Think, Think, Think... -- Reflecting on What I Know #4

     I titled this post "Think, Think, Think" because the majority of what I discuss will be about encouraging students to ask questions and seek to find answers to problems on their own using think sheets. So, you've got a GREAT idea for a lesson plan. You've got a GREAT plan for your idea. Now, you need to figure out how to get students to ask questions about the research they are conducting so that you can facilitate learning. Let me introduce you to the phenomenon of a think sheet. A think sheet is some sort of organizer that you present to students that help them understand the content by using questioning within their research. For example, have you ever used a KWL chart (what I know, what I want to know, what I learned)? This is an appropriate think sheet for student planning. Students must question what they know and what they want to know which helps them begin organizing questions that they need to answer in order to reach an appropriate conclusion (129). Using a think sheet before or after computer use can also help students focus their attention on the task at hand. Using questions to analyze a graph is another great example. This meets the goal of helping learners make the connections they need to understand the data that they are analyzing (131).
     Think sheets can be used to teach students to solve problems as well. Whichever think sheet you choose to use, make sure they have these two components: orientation that encourages the learner to use a specific strategy (instructions) and a strategy that students are able to complete (133). Use think sheets to guide students through the problem-solving process. First, define the problem. No matter how you choose to generate a problem ("curiosity builders"), the end result must be a clearly written statement of the problem (135-136). Then, identify what is known about the problem (136). Identify what needs to be known to solve the problem (138). Identify data to collect and solve the problem (137). Determine how to analyze the data to solve the problem (139). Generate possible solutions! Problems should be ill-structured enough that students can come up with multiple correct answers (139). Evaluate each solution and then choose the best one (140). Present the findings (140). Through these steps, you are teaching your students how to solve problems now and later. If you think about it, any problem that you have is solved through this train of steps whether they be conscious or unconscious.
     I know what you're thinking... I've never used an inquiry-based approach, much less computers -- so how is a teacher supposed to do both of these at one time? Lucky for us, technology supports a problem-based learning system (143)! All technology is used to research, organize, analyze, or present some type of data. I'm willing to bet that the internet is the number one research tool used in the United States. Microsoft office, as well as many other software programs, allows for organization and interpretation of data as well as presentation of findings. Never fear! Give it a try and you will be amazed at how problem-solving and technology work together as a team :)

Morrison, Gary R., and Deborah L. Lowther. "Chapter 5 Think Sheets: Using Technology for Higher Order Learning." Integrating Computer Technology into the Classroom: Skills for the 21st Century. Boston: Allyn & Bacon, 2010. 122-44. Print.