“teaching kids how to think, not what to think!” april dennis program director fpspi 1

“Teaching kids how to think, not what to think!”

April DennisProgram Director FPSPI

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Goals of Future Problem SolvingTo prepare students for their futures by helping them develop the skills necessary to adapt in a changing world.

ThinkingCreativityFuturesResearchTeamworkOral and Written

CommunicationSelf-directionCoping with Ambiguity

©2012, Future Problem Solving Program International, Inc.©2012, Future Problem Solving Program International, Inc.

2121stst Century Learning Century Learning20th Century 21st Century

1 – 2 Jobs 10 – 15 Jobs

FlexibilityAnd

Adaptability

Integration of 21st

Century Skills intoSubject Matter

Mastery

Mastery ofOne Field

SubjectMatter

Mastery

# ofJobs

JobSkill

Teaching Model

Integration of 21st

Century Skills intoSubject Matter

Mastery

SubjectMatter

Mastery

AssessmentModel

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Products of Their EnvironmentsBaby

Boomers

• TV generation• Typewriters• Memos

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GenerationX

• Video games• Computers• Email

Net GenNet Gen

• The Web• Mobile devices• IM - Text

Messaging• Online

communities

Life and Careers of the 21st Century are addressed by:

Creativity, Innovation & Critical Thinking

Teachers and students learn to look at situations from a variety of perspectives. Students use analysis to gain an understanding of issues in today’s world and to understand the significant aspects of complex situations set in the future.

Creative Problem Solving Tool for Generating Options

Force-Fitting: Using objects, pictures, or words that seem unrelated to the task or problem, or to each other, to create new possibilities or connections.

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Life and Careers of the 21st Century are addressed by:

Communication and Collaboration

Clear and articulate communication is developed while collaborating in teams both verbally and in writing.

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“. . . Joseph Renzulli & Sunghee Park foundthat 5% of the 3,250 gifted students theyfollowed dropped out after 8th grade ...

Untold numbers of other highly intelligentkids stay in school but tune out.”

“When we ask exceptional children abouttheir main obstacle, they almost always sayit’s their school – Jan Davidson, co-author of

Genius Denied: How to Stop Wasting OurBrightest Young Minds.”

“Saving the Smart Kids” in Time Magazine, 9/27/04

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Futures StudiesFutures StudiesRelevant to:

All interested studentsSocietyCreativity

It isn’t that they can’t see the solution,

it is that they can’t see the problem.

G.K. Chesterton

©2012, Future Problem Solving Program International, Inc.©2012, Future Problem Solving Program International, Inc. adapted from AU FPSP Materialsadapted from AU FPSP Materials

Common Core State Standards Common Core State Standards InitiativeInitiative

• Text complexity and Tier 3 Vocabulary with a focus on evidence

• Integration of literacy blended with research and media skills

• Develop advanced research skills through gathering information needed to build an argument, provide an explanation or address the research question

• When writing to explain students synthesize information from multiple relevant sources to establish substantive claims


FPS Challenges Students to:FPS Challenges Students to:Move beyond memorization

Learn how to think, not what to think

Apply information learned to complex issues

Make decisions and in some cases carry out their solutions


FPSPI ComponentsFPSPI Components*Feedback & evaluation provided for ALL components.


COMPONENTSCOMPONENTS

Community Problem Community Problem SolvingSolving(CmPS)(CmPS)•Projects of interestProjects of interest•Team & Individual Team & Individual •3 Divisions3 Divisions

Scenario Scenario WritingWritingTopic relatedTopic related3 Divisions3 Divisions

Global Global IssuesIssuesProblem Problem Solving Solving (GIPS)(GIPS)•Topic Topic dependentdependent•Team & Team & IndividualIndividual•3 Divisions3 Divisions•Practice Practice Problems Problems •Competitive Competitive ProblemsProblems

Action-basedAction-basedProblem Problem SolvingSolving(AbPS)(AbPS)

Non-CompetitiveNon-CompetitiveCurriculum Curriculum componentcomponentThrough middle Through middle schooschooll

The PreliminariesThe Preliminaries

ResearchResearch the topic the topic

ReadRead the Future Scene the Future Scene

AnalyzeAnalyze the Future the Future SceneScene


ResearchResearch andand

AnalyzeAnalyze SituationSituation

(Future Scene,(Future Scene,Community Issue, Community Issue, Literature, Historical Literature, Historical

Event, etc.)Event, etc.)

1. Identify Challenges2. Select an Underlying

Problem3. Produce Solution Ideas4. Select Criteria5. Apply Criteria to Top

Solutions6. Develop an Action Plan

The Problem Solving ProcessThe Problem Solving Process


Story based on one of 5 topicsSet at least 20 years in the future1500 words maximum Competitive at the Affiliate and

International levelsTop Affiliate winners & Top 5

International winners each division invited to Scenario Team Writing Competition at Int’l Competition

Scenario WritingScenario Writing

©2010, Future Problem Solving Program International, Inc.©2010, Future Problem Solving Program International, Inc. © 2013 Future Problem Solving Program International, Inc.© 2013 Future Problem Solving Program International, Inc.

