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موقع عمى أبونا فانوس الأنبا بولا

girgishannaharoun@yahoo.co.uk

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"He heals the brokenhearted and

binds up their wounds."

~ Psalms 147:3

Notice from the SVG FSA : Forex IBCs – Wilfred International Services

Humor:

Teacher: George, go to the map and find North America.

George: Here it is!

Teacher: Correct. Now, class, who discovered America?

Class: George!

Dear visitor,

Use the language selector above to go through my whole site using any native language you speak,

then you can enjoy my YouTube channel.

اختاراي لغة من لغات العالم / اللغة التى تريد تصفح موقعى باستخدامها . استخدم المؤشر

الذى فى الاعلى

I register a video presentation in my YouTube channel for each page of my site.

Next,use the other world site selector above to go to the search engine site or the social media site you like.

My YouTube Channel:

منهج الانجليزى ثانوية عامة / و شكل و طريقة امتحا ن نظام التعليم الجديد والتصحيح الكترونيا

A problem- solution approach

Mr. Girgis

Problem-based learning Project-based learning Problem solving Inquiry-based learning, experiment procedure, text, curriculum, higher Education png | PNGWing

What is Problem Solving?

Problem Solving is a process of overcoming difficulties that

appear to interfere with the attainment of a goal. It is the

procedure of making adjustments in spite of interference.

The Problem

The problem is often reintroduced in the body of the article.

The problem section is the part of the paper where the

writer shows that s/he shares readers’ concerns. This

section of the paper may describe a local situation in

sufficient detail to provide a context for the solution.

The description of the problem helps the reader identify

with the context described to the extent that s/he may feel

that the situation is actually very similar to his/her own.

It is important to note that all the paragraphs and even

the sentences normally work to serve the larger

organization of the text.

Solution

At some point in this type of article, one expects a switch

from problem to solution.

The change in orientation from problem to solution is

indicated not only by the heading, which is the inverse of

the problem section, but by the beginning of the sentences,

which substitute passive students for active problem-solving

teachers and by a switch from synonyms of problem or

words of negation to synonyms of solution or the agents of

change (teachers).

Problem-solving behaviour occurs in a novel or difficult

situations in which a solution is not obtainable by the

habitual methods of applying concepts and principles

derived from past experience in very similar situations.

Problem-solving is a process of overcoming difficulties that

appear to interfere with the attainment of a goal. It is the

procedure of making adjustments in spite of interference

Problem Solving Method In

teaching

In everyday life, man faces varieties of problems. There

are needs and motives that are to be satisfied. For this

purpose, definite goals or aims are set. In an attempt for

the realization of the goals, one experiences obstacles

and interferences in an attempt to achieve them. This

creates problems. Serious and deliberate efforts have

to be made to overcome these impediments.

Problem Solving has been regarded as a form of complex

learning. In problem situations, a response is not always

readily available to overcome the obstacles and reach the

goal. Recognising and adapting our perceptual, cognitive,

verbal and motor responses are necessary to arrive at

the correct response which will solve the problem. In other

words, modification of our behaviour is necessary to

arrive at the solution.

Revising:

After writing the first draft, one needs to see how the

text looks to an uninitiated reader.

One way of revising is to try to read the article as if

one were unfamiliar with the text.

One should also give the article t o a colleague who

may have many comments or suggestions and may

find points which are unclear.

One of the most important points would be to insure

that the article actually includes the content and

structure promised in the introduction.

Nature of Problem Solving

Behaviour

In the satisfaction of one’s needs and realization of the

set goals, problem-solving behavior arises only when

the goal is purposeful and essential for the individual,

there is a series of interference in the realization of this

goal, and this interference or obstacle cannot be

overcome by simple habitual acts or mechanical trial and

error methods.

One has to utilize one’s thinking and reasoning powers

and engage in serious mental work by systematically

following some well-organized steps for the removal of

the difficulties and obstacles.

The problem-solving behavior involves quite deliberate,

conscious and serious efforts on the part of the problem

solver.

Problem-solving behavior helps an individual in the

removal of or adjustment with interference and

ultimately helps to reach his goal and satisfy his

motives.

Problem-solving behavior helps an individual in the

growth and development of his personality, making his

life happier and wiser by appropriate adjustment. It also

contributes significantly to the progress and

development of society.

Downloadable resource: designing a problem-solving methodology in the classroom - SchoolNews - Australia

The conclusion

The conclusion can be seen as a mirror image of the

introduction.Whereas the introduction starts from general

and moves to specific, the conclusion starts with the

specific study or technique described in the article and

moves to the general.

If we consider the conclusion to be some sort of inverse

of the introduction, we might expect the conclusion to

evaluate a technique positively, and then move on to a

more general situation.

In the conclusion the writer can use the specific example

described in detail in the article as a launching point for

further study or to remind readers that s/he is treating a

general problem or has found a solution to additional,

more general problems.

Embracing the Whole Child | Edutopia

Teaching based on solving problems:

Identify problems that require decision-making based

on knowledge of research fundamentals and EBP

principles and competencies.

Establish the search strategy to acquire the best

available evidence relevant to the problem.

Ascertain the appropriate methodology relevant to

questions and the reliability and validity of evidence.

Integrate all types of relevant evidence towards

finding solutions to the problem.

