Chapter 11: Problem Solving and Creativity
1. How does this topic fit into what I have learned already in this course?
This chapter on problem solving relates to what we have already learned in this course in several ways. The ideas behind creativity and problem solving directly relate to our cognitive ability of consciousness and the idea of proactive interference when previously learned material can interfere with our current decision making and problem solving. In this chapter, we also revisit some of the earlier ideas of cognitive psychology such as top-down and bottom-up processing.
2. What am I still not clear on in this week's reading(s)?
I have to be honest and say that I still have to re-read every time I see the top-down and bottom-up processing theories mentioned in the textbook. It makes sense to me when I read it, but I can never remember or fully grasp the concepts. By now, I feel like I should know the difference as soon as I hear it! It has been discussed in several of the chapters!
3. Under what conditions would I apply this material to my own teaching/work?
It is easy to see how the information from this chapter on problem solving and creativity can be applied to students of all age levels. I enjoyed reading about extrinsic and intrinsic motivation. I believe that the ideas behind these concepts are very meaningful to us as teachers. It is important for us to create lessons that not only enable students to use their creativity, but challenges them to solve problems in more real life situations. We must teach our students how to be good problem solvers by providing them with different ways and examples to go about problem solving. There are many ways to approach a problem, the more they understand different strategies, the more they will be to utilize different ones depending on each situation they encounter.
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With reference to # 3, I too agree that the most interesting portion of the text dealt with motivation. I believe that this is the ultimate for us as teachers and coaches. I wish we had state standards and lesson objectives on effective strategies on motivation.
ReplyDeleteJ.J. brings up a good point... as coaches I am sure that motivation has just as big as an impact if not bigger than in the classroom. Do your volleyball girls perform better when intrinsic motivation is higher, or do they work harder when a reward is at stake? I don't know if standards and objectives for motivation would work due to everyone having their own personal ways that work to motivate them in different situations.
ReplyDeleteI have to be honest and say that I still have to re-read every time I see the top-down and bottom-up processing theories mentioned in the textbook. It makes sense to me when I read it, but I can never remember or fully grasp the concepts. By now, I feel like I should know the difference as soon as I hear it! It has been discussed in several of the chapters!
ReplyDeleteMe too, It happened to me in the previous several chapters but I got it this time, every time I read top-down and bottom-up I try to define it in my head for few seconds and keep going. think of it this way, one is when our Higher level knowledge plays a role in our recognition and the opposite for the other one.