Community Problem Solving (CmPS)Community Problem Solving (CmPS)Problem solving

process applied to real community problems

Individuals or teams of any size participate

Assessment by certified evaluators

Interviews by community members

Invitations to Affiliate & International competitions

©2010, Future Problem Solving Program International, Inc.©2010, Future Problem Solving Program International, Inc. © 2013 Future Problem Solving Program International, Inc.© 2013 Future Problem Solving Program International, Inc.

Practice Problem # 1 - Social Isolation

Practice Problem # 2 - Desertification

Qualifying Problem - Surveillance Society

Affiliate Final - Land Transportation

Int’l Conference - TBA

SELECTED TOPICS2013-2014

School Calendar


FPS Options in the ClassroomFPS Options in the ClassroomAs an elective subject

( full-year or semester)

As an extension subject

As a subject-based exercise

As a teaching strategy


Old Woman in a ShoeThere was an old woman

who lived in a shoe.She had so many children, she didn't know what to do.She gave them some broth,

without any bread, whipped them all soundly,

and sent them to bed.

Step 1 - Challenges

What challenges might an old woman living in a shoe

come across?

Possible Challenges1. Since the mother is old, she may not

have the energy required to raise children.

2. Living in a shoe, especially if it is not large, may cause overcrowding as the children grow larger.

3. Living in a shoe may inspire other children to tease the shoe children, causing a lot of peer pressure.

4. The children may suffer from malnutrition since they are only being fed broth.

Step 2 - Develop Underlying Problem (UP) Due to the fact that this family does not

appear to have the resources to live in anything but a shoe, (Condition)

how might we assist the old women while raising her children (Key Verb Phrase/action goal)

so that they will grow up to be healthy? (Purpose)

Step 3 – Solutions1. The Early Childhood Family Education classes

in the area will provide counseling for the old woman so she learns other options than spanking her children as discipline.

2. The mother will get a low interest rate loan to build onto the shoe. It may be an ankle high shoe but could be built up to be a high top boot, providing extra living space for the family.

3. The children will be taught how to pick up after themselves, how to help cook, clean, etc., in order to take some of the burden off of mom.

4. The mother will be given diet training so she better understands the nutritional needs of her children.

Step 4 – Criteria1. Which solution will provide the most

financial support for the old woman and her family?

2. Which solution will best assist the long term needs of the woman while raising her children?

3. Which solution will be accepted the easiest by the children?

4. Which solution will best nurture the psychological health of the family?

5. Which solution will be the easiest for the old woman to utilize?

Step 5 – Applying the Criteria Solution

IdeaCriteria

#1Criteria #2

Criteria #3

Criteria #4

Criteria #5

Totals

Idea #1 5 4 5 1 1 16

Idea #2 1 3 4 5 3 16

Idea #3 3 5 3 3 5 19

Idea #4 4 1 2 2 2 11

Idea #5 2 2 1 4 4 13

Step 6- Develop Action Plan Basic solution idea

Details on how the plan will

operate

Timelines and tasks for

implementing the plan

Overcoming potential roadblocks

How the plan will address the

goal and impact the situation

ALoU (Creative Problem Solving Tool)

Uses a deliberate, constructive approach to strengthening or improving options, by considering Advantages, Limitations (and ways to overcome them), and Unique features.

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ALoU A – the woman will earn skills for a lifetime the Small Business Association will pay for her class

L- the woman may need more that 3 days of training the nanny sent to care for the children may be more

fun than the old woman and they like her better

0- there will be a follow-up half day refresher course in 6 weeks; a counselor will call to follow up weekly; the nanny can share her “fun” tips with the old woman

U- the old woman could re-teach skills to neighbors2828

Step 6 – Action PlanIn order to assist the old woman in raising her children so they will improve the chances of growing up healthy, the Small Business Association will sponsor the old woman in attending “Mom Care 101”. This will allow her to attend sessions in child discipline, nutrition, and teaching her children to be a part of household chores. It will also help to the old women to develop skills of coping so that she will not become stressed.An obstacle to overcome is that while the old woman is attending classes, her children will need daycare. The Small Business Association will help by sending in a nanny for the 3 days of training that the old woman attends. The old woman may benefit so much from the training, that she will share her knowledge around her neighborhood.

Differentiation in Process

“Differentiation in process can take place in academic competitions in two principal ways. The first is the expectation of higher order thinking. . . . After acquiring a working knowledge base, they collect, analyze, synthesize, apply, and evaluate data.”

Gifted Child Today, Spring ‘08

3030

“The second way of differentiatingin process is to give gifted studentsthe opportunity to work on challengingtasks in groups with their intellectualpeers.”

“For example, in the Future Problem Solvingcompetition, groups of students work oncontemporary real-world problems.”

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Research evidence

Anecdotal evidence

Published materials

Does FPS achieve its goals?

adapted from AU FPSP Materialsadapted from AU FPSP Materials ©2010, Future Problem Solving Program International, Inc.©2010, Future Problem Solving Program International, Inc.

