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Welcome to an activity where the unexpected can happen, does happen and is encouraged. This guide helps you with problem solving and critical thinking skills and teaches 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 the use will 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 must set the scene for this type of curriculum presentation to be successful. There are four critical areas that must be addressed:

1. Problem solving/critical thinking
2. The thinking process
3. Social structure of the class and groups
4. The creative statement of problems

Let's take a look at each one of these areas in brief.

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 to do 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; and evaluation. These things can take place in a sequential order or almost 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; when fully developed ideas wash over the mind. Encourage the children to develop their own strategies or ways of dealing with the questions we pose. A practical and conceptual understanding of Mosston's Spectrum of Teaching Styles is a good prerequisite to this type of content. The extensive use of Style G (Convergent Discovery) Style H (Divergent Production) with opportunities for use of Style F (Guided Discovery) are the intellectual framework that supports the thinking process. The purpose of Style G is to reduce a problem down to its one, correct answer/solution. 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 engage in producing multiple responses to a single question. This is a process of expansion. There is more than one way to solve many problems. The thinking process follows this format: Conceivable solutions; possible solutions; feasible solutions; and desirable solutions. The students must give credence and thought to all levels, but work at the desirable level. The solution must be safe and cost effective with regards to time and effort.

The Statement of the Problems
The problems, the rules to follow, the equipment they may use and safety concerns are stated to the students. The problems all present a challenge and perceived risk. There is no actual danger, but this perception helps to build interest and excitement. A legend or story about what must be done or accomplished helps build interest and engage the children. Heroic acts and deeds are talked about. Turn the gymnasium into a fantasy world that permits creative energy to be tapped, where people can go beyond their expectations and where children can have great growth in their understanding of themselves and others. All aspects of the school curriculum can be integrated; history, current events, reading, math, science, physics, anthropology, literature, archaeology, politics, ethics, philosophy, geography, environmental issues and much more. All this can be done in a very physically demanding setting where the children are making demands on themselves.

The task of the teacher is to state the problems; monitor the groups regarding safety; and to be available to answer questions for clarification without offering solutions. The cardinal principal of teaching problem solving is to never offer solutions! If that is done, nothing is learned. Failure is part of the process. Permit the children to fail so when they achieve success, it will be their success.

The Pharaoh's Stones or the Roller Problem
(Divergent Production - Style H)

I The Problem:

The cap stone must be placed on the top of the pyramid. This stone is solid gold and very heavy. The gold stone will catch the light and energy from the sun. It will give life and energy to the dead Pharaoh and his court. The stone must be taken from the sacred gold smelting forge, across the desert, to the pyramid. This is quite a long journey and must be accomplished during the daylight hours. The stone must never touch the sand of the desert. It must have one or more high priests on top of it at all times during the journey. If the stone touches the desert sands or a high priest on top touches the sand, it will be contaminated and lose its life-giving powers. In other words - the group fails and must start the problem over again. Each member of the group must be on top of the stone at some point during the journey. Those not on top are the roller operators and stone movers.

II Equipment and Set-up:

- Instant Bounds(for start and finish lines)
- Foam Gold Stone
- Six Foam Cylinders
- 25' Rope

III Levels Of Difficulty:

Level 2- Reduce the distance between the start and finish lines to about 20'. Half the group gets on each side of the desert at the start. The object is that groups change sides. The rules are the same but now no one, at any time, may touch the desert sands. However, the group now has the rope to do the job.

Level 3- The distance between the start and finish line is set at about 20'. The entire group starts on one side and must travel to the other. They have the rope for assistance. Again, no one nor the stone may touch the desert sands.

Level 4- The distance between the start and finish is reduced to about 15'. The group must cross from one side to the other, but may not use the rope.

Level 5- The distance between the start and finish is about 15'. The entire group must move all at once from one side to the other. Each member must, at some point, be on top of the stone. Remember, at no point may any member or the stone touch the desert sand.

Level 6- Place obstacles (not furnished) in the path of the stone. This could be wands or cross bars set on top traffic cones. Obstacles must be gone over or under. Make obstacles high enough for stone to pass under.

Level 7- Create your own levels, ones that meet the needs of the students.

IV Safety:

- Group must keep the rollers under control at all times.
- Group must keep the rope under control at all times. When swinging or throwing, make sure people are out ofthe way.
- Encourage students to make slow, deliberate movements.

References:

Mosston, M. (1966)
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.ritical Thinking