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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:

• History
• Current events
• Reading
• Literature
• Science
• Physics
• Anthropology
• Philosophy
• Archaeology
• Politics
• Ethics
• Geography
• Environmental Issues
• Math
• And much more

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.

The Night Crossing Or Mine Field (A Divergent Thought Production Problem)

I. The Problem:

The object of solving this problem is for a group to make a dangerous night crossing over a mine field that has been left over from the Cold War. If any member of the group knocks over a mine (bowling pin)the group is "blown up" and must start over. The difficult part is that, to pass through the field, one group member must be blindfolded - things can get a little out of hand! Group members must direct each other through the field and to safety by using communication skills and other means. Group members may not step into the field without a blindfold. Members in the mine field may not walk around the outside of the field. They must pass through it. If they step out of the field or on the side line, they set off the mines. This is Level 1.

II. Equipment And Set Up:

24 bowling pins
12 blindfolds

III. Levels 2 Through 9:

Level 2 - Reduce the number of pins in the field.
Level 3 - Make the space between the pins smaller.
Level 4 - Reduce the size of the entire mine field.
Level 5 - Two or more members hold hands and cross together.
Level 6 - Create obstacles that must be gone over and under in the mine field (obstacles on included).
Level 7 - All members of the group except one must go at once.
Level 8 - Blindfolded group member can make a path through the field by defusing and moving mines. This is done by blindfolded members only - picking mines up and passing them off the field. The difficulty comes from the fact that all this must be done by someone who is blindfolded.
Level 9 - Make up your own levels but keep it safe.

IV. Safety:

Place the mine field on a flat surface.
Keep other activities out of the way for the safety of those who are blindfolded. At any time blindfolded members should be able to take off the blindfold for personal safety reasons. Members not blindfolded must take responsibility for the safety of blindfolded members.
All movements must be slow and planned.
No running or fast walking while blindfolded.

The Time Warp Or Metaphysical Travel Between Dimensions

I. The Problem:

The object of this exercise is for the group to travel to another dimension in time and space. This is a metaphysical experience where the distance to that place is more a state of mind than a measured distance. A simple, fragile structure is all that's needed to do the job. The group must first create the structure out of the cylinders (bowling pins). They, then, must pass each member of the group through the structure without destroying it. Only gravity and balance can hold the structure together. First, it must be built. The group has a certain amount of knowledge about the task in hand as well as the items they need. They know they need to make a free-standing structure that everyone in the group can pass through. There are, of course, many ways to build the structure. This is Level 1.

II. Equipment And Set Up:

Flat surface is required
10 bowling pins

III. Levels 2 Through 4:

Level 2 - The group must make a 4-sided, free-standing structure, then pass through it. This is considerably more difficult than the structure used in level 1.
Level 3 - Add 10 more pins and the group must make 2 structures to pass through.
Level 4 - Using 20 pins or less, the group must make a 4-sided, free-standing structure that is off the ground. They must then pass through the structure.

IV. Safety:

Use spotting procedures as in gymnastics.
Make sure the surface is safe.

Pin Guard (A Team Rolling Game)

Two teams on either side of a center line. Each team has 10 pins that they may place anywhere on their side. The object of the game is for the players to roll balls (not furnished) from their side and knock down pins of the opposing team. Balls must be rolled. Once a pin goes over, it stays down until the end of the round or game. This is a multiple ball game. Start with one ball. Introduce others when the children understand how to play. This game could support up to 6 balls at one time. You can use deflated volleyballs or, better yet, foam soccer or basketballs. This should keep the game safe. Play ends when one side has lost all their pins or by the teacher's signal.

Target Practice (A Team Rolling Game)

Two teams are on the ends of the play area. Pins are set up on a line that runs through the center of the play area. The object of this game is to knock pins over and have them end up on the opponents side of the field. The game ends when all pins are down or all the balls are stuck in the center of the field. Players may only roll the balls. They may not walk onto the field and get a ball. They can only roll balls that roll over the end line. This is a multiple ball game. It could be played with almost any number of balls. The team that has the fewest pins on their side when play stops wins the round.

Variations

Throwing balls at pins.
Soccer kicking and trapping of balls.
Field hockey drive shots and traps.

References

Mosston, M. (1996). TEACHING PHYSICAL EDUCATION FROM COMMAND TO DISCOVERY. Columbus, OH: Charles E. Merrill.

Mosston, M. and Ashworth, S. (1990). THE SPECTRUM OF TEACHING STYLES: FROM COMMAND TO DISCOVERY. New York: Longman.