Generate and implement best solutions to the

problem with due consideration of their social

and ethical implications.

Evaluate feedback obtained on applied solutions

for necessary adjustment.

Developing Your Sense Of Purpose, Evaluating Your Passion, And Tapping Into Why You Began Teaching - The Edvocate

Feedback

The article must consist of three main elements-the

beginning, the middle and the end.

The beginning must be an introduction to the the body

which includes the solution of the problem that has been

referred to in the beginning.

The end must include the feed back to the name of the

problem and its steps of solution briefly beside the

impression of the writer.

Supporting the Whole Teacher - The Aspen Institute

Practical Example

A problem- solution approach

In dealing with our education problems, the American EDX

program, Harvard university, USA :

(Introduction to Data Wise: A Collaborative Process to

Improve Learning & Teaching)taught me the following

steps to solve the problem of poor listening and speaking

skills:

Example:

1-Organizing collaborative work:

We formed a group work to exchange work,

experience and guide.

2-Creating data:

We did diagnostic tests collaboratively and collected data

using our senses, observation and statistics.

3-Digging into students' data:

We studied data to find the evidence that refers to the

problem reasons and the way of remedy.

4-Finding evidence:

Learners couldn't speak well because of the lack of language

practice and communication. The GTM method(Grammar

Translation Method) that depends on grammar and

translation was not good for learners to use listening,

speaking or communication.

PDF] Top-down approach to teaching problem solving heuristics in mathematics | Semantic Scholar

5-Deciding the problem:

Learners were poor at listening and speaking skills.

6-Developing the action plan:

Speaking English through authentic situations, guided

and free practice was the remedy. Teaching rules can't

help learners to develop their speaking skill.

7-Acting and assessing progress:

We started our remedial work plan collaboratively

through focusing on using real situations and free

practice for learners to work in pairs to ask and

answer questions through using gestures, pointing,

acting, CDs, songs, music, games, realia and

authentic material and situations. Assessment

went side by side.

8-Solving the problem.

Learners became good speakers when they used

and functioned the language.

I can pass EDX experiences, experiences of my study

in England and my work experiences in Egypt on to

my colleagues in the USA.

Problem-based Learning method.

Other Methods of

teaching

imagedirectgif

Direct Analogy Method

A method of problem-solving in which a problem is compared

to similar problems in nature or other settings, providing

solutions that could potentially be applied.

CHAPTER 5 MORPHOLOGICAL ANALYSIS AND RELATED TECHNIQUES - ppt video online download

Attribute Listing

A technique used to encourage creative thinking in which the

parts of a subject, problem, or task are listed, and then ways

to change those component parts are examined.

Attribute Modifying

A technique used to encourage creative thinking in which

the parts of a subject, problem, or task are listed, and then

options for changing or improving each part are considered.

Attribute Transferring

A technique used to encourage creative thinking in which

the parts of a subject, problem or task listed and then the

problem solver uses analogies to other contexts to generate

and consider potential solutions.

Morphological Synthesis

A technique used to encourage creative problem solving

which extends on attribute transferring. A matrix is created,

listing concrete attributes along the x-axis, and the ideas

from a second attribute along with the y-axis, yielding a

long list of idea combinations.

SCAMPER

SCAMPER stands for Substitute, Combine, Adapt, Modify-

Magnify-Minify, Put to other uses, and Reverse or Rearrange.

It is an idea checklist for solving design problems.

Attribute Transferring

A technique used to encourage creative thinking in

which the parts of a subject, problem or task listed

and then the problem solver uses analogies to other

contexts to generate and consider potential solutions.

Morphological Synthesis

A technique used to encourage creative problem

solving which extends on attribute transferring.

A matrix is created, listing concrete attributes along

the x-axis, and the ideas from a second attribute

along with the y-axis, yielding a long list of idea

combinations.

SCAMPER

SCAMPER stands for Substitute, Combine, Adapt,

Modify-Magnify-Minify, Put to other uses, and

Reverse or Rearrange. It is an idea checklist for

solving design problems.

7-Direct Analogy

A problem-solving technique in which an individual is

asked to consider the ways problems of this type are

solved in nature.

Classroom-Based Teaching Strategies

Personal Analogy

A problem-solving technique in which an individual is

challenged to become part of the problem to view it

from a new perspective and identify possible solutions.

Fantasy Analogy

A problem-solving process in which participants are

asked to consider outlandish, fantastic or bizarre

solutions which may lead to original and ground-

breaking ideas.

Symbolic Analogy

A problem-solving technique in which participants are

challenged to generate a two-word phrase related to

the design problem being considered and that appears

self-contradictory. The process of brainstorming this

phrase can stimulate design ideas.

Implementation Charting

An activity in which problem solvers are asked to

identify the next steps to implement their creative

ideas. This step follows the idea generation stage

and the narrowing of ideas to one or more feasible

solutions. The process helps participants to view

implementation as a viable next step.

Thinking Skills

Skills aimed at aiding students to be critical, logical,

and evaluative thinkers. They include analysis,

comparison, classification, synthesis, generalization,

discrimination, inference, planning, predicting, and

identifying cause-effect relationships.


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A problem-solution approach

What is Problem Solving?

Problem Solving Method In

teaching

Nature of Problem Solving

Behaviour

Other Methods of

teaching