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"Group problem solving Fiction."
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Teeny tiny toady
Oh, no! Teeny's mama is stuck in a bucket! What's a toad to do? Hurry home for help, of course!
Book
Culturally Relevant Bibliotherapy to Promote Social and Emotional Learning for Black American Girls
Black girls are often not represented in fiction. Even when they are represented, their characters are frequently stereotypical, without authentic identities, and their roles are limited to marginalized characters or victims, for example. Culturally relevant bibliotherapy is a practical
intervention that school-based practitioners can use to engage students to see themselves in the characters of carefully selected books and to support their mental, social, and emotional well-being. Many school-based practitioners already implement therapeutic practices. Bibliotherapy gives
these practice techniques more depth by providing books as a concrete resource. This article provides a case study describing how a school-based practitioner used bibliotherapy within the context of transformative social and emotional learning (SEL) to engage a group of Black American
middle school girls. Strategies for implementing culturally relevant bibliotherapy are offered within the context of the five transformative expressions of the SEL framework: identity, agency, belonging, collaborative problem-solving, and curiosity. The strategies from this study also have
implications for harnessing books as tangible resources that students can reference outside of the therapeutic sessions.
Journal Article
Evergreen
\"It is 1938 when Eveline, a young bride, follows her husband into the wilderness of Minnesota. Though their cabin is rundown, they have a river full of fish, a garden out back, and a new baby boy named Hux. But when Emil leaves to take care of his sick father, the unthinkable happens: a stranger arrives, and Eveline becomes pregnant. She gives the child away, and while Hux grows up hunting and fishing in the woods with his parents, his sister, Naamah, is raised an orphan. Years later, haunted by the knowledge of this forsaken girl, Hux decides to find his sister and bring her home to the cabin\"--Amazon.com.
Book
Exploring implementation guideline for teaching-learning soft skills within english literature education
This study investigates the role of English literature in fostering essential soft skills necessary for employability in the context of Bangladesh's educational system. This paper employs qualitative methods, including interviews with faculty members and senior students from tertiary-level colleges affiliated with the National University. The thematic analysis reveals that English literature contributes significantly to the development of communication, interpersonal, self-management, collaboration, emotional intelligence, time management, problem-solving, decision-making, critical thinking, leadership, and creativity skills among students. The findings underscore the importance of integrating diverse pedagogical approaches, such as constructivist teaching, literature circles, and experiential learning, to effectively nurture these skills. The study recommends prioritizing soft skills training within the curriculum to enhance graduates' employability in the face of evolving job market demands, particularly amidst the challenges posed by the Fourth Industrial Revolution.
Journal Article
Exploring How Students Construct Collaborative Thought Experiments During Physics Problem-Solving Activities
Thought experiments are personal and tacit processes of experimentation that scientists perform within their own imagery in formulating new theories or refuting existing theories. However, by viewing learning as a social process, this study aims to show that thought experiments can also be constructed collaboratively and to present a detailed mechanism of how thought experiments occur as a collective activity. The paper presents a study involving 12 students divided into 3 groups. The physics problem-solving activities were used to set the necessary conditions for observing the processes of students in constructing collaborative thought experiments. The results show that while solving physics problems, students design, share, rethink, and evaluate their thought experiments. This indicates that thought experiments can be constructed in a collaborative context even though the thought experiments are mostly individual in nature. In the process of constructing collaborative thought experiments, the students carried out five activities: visualizing imaginary worlds, performing experiments, describing the results, sharing and evaluating experiments, and drawing conclusions. We refer to these activities as the steps of collaborative thought experiments. In the process of evaluating thought experiments, four evaluation sources were then identified: conceptual understanding, past–daily experience, logical reasoning, and conceptual–logical inference. Based on these results, we discuss the importance and implication of collaborative thought experiments to both current and future physics teachers.
Journal Article
Webotherapy: reading web resources for problem solving
Purpose - The purpose of this paper is to indicate that when webotherapy is applied, it can be of benefit to clients in giving them insight into their problems, resulting in a change of behavior.Design methodology approach - Webotherapy, which can be conducted with individuals or groups, refers to the use of web resources or other online reading material (e.g. e-books, e-journals) to assist clients (especially children and young adults) in their healing process. It may be defined as the use of web resources to help others gain additional insight and to help them cope with everyday life. Most people have probably read web resources to determine how others have approached a delicate issue.Findings - This paper suggests that webotherapy is a potentially powerful method for psychologists, librarians, schoolteachers and counselors to use on many levels. It begins with a brief review of the history of webotherapy, continues with a discussion of some approaches to webotherapy (developmental, clinical, and interactive), then addresses the four basic stages of webotherapy (identification, selection, presentation, and follow-up), and finally discusses the benefits and limitations of webotherapy.Originality value - The paper discusses webotherapy and offers a review of literature on related fields.
Journal Article
Problem Solving and Gifted Education: A Differentiated Fifth-Grade Fantasy Unit
Imagine three types of students in your classroom. One student is a traditional “schoolhouse” gifted student who tests well, picks up new concepts quickly, and displays an overall interest and aptitude for established academics. Another student is a nontraditional gifted student who has an extremely high intellect, but does not perform well in traditional tasks, and who reasons better when allowed to study and perform in a way that fosters a nontraditional style. A third student is one who has particular strengths or interests within an array of personal abilities, but may not be viewed as gifted on recognized measures.
How can a literature unit be designed to provide for the special needs of these three kinds of students? Renzulli's (1998) schoolwide enrichment and Tomlinson's (1995, 1999) differentiated instruction models, combined with research in problem solving (Bereiter, Burtis, & Scardamalia, 1988; McCutchen, 1986; Smith, 1995; Wineburg, 1991), inspired the fifth-grade teachers at Sunset Ridge School in Northfield, IL, to design a unit on fantasy that did just that. The unit had two overlapping segments. First, students worked in small groups exploring a novel to learn the germane content and genre characteristics. Then, students regrouped to refine and apply what they had learned to a variety of open-ended problems—in the process, creating a representation of their knowledge to share with other students. In all parts of the unit, instruction was differentiated to foster individual strengths, creativity, and interests.
Journal Article
Swimming the mainstream: A discussion of criteria for evaluating children's literature about disabilities
Children's literature about people with disabilities too often falls into stereotypes or didacticism. Rather than allowing the reader a glimpse into the world of individuals struggling to lead a full life despite their disabilities, the disability itself becomes the focus of the story.
Journal Article
A Better Way to Share
Using the children's book \"Tops and Bottoms\" by Janet Stevens--an adaptation of the classic fable of the Tortoise and the Hare--students are given opportunities to build connections between a problem-solving situation and mathematics and to communicate solutions through writing, symbols, and diagrams. A key concept is to demonstrate to students that problems can have many workable solutions. (AIM)
Journal Article
Questions of Character
Hurst discusses children's literature that can present examples for discussion of positive and negative character traits. \"Brave Irene\" by William Steig, \"Curious George\" by H. A. Rey, and \"The Elephant's Child\" by Rudyard Kipling are among the books and stories discussed.
Journal Article