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Introduction

Welcome to what should be a rewarding experience for you and your students. Please read this entire guide, for these are uncharted waters where the unexpected can happen, does happen and is encouraged. This guide will help you direct your thinking of problem solving and critical thinking and teach you how to use the equipment in this packet. Each application and setting is unique and must be pondered and accounted for. So do some critical thinking about who will use the equipment, when and how long it will be used and under what conditions will the use take place.

The purpose of problem solving is to present initiative problems to children and have them derive the benefits from attempting their solution. The emphasis is on critical thinking and group process.

The teacher sets the scene for this type of curriculum presentation to be successful. There are 4 critical areas that must be addressed with the students:

• Why use problem solving/critical thinking
• The thinking process
• Social structure of the class and groups
• The creative statement of problems

Why Use Problem Solving/Critical Thinking

The value of problem solving/critical thinking must be stated. What benefits will the students derive from taking part in this experience? What skills will they develop? In other words, why are they being asked to do this?

The Thinking Process
Students must be exposed to some type of stated structure that will enable them to think in terms of how does one or a group execute problem solving/critical thinking. A number of models can be used. They all share elements that can be distilled to a few common factors:

• Identification of the problem
• Development of strategies
• Trial of strategies
• Evaluation

These factors can take place in sequential order or practically at the same time. We know that thinking is not always a linear or step-by-step process. There are times when flashes of insight take place and when fully developed ideas wash over the mind. Encourage students to develop their own strategies in dealing with questions you pose. A practical and conceptual understanding of Mosston's Spectrum of Teaching Styles is a good prerequisite (for the teacher) to present this type of content. The extensive use of Style G (convergent discovery) and Style H (divergent production) with opportunities for use of Style F (guided discovery) are the intellectual framework supporting the thinking process.

The purpose of Style G is to reduce a problem down to it's one correct answer. This is a process of elimination and reduction. It uses logical procedures, reasoning, critical thinking and many other cognitive skills. The purpose of Style H is to encourage multiple responses to a single question. This is the process of expansion. There is more than one way to solve a problem. The thinking process follows this format:

• Conceivable solutions
• Possible solutions
• Feasible solutions
• Desirable solutions

Students must give much thought to all the above levels of thinking, but concentrate at the desirable level. The solution must be safe and cost effective with regards to time and effort.

Social Structure
The need for a social structure that relies on cooperation must be stressed to the students. The social skills used and practiced are just as, or more important than the thinking skills. Without cooperation, there can be no success. Group size is critical. Too small a group and the problems become too easy; too large a group and the problems become too difficult to handle. Let the students choose their own groups. Group size should range between 5 and 7 students. The ideal group number is 6 students.

The role of you, the teacher, is to state the problem/challenge, monitor the groups for safety and to be available to answer questions. Do not offer solutions. The main principal of teaching problem solving is to never offer solutions. If solutions are offered, nothing is learned. Failure is an important part of this learning process. Permit students to fail so when they achieve success, it is their success.

The Statement Of Problems
The problems are stated to the students along with the rules they are to follow, the equipment they are to use and safety concerns. Problems all present a challenge and a perceived risk. There is no actual danger, but the perception of it helps to build interest and excitement. A legend or story which leads to what must be done (the goal) helps build interest among the students. Encourage the discussion of heroic acts and deeds. Turn the gymnasium into a fantasy world - a world that permits creative energy to be tapped. A world where people can go beyond their expectations. A world where children can experience personal growth and learn to better understand others. All aspects of the school curriculum can be integrated:

All this can be done in a very physically demanding setting where the children are making demands on themselves.

About Special Populations
Initiative Games Inclusion Philosophy: Although it may not be apparent immediately, initiative games are designed to improve cooperation and esteem of all persons in the group, including the visually challenged, physically challenged, wheelchair-bound and others. Able-bodied group members can guide or assist more challenged individuals. Different games can also be created to include all persons using your equipment. Depending on the individual's abilities, crutches, wheelchairs or other assisting devices may or may not be permitted to touch a surface or be used in the game. This decision can be made by you, the teacher, or the group, as long as inclusion and safety factors are both met. The challenge of including all group members can be a lesson that, later, becomes second nature to students in all aspects of their lives.

Jurassic Eggs/The Dinosaur Problem

I. The Problem:
Somewhere off the coast of Costa Rica, your group finds itself surrounded by a landscape covered with a poisonous venom. Your only apparent means of escape is to use the dinosaur eggs to cross to safety. No diving allowed as we do not want to break the eggs and unleash more danger. The eggs are arranged in order of size (see diagram, level 1).

II. Equipment And Set Up:
Start and finish lines 25 feet apart. You will find 7 dinosaur eggs in various sizes. Arrange the eggs in order of size (see diagram, level 1).

III. Levels Of Difficulty:
Level 1 - Each person must begin at the starting line using only the eggs to transport themselves to the finish line 25 feet away. Once the journey has begun, even the slightest touch of the surface will "contaminate" the individual with dinosaur "venom," and they must return to the starting position and wait for their turn, symbolically removing the "venom." Those waiting their turn may help by placing the eggs in reach.

Level 2 - Divide your group into equal halves and have the students alternately cross on the eggs without touching the surface. Once this level has begun, no one is allowed on the surface between the start and finish lines.

Level 3 - This level uses the same arrangements as in Level 2, but the group must now cross in pairs, from opposite sides at the same time.

Level 4 - This level uses the same arrangements as in Level 1, except the entire group must cross in one direction. As no one is allowed on the surface, each traveler must make sure the next person in line can reach the eggs. You may have multiple travelers on the eggs at the same time or travelers may be linked by holding hands, feet, etc.