Chapter 11

1. How does this information fit into what I have already learned?
I believe that problem solving and creativity are simply a continuance of the concepts that we have already learned from our text book. Problem solving is when we realize that we face a problem, but we are not immediately able to solve it. We have to focus our attention on the problem, which goes back to our previous readings and how we pay attention. For us to truly understand the problem, we have to be able to generate a picture of the problem. This can be done in a variety of manners, but it easily connects to the analog and propositional approaches. These mental images help us concentrate on the problem based on our thinking styles. Problems can be represented in several ways. The representation of the problems often depends on the approach that work best for us. As with earlier concepts from the book, we do experience conflicts in problem solving. A mental set is when we simply don't try new solutions when they would work. This connects directly to the top-down and bottom-up approaches. Sometimes, we get "stuck" using what has worked before, and we don't look at things from a different point of view.

This chapter also describes creativity. Creativity can be connected to problem solving because we are figuring out new ways to do something. When the book explained both intrinsic and extrinsic motivation, I thought about multitasking and attention. Sometimes, extrinsic motivation seems to cause too much multitasking in my classroom. If a reward is offered, the students may not be able to focus on the task at hand because they are thinking about the prize. Creativity is often hindered when an extrinsic or outside motivator is involved. I began to think about the self-referencing factor. Previously, we found out that we learn best when information is processed deeply and connected to our own personal experiences. I feel that creativity is along the same lines. When intrinsic motivation is involved, we really want to succeed for ourselves, not for any other reason. Therefore, the task becomes more personal and important to us.

2. What am I still confused about?
I think that I understand the majority of the concepts in the chapter. As of right now, I am beginning to wonder how I can increase my students' problem solving abilities and their creativity. It is obvious that these are important, but I wonder if I am maximizing my students' potential in these areas. I know that my students are all incredibly different, and they need different problem solving representations. I am going to try to work on different activities in my room that will allow them to see these different representations while I also work on ways to promote intrinsic motivation.

3. Under what conditions would I implement this in my room?
I would of course try to implement these problem solving skills in my room under the academic conditions. Offering different representations for my students to work on problem solving would help them tremendously. Science and social studies activities would fall nicely in the problem solving categories because they are content-based, and I could encourage higher level thinking. I also think that conflict-resolution and character education would be excellent opportunities to encourage problem solving skills. March seems to be the month when everyone stops getting along and starts tattling. I need to explore some conditions in which I can model problem solving thinking to my students.

I also know that intrinsic motivation is really important, but I think that I have one of the best jobs for that. Kindergarten students really just want to learn. They want to read, and write, and be learners. As some of my students hit the traditional road-blocks, their motivation decreases. I will have to develop ways to keep building that motivation.