Instructional tips help educators carry out recommendations contained in IES Educator's Practice Guides. The tips translate these recommendations into actionable approaches that educators can try in their classrooms. These tips are based on a practice guide authored by Sybilla Beckmann, Mark Driscoll, Megan Franke, Patricia Herzig, Asha Jitendra,…

Instructional tips help educators carry out recommendations contained in IES Educator's Practice Guides. This summary describes the research evidence that supports the use of the instructional tips in classrooms and is based on a practice guide authored by Sybilla Beckmann, Mark Driscoll, Megan Franke, Patricia Herzig, Asha Jitendra, Kenneth R.…

A problem-solving conference used in self-contained classes for behavior disordered high schoolers is intended to provide a structure for handling conflicts and disagreements. Conferences may be called by students or staff members and are designed to produce workable plans of action. The approach develops interdependence, trust, and…

Fourteen steps are suggested: perceive problem, decode written symbols, formulate general meaning, translate the general message into the mathematical message, determine question(s), gather data, analyze relationships, decide on processes, estimate answers, encode data into mathematical sentences, perform operations, answer questions, and check…

Impact Problem Solving, an approach to teaching gifted students, concentrates upon relevant skills rather than factual content, and teaches methodology of analyzing and clarifying the nature of problems, collecting the necessary data; thinking of all the possible solutions; and assessing, altering, and testing those suggestions to provide the most…

A step-by-step procedure for teaching students to solve time-lapse problems allows the student to convert what is normally a pure mental process to a systematic paper and pencil activity coupled with a step-by-step thought pattern. (CL)

The steps involved in creative problem solving (CPS) are described, and suggestions are made for incorporating CPS into instruction for gifted and talented students. (CL)

Shows the connections between Sherlock Holmes's investigative methods and mathematical problem solving, including observations, characteristics of the problem solver, importance of data, questioning the obvious, learning from experience, learning from errors, and indirect proof. (MKR)

Presents a design brief to illustrate a simple technique that can be used to teach problem-solving and critical thinking skills. (JOW)

Introduces the concept of artificial intelligence, discusses where it is currently used, and describes an expert computer system that can be used in the technology laboratory. Included is a learning activity that describes ideas for using intelligent computers as problem-solving tools. (Author/CH)

An exhibit at the San Francisco Exploratorium is used to discuss problem solving and illustrate optimization. The solution is discussed in detail. (MNS)

Use of the LOGO System, a computer based learning environment, allows for individualized instruction of many types of handicapped students and emphasizes process over product in the solving of problems. (CL)

Suggests using games to teach students how to ask effective questions. Games include "I've Got a Secret,""What's My Career,""To Tell the Truth,""Jeopardy,""Stump the Teacher,""Ten Q," and "Question Circle." (KC)

Twenty skills are identified and illustrated by example activities which should help the student receive, organize, and analyze data; manipulate it at a symbolic or model level; and treat it in imaginative ways through purposeful distortion and fantasy. (CL)

Presents a sample HyperQuiz, a strictly-for-fun, genius trapping contest for occasions when the syllabus and coverage do not bear down too severely. Promotes collaboration between students, library research, and development of scientific thinking skills. (JRH)