Framework Ver 1.4
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The Framework is build upon Blooms Taxanomy. As the students move along the continuum from remembering to creating, their problem finding skills move along from see - solve - seek. Often the kind of task given on a daily basis in the classroom only allows students to be exposed to solving "common problems" and subsequently learning to solve slightly more complex problems that correlates to standardized examinations. It has some substance but does not prepare students for "real world" challenges. Employers are often heard moaning that graduates are not having the kind of skills that are required for the real world. Why is this? It is our belief, that it stems from how are students being taught, coached and assessed in the classrooms. We are not teaching them different models of thinking, problem finding and problem solving strategies. We don't engage them enough with contextual knowledge issues. They are not being coached to be future ready, rather exam ready. Our teaching methodologies therefore should be delibrate and intentional in bulding these skills for long term success.
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What strategies are teachers using?
What are students learning?
ContinuumBlooms Taxanomy
Long Term Outcomes
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Using productive failure startegies to hone their problem solving skills. Employ and learn various strategies and frameworks/models to solve problems. Application of TOK (Theory of Knowledge). More focus on the process rather than results. Questioning strategies. Risk taking. Grit - Stay on the problem longer. Question the status quo. What-if...
Able to test prototype solutions. Staying on the problem longer. Able to re-define the original problem. Be able to isolate bias and identify possible knowlegdge issues with the problem at hand. Seek out new problems and find solutions. Working collaboratively with others to explore various perspectives. Using creativity to seek out new imaginative solutions.6Seek (Problem Finding)CreateNot only able to solve highly complex problems, but able to redefine the problems, seek and find new problems that needs solving.
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5Seek (Problem Finding)Evaluate
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Using strategies like Lateral Thinking, Six Hat's, Design Thinking, Model Thinking, etc to further analyse problems. More time to seek solutions. Open ended problems. Use technology to enhance the study of the problem.Beginnning to formulate questions. Looking at problems from different alternatives/viewpoints. Employing strategies to get a wider perspective of the problem. Coming out with different options/solutions to the problem. Working towards collaborative solutions.4Solve (Problem Solving)AnalyzeAble to solve most problems that are not highly complex
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3Solve (Problem Solving)Apply
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Worksheet, Test, Quizzes, Reading, Wikipedia, Google Search, Close ended questions/problems, Emphasis on Exam PreparationsBeing exposed to problems, beginning to understand the facts behind the problem. E.g. Reading or hearing about and issue, teacher directed problems and learning to solve problems through basic recall of information. 2See (Problem Exposure)UnderstandInefective in real world/fear of problems
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1See (Problem Exposure)Remember
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6Seek (Problem Finding)Initals problems are being redefined and new set of problems are being analysed and solved using appropriate tools.
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5Seek (Problem Finding)Students work on their own set of problems or issues using appropriate strategies. Begining to analyse the problem itself to see whether there are other underlying issues.
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4Solve (Problem Solving)Tasks that are fairly complex, contextual and requires students to work collaboratively. Students begining to use thinking startegies and models for problem analysis and problem solving.
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3Solve (Problem Solving)PBL based assignments that requires students to think beyond the scope of their curriculum.
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2See (Problem Exposure)Basic Research Skills (BRS), normally testing the ability of students to collate relevant data and present them.
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1See (Problem Exposure)Simple tasks that requires memorization and the ability reproduce learnt concepts.
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HOW DOES THE TASKS LOOK LIKE?
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