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Introduction

Welcome to what should be a rewarding experience for you and your students. Please read this entire guide, for these are uncharted waters where the unexpected can happen, does happen and is encouraged. This guide will help you direct your thinking of problem solving and critical thinking and teach you how to use the equipment in this packet. Each application and setting is unique and must be pondered and accounted for. So do some critical thinking about who will use the equipment, when and how long it will be used and under what conditions will the use take place.

The purpose of problem solving is to present initiative problems to children and have them derive the benefits from attempting their solution. The emphasis is on critical thinking and group process. The teacher sets the scene for this type of curriculum presentation to be successful. There are 4 critical areas that must be addressed with the students:

• Why use problem solving/critical thinking
• The thinking process
• Social structure of the class and groups
• The creative statement of problems

Why Use Problem Solving/Critical Thinking

The value of problem solving/critical thinking must be stated. What benefits will the students derive from taking part in this experience? What skills will they develop? In other words, why are they being asked to do this?

The Thinking Process

Students must be exposed to some type of stated structure that will enable them to think in terms of how does one or a group execute problem solving/critical thinking. A number of models can be used. They all share elements that can be distilled to a few common factors:

• Identification of the problem
• Development of strategies
• Trial of strategies and
• Evaluation

How To Play

These factors can take place in sequential order or practically at the same time. We know that thinking is not always a linear or step-by-step process. There are times when flashes of insight take place and when fully developed ideas wash over the mind. Encourage students to develop their own strategies in dealing with questions you pose. A practical and conceptual understanding of Mosston's Spectrum of Teaching Styles is a good prerequisite (for the teacher) to present this type of content. The extensive use of Style G (convergent discovery) and Style H (divergent production) with opportunities for use of Style F (guided discovery) are the intellectual framework supporting the thinking process. The purpose of Style G is to reduce a problem down to it's one correct answer. This is a process of elimination and reduction. It uses logical procedures, reasoning, critical thinking and many other cognitive skills. The purpose of Style H is to encourage multiple responses to a single question. This is the process of expansion. There is more than one way to solve a problem. The thinking process follows this format:

• Conceivable solutions
• Possible solutions
• Feasible solutions
• Desirable solutions

Students must give much thought to all the above levels of thinking, but concentrate at the desirable level. The solution must be safe and cost effective with regards to time and effort.

Social Structure

The need for a social structure that relies on cooperation must be stressed to the students. The social skills used and practiced are just as, or more important than the thinking skills. Without cooperation, there can be no success. Group size is critical. Too small a group and the problems become too easy; too large a group and the problems become too difficult to handle. Let the students choose their own groups. Group size should range between 5 and 7 students. The ideal group number is 6 students.

The role of you, the teacher, is to state the problem/challenge, monitor the groups for safety and to be available to answer questions. Do not offer solutions. The main principal of teaching problem solving is to never offer solutions. If solutions are offered, nothing is learned. Failure is an important part of this learning process. Permit students to fail so when they achieve success, it is their success.

The Statement Of Problems

The problems are stated to the students along with the rules they are to follow, the equipment they are to use and safety concerns. Problems all present a challenge and a perceived risk. There is no actual danger, but the perception of it helps to build interest and excitement. A legend or story which leads to what must be done (the goal) helps build interest among the students. Encourage the discussion of heroic acts and deeds. Turn the gymnasium into a fantasy world - a world that permits creative energy to be tapped. A world where people can go beyond their expectations. A world where children can experience personal growth and learn to better understand others. All aspects of the school curriculum can be integrated:

• History
• Current events
• Reading
• Philosophy
• Science
• Physics
• Anthropology
• Literature
• Archaeology
• Politics
• Ethics
• And much more
• Geography
• Environmental Issues
• Math

All this can be done in a very physically demanding setting where the children are making demands on themselves.

About Special Populations

Initiative Games Inclusion Philosophy: Although it may not be apparent immediately, initiative games are designed to improve cooperation and esteem of all persons in the group, including the visually challenged, physically challenged, wheelchair-bound and others. Able-bodied group members can guide or assist more challenged individuals. Different games can also be created to include all persons using your equipment. Depending on the individual's abilities, crutches, wheelchairs or other assisting devices may or may not be permitted to touch a surface or be used in the game. This decision can be made by you, the teacher, or the group, as long as inclusion and safety factors are both met. The challenge of including all group members can be a lesson that, later, becomes second nature to students in all aspects of their lives.

The Problem (Convergent Discovery - Style G)

Because there is only one way to solve the problem it is classified as convergent. The object is to recover a nuclear reactor. The spent rods and fuel (just use a 2-liter bottle) must be taken out, transported over distance and placed in a lead containment vessel (base). The group of engineers, using only the spider lift tool (the transfer device) must do this job. Students must stay at the ends of the ropes so that they avoid contamination. They also may never pull a knotted rope end into the block. This would break the spider lift tool and cause big problems for everyone in the area. The nuclear waste may never be touched or fall off the spider lift. If any of the above does happen, the group fails and must start the problem over again. This is level one.

In order to successfully solve the problem, students must discover and put in use one specific scientific principle. (For teachers only: The principle is tension increases stability.)

Equipment And Set Up

Two bases (start and finish points)
Weighted foam cylinder (nuclear waste)
Spider lift tool (wood block with rope)

Levels Of Difficulty (2 through 7)

Level 2 - Increase the distance between the bases.
Level 3 - Travel over and back to the starting point.
Level 4 - Create obstacles (not included) that the engineers must go over, around or under.
Level 5 - Take off and land from an elevated surface.
Level 6 - Water can be added to the plastic 2-liter bottle to change the stability of the bottle. This enables the teacher to control the difficulty level of the problem.
Level 7 - The Cylinder Encasement Problem:
A- This is almost a totally new problem. The object is for the group to pick up the waste cylinder from a base and transfer as at other levels. Now, they must put the waste into a deep containment cylinder for safekeeping. The cylinder could be almost anything � a stack of tires, a trash can or a round, plastic clothes basket. The rules are the same as the other levels. This is a difficult problem and should only be given to the most advanced groups.
B- The same as �A,� except that the group must take the waste out of a containment cylinder.
C- This one will challenge the most advanced group. The task is really �A� and �B� combined to make a problem. Simply stated, the object is to pick the waste out of a cylinder, transport it and place it in another cylinder.
Level 8 - All of the above levels and variables can be combined to create new problems.

References

Mosston, M. (1996). TEACHING PHYSICAL EDUCATION FROM COMMAND TO DISCOVERY. Columbus, OH: Charles E. Merrill.

Mosston, M. and Ashworth, S. (1990). THE SPECTRUM OF TEACHING STYLES: FROM COMMAND TO DISCOVERY. New York: Longman.