How Can One Specify and Teach Thinking Skills?

Mechner, Francis; Fredrick, Tim; Jenkins, Tiffany

doi:10.1080/15021149.2013.11434461

Cited by 6 publications

(8 citation statements)

References 20 publications

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“…Heuristics, however, refer to verbal rules that describe one's strategies (cf. Mechner et al 2013). The variability previously mentioned, which is inherent to games, allows for the development of heuristics and strategies that alter the probabilities of different outcomes.…”

Section: Development Of Strategies and Heuristicsmentioning

confidence: 99%

“…The last three game design elements (game design principles and heuristics, game models, and game design methods, respectively) involve verbal practices on the part of the game designer. Game design principles and heuristics involve verbal behavior (cf., Mechner et al 2013) used to resolve problems in game design. For example, in baseball one must go from first base to second, then third, and finally to home plate in that order.…”

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confidence: 99%

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Gamification: The Intersection between Behavior Analysis and Game Design Technologies

et al. 2014

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Deterding et al. (Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments, USA 15: 9-15, 2011) report a recent rise in popularity of video game inspired software designed to address issues in a variety of areas, including health, energy conservation, education, and business. These applications have been based on the concept of gamification, which involves a process by which nongame activities are designed to be more like a game. We provide examples of how gamification has been used to increase health-related behavior, energy consumption, academic performance, and other socially-significant behavior. We argue that behavior analytic research and practice stands to benefit from incorporating successful elements of game design. Lastly, we provide suggestions for behavior analysts regarding applied and basic research related to gamification.

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Section: Development Of Strategies and Heuristicsmentioning

confidence: 99%

mentioning

confidence: 99%

Gamification: The Intersection between Behavior Analysis and Game Design Technologies

et al. 2014

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“…During the process of problem solving, a learner needs to combine old rules (cognition) and form new rules (cognition and metacognition; Figure 1 ). Each step in problem-solving can be seen as a decision tree [ 17 ] and may be approached using alternate pathways [ 18 ]. The pathway taken by the learner is usually one they have learned previously or a slight modification of it [ 18 ], and their personal preferences acquired during their studies and life experiences.…”

Section: Problem and Problem-solvingmentioning

confidence: 99%

“…Exposure to explicit instructions in problem solving has been reported to improve these skills in learners [ 4 , 15 , 16 , 18 , 23 , 27 ]. Explicit instruction should provide the learner with a ‘protocol’ (usually a decision tree) that can be applied to the problem solving [ 4 , 15 , 17 ]. Two frequently cited frameworks for teaching clinical reasoning are Clinical Reasoning Cycle [ 27 , 28 ] and Clinical Judgment Model [ 27 , 29 ].…”

Section: Teaching Problem-solvingmentioning

confidence: 99%

Facilitating Development of Problem-Solving Skills in Veterinary Learners with Clinical Examples

Carr

Kirkwood

Petrovski

2022

Veterinary Sciences

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This paper seeks to open discussion on the teaching of problem-solving skills in veterinary learners. We start by defining the term problem before discussing what constitutes problem-solving. For veterinary medical learners, problem-solving techniques are similar to those of decision-making and are integral to clinical reasoning. Problem-solving requires the veterinary learner to organize information logically to allow application of prior or new knowledge in arriving at a solution. The decision-making must encompass choices that provide the most beneficial and economical approach. In a modification of an existing protocol, we suggest the inclusion of the 5 elements: (1) define the problem list; (2) create an associated timeline; (3) describe the (anatomical) system involved or the pathophysiological principle applicable to the case; (4) propose management for the case; and (5) identify unique features of the case. During problem-solving activities, the instructor should take the role of facilitator rather than teacher. Skills utilized in the facilitation of problem-solving by learners include coaching, differential reinforcement, effective feedback, modelling and ‘think out loud’. Effective feedback must inform learners of their progress and performance, as this is fundamental to continued learning and motivation to succeed. In order to put the above into context, we end with an example case scenario showing how we would approach the teaching of problem-solving to veterinary learners.

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“…Constructivist theory contends that learner construct their own individual perspectives of the world is based on experience and schema (internal knowledge structure; see Anderson, 1983). Although distinctions often made among these three types of learning theory, the instructional design procedures derived from behavioral, cognitive, and constructivist approaches have more in common than what is typically described-as evidenced by each field's work in analytical thinking, reasoning, and problem solving (for examples, see Markle, 1981;Markle & Droege, 1980;Mechner et al, 2013;Robbins, 2011).…”

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confidence: 99%

The Evidence is in the Design

Twyman

2021

Perspect Behav Sci

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To better understand the effectiveness of Direct Instruction (DI), the empirical base related to DI's instructional design components (explicit teaching, judicious selection and sequencing of examples) and principles (identifying big ideas, teaching generalizable strategies, providing mediated instruction, integrating skills and concepts, priming background knowledge, and providing ample review) are analyzed. Attention is given to the converging evidence supporting the design characteristics of DI, which has broad applicability across different disciplines, teaching methodologies, and perspectives.Keywords Direct instruction . Instructional design . Empirical evidence Direct Instruction (DI) teaches so efficiently that all students learn the material in a minimal amount of time. Such highly effective teaching requires a laser-like focus on the design, organization, and delivery of instruction. Each and every DI program identifies concepts, rules, strategies, and "big ideas" to be taught, clearly communicates these through carefully crafted instructional sequences, organizes instruction to provide each student with appropriate and sufficient practice (through scheduling, grouping, and ongoing progress monitoring), and ensures active student engagement and lesson mastery via specific forms of studentteacher interactions. Every DI strategy, tactic, technique, or procedure involves careful design and testing. In Theory of Instruction: Principles and Applications (hereafter, Theory of Instruction), Engelmann and Carnine (1982, 1991) lay out how DI, and perhaps all instructional programs, should be designed. What is Instructional Design?Simply put, instructional design (ID) is the creation of materials and experiences that result in a learner's acquisition of new knowledge and skills. A more formal

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How Can One Specify and Teach Thinking Skills?

Cited by 6 publications

References 20 publications

Gamification: The Intersection between Behavior Analysis and Game Design Technologies

Gamification: The Intersection between Behavior Analysis and Game Design Technologies

Facilitating Development of Problem-Solving Skills in Veterinary Learners with Clinical Examples

The Evidence is in the Design

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