This 6-week supplemental course is designed to teach students how to break down a problem into steps to work towards a solution. Students will learn a specific concept that will enable them to solve problems they may experience in the class or laboratory. Week 1 through week 5 will present each step to solving problems, and then week 6 will result in a quiz that will allow students to demonstrate what they have learned.
Week 1 – Learn to identify the problem
Take previous knowledge and compare to present situation
Week 2 – Break the problem down into small parts
- Recognize if resemblance of previous problem.
- Recognize what each part does.
Week 3 – Produce a strategy.
- Develop a plan.
Week 4 – Check it.
- Applying solution to correct problem.
Week 5 – Identify things that can get in the way of solving a problem.
- Functional fixedness
- Misleading information
- Locked in to one solution
Week 6 – Practice and Quiz.
Video of examples
This course is being developed for my histology students, who range from 18 to 55+ years of age, to increase their ability to problem solve. Upon completion of this course the students should be able to identify a problem, apply the steps they have learned, and work through the steps to reach a solution.
This three column table was my original and was made 2 classes ago and was not developed with this exact course in mind.
|Learning Goals||Learning Activities||Assessment Activities|
Learners will review and reinforce foundational knowledge for their Board of Certification Exam.
|At home reading assignments
Online Power Points presentations
Mini classroom lectures
Flip-Pair-Share Classroom Collaboration
|Thought provoking questions in the mini lectures
Assessment of answers after collaboration
Learners will take the foundational knowledge and apply it in a practical setting to solve problems that can/will arise in the laboratory.
|Use actual problems and scenarios they had in the lab while in clinicals rotations and learn to solve them||Mini lecture Problem solving assignments as collaborative groups
Computer exams with level 3 taxonomy analytical questions
Learners will analyze their clinical rotations and determine which areas of problem solving would impact learning the best.
|The learners will produce a list of situations that they have had trouble with while in clinical rotations||Collaborative learning using the flipped classroom higher level questions|
Learners will create scenarios in how the flipped classroom with collaboration will be best utilized for preparing for the Board of Certification exam
|Create problem solving scenarios to use with the other students in the course||Collaborative learning using the flipped classroom higher level questions
Learners will learn to transform into an entry level professional using correct terminology with a better understanding of laboratory situations
Learners will be able to consider others in laboratory environments when confronting problems that can arise
Learners will learn to evaluate where they are in the review based on others performance
|Classroom activity using collaborative learning using the flipped classroom||Collaborative learning using the flipped classroom higher level questions
Medical terminology flash cards
|Learning How to Learn
Learners will develop the skills they need to reach a higher level of passing grade on their Board of Certification Exam
Learners will consider all options when problem solving and choose the best option for solving the problem
Learners will learn that the time it takes to read and study at home ahead of class in crucial to their success
|Collaborative learning using the flipped classroom method||Collaborative learning using the flipped classroom higher level questions