using the following characters:

• Girls playing with make-up and lipsticks, comparing and admiring lip shapes, etc.
• Caretaker, complaining to the principal after trying to complain to the girls
• The principal, discussing the matter with the caretaker and trying to decide the best course of action.

The above text was received as a joke email.  Many thanks to the unknown person who first wrote it and to my daughter Ellie for sending it to me.

Inquiry, Problem Solving, and Podcasting:

The content learning is either business-based or involves some kind of awareness of current events such as news, social awareness (the environment, etc.), art exhibits, or even entertainment. I believe some of the role plays (with an information gap or two opposing goals for each "actor") or research for the purpose of creating and giving a business presentation or for an in-class debate would count as an inquiry. As far as critical thinking skills go, these activities would include: distiguishing fact from opinion, assessing the accuracy of a statement, detecting bias, and/or distinguishing relevant from irrelevant information. Also, through some map-based activities students are to plan various routes, solve specific problems like budget or what to do when a specific problem arises.  Another problem-solving activity is when I take my students to the imaginary grocery store, and ask each small group of a different level within the classroom to solve a problem or find some information. For example, beginners have to find fruit that is like the fruit they have in their home countries and compare the names and prices of fruit, and the most advanced group has to think of shopping for a week for their family within a given budget, and give reason for any unusual choices they make (so they have to persuade their group to concede to buying more expensive brands and so on). 
 
I’ll also give students some in-depth lessons involving field trips to an art exhibit, an outdoor public park, or a concert, where they are given several things to notice or observe (in the exhibit/show or in the crowd and environment), then are asked focused questions to get them to recall information. Then the students share the information to come up with a complete list or story to answer all the questions (summarizing and synthesizing) or they compare and contrast their observations with each other's and with a third set of facts/opinions (for example, with their home culture or with the classroom). 
 
Because podcasting is available on a wide array of topics, podcasts can very easily fit into an inquiry and/or problem-solving activity as a source of information. The end goal of a lesson could also be to have the students create and edit a podcast to broadcast over the web. I know from my own publishing experience that simply creating and editing something for mass consumption can be a detailed problem-solving activity. Plus, they would have to collaborate and decide what content goes into the podcast and what doesn't. Plus, podcasting seems really fun; I think students will love it.