July 2011July 2011

Conducted By The Center for Creative LearningConducted By The Center for Creative Learning

Sarasota, FL (USA)Sarasota, FL (USA)

Donald J. Treffinger, James H. Crumel, Edwin Donald J. Treffinger, James H. Crumel, Edwin C. SelbyC. Selby

© 2013 Future Problem Solving Program International, Inc.© 2013 Future Problem Solving Program International, Inc.

Excellent/great program/ highly recommendExcellent/great program/ highly recommend

Teaches important life skillsTeaches important life skills

Develops problem-solving skillsDevelops problem-solving skills

Develops advanced thinking skillsDevelops advanced thinking skills

Develops creativity skillsDevelops creativity skills

Makes students think about world around Makes students think about world around

themthem

Fun program Fun program

Challenging/hard workChallenging/hard work© 2013 Future Problem Solving Program International, Inc.© 2013 Future Problem Solving Program International, Inc.

GIPS Feeling I can make a difference shaping the

future Teamwork and collaboration Fostering Creative thinking

CmPS Teamwork and collaboration Feeling I can make a difference shaping the

future Fostering Critical thinking

Scenario Writing Thinking and researching futuristically Developing better writing skills Learning about topics that will have an

important effect on the future

Highest Student Rated Goals


This evaluation found that FPSPI This evaluation found that FPSPI has been successful in meeting its has been successful in meeting its goals and objectives. As would be goals and objectives. As would be expected in any successful program expected in any successful program for students, there are also some for students, there are also some limitations and areas that can be limitations and areas that can be improved. All things considered, improved. All things considered, FPSPI provides students with FPSPI provides students with positive, engaging learning positive, engaging learning experiences that result in individual experiences that result in individual growth, both academically and growth, both academically and socially, and that provide a socially, and that provide a foundation for future personal and foundation for future personal and career success.career success.


“It was a good arena for developing inter- personal skills in a team-based problem solving environment. These are the types of skills that are currently sought out by many employers and which I frequently employ in my professional life.”

Anecdotal evidence(Gavin, South Australia)(Gavin, South Australia)

adapted from AU FPSP Materialsadapted from AU FPSP Materials ©2010, Future Problem Solving Program International, Inc.©2010, Future Problem Solving Program International, Inc.

Dear Ms. Tomko,As you know, I've been in Afghanistan for the past year, and it's drawing to a close. I just figured I should let you know that I'm doing well. . . .

Recently I've been involved in many raids, helicopter insertions, missions involving taking over compounds for extended periods of time, and missions with special forces and recon.


As you can imagine, I've been in quite a few predicaments. That being said, I wanted to thank you for giving me the problem solving mindset. Granted, it is just one small aspect of your curriculum, but the fact that you stand by it so strongly does in fact give people the skills they need later on in life.


A few months ago I was on a mission with the Brits. We were supposed to be raiding a town that was known to have quite a few Taliban. Upon our arrival I met up with the squad that we were going to be pushing through the town with and we began to walk.

About 1/4 of the way through the town we started getting small arms fire from the way we were walking as well as the way we had just come from.


Quickly, all of us took cover in a compound.We eliminated the threat from inside and hunkered down. While everyone was tryingto frantically find a way out I had thought ofthe six step process...although I didn't havetime to write all of our challenges I alreadyhad the UP in my head. I thought of a bunchof solutions and weighed them out in myhead. I then pitched the idea that I thoughtwas best suited for the situation based onthe parameters that were already presented.


We ended up putting a charge of c4 on the back of the compound and blasting a hole in the back of it instead of attempting to suppress the threat out the main entrance.

We bounded out of the town providing suppressive fire and got back to our vehicles with no casualties.


Granted there are a lot of people that said it was just an idea . . . I know it was because my brain was taught to think in a problem solving manner. I hope to drop by in December when I come home, but I figured you may like to know that despite being away from your teaching for a few years, you're still impacting me.


Thank you for being patient with me despite my reluctance to be taught. I know I wasn't the best student, but I greatly appreciate the fact that you never gave up on us.

Sincerely, Cpl Josh Scaife

Find a great teacher or mentor who will help you.Dr. E. Paul Torrance – Manifesto for

Children


““The most basic skill that can be taught in The most basic skill that can be taught in today’s schools is today’s schools is problem solvingproblem solving, , especially skills in solving especially skills in solving futurefuture problems. problems. In fact, the teaching of future problem In fact, the teaching of future problem solving skills may really be the key to solving skills may really be the key to successful teaching of the other basics such successful teaching of the other basics such as reading, writing and arithmetic. Many as reading, writing and arithmetic. Many children are not motivated to master these children are not motivated to master these basics unless they can see the basics unless they can see the connectionconnection between them and their future lives.” between them and their future lives.”

––Paul Torrance 1984Paul Torrance 1984© 2013 Future Problem Solving Program International, Inc.© 2013 Future Problem Solving Program International, Inc.

www.FPSPI.org


“teaching kids how to think, not what to think!” april dennis program director fpspi 1

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