A SEMI-DETAILED LESSON PLAN IN PR - FLT

Prepared by: Mary Joy S. Almodin and Mia Joy Ceballos

I. OBJECTIVES:
After completing this lesson, you will be able to:
1. Explain the stages/process of problem solving and creating
2. Differentiate common problem-solving strategies
3. Determine the role of transfer of learning in problem solving and creativity; and
4. Cite classroom applications of theories related to problem solving and creativity

II. SUBJECT MATTER:

Topic: PROBLEM SOLVING AND CREATIVITY
Reference: Facilitating Centered Learning
Author: Robert, Chi & Glaser, Reese, Jonassen, Anderson1992, Mayer & Wittrock

Materials: PowerPoint Presentation

Values: Collaboration and Participation

III. PROCEDURE:
A. Preparatory Activities
 Prayer
 Checking of Attendance
 Energizer
B. Motivation
 The teachers will have an activity.
 ACTIVITY: The Challenge of the Unexpected

The teachers will ask the students this question;

 Have you ever experience an unexpected problem? such as losing

your keys, school I.D or misplacing your phone, and how did you deal
with that?
  The teachers will let the students explain their answers and will give a
brief explanation regarding about the activity and how it connect to
the new lesson.

C. Presentation
The teachers will let the students to guess the picture individually. Each
student will be given at least 3 to 5 minutes to guess the picture that is
being presented on the screen.
The words is:
PROBLEM SOLVING AND CREATIVITY

 The teachers will ask a question and let the students share their ideas
or understanding regarding about the Problem Solving and Creativity.
D. Discussion
 The teachers provide a PowerPoint presentation to discuss the lessons.

A problem arises when there is a difference between where you are now and where
you want to. A distinguishing feature of a problem is that there is a goal to be reached
through some action on your part, but how to get there is not immediately apparent.
There is an obstacle or a gap between where you are now and where you want to be
(Robertson, 2015).

Problem Solving
• refers to cognitive processing directed at achieving a goal for which the problem
solver does not initially know a solution method.

This definition consist of four major elements;

Cognitive
• occurs within the problem solver's cognitive system and can only be inferred directly
from the problem solvers behavior.
Process
• involves mental computations in which an operation is applied to a mental representation.

Directed
 • aimed at achieving a goal.

Personal
• depends on the existing knowledge of the problem solver.

TYPES OF PROBLEM
Well—defined problem
"Provides all the information required to solve it " Robertson (2015)
Ill—defined problem
• Where the initial state of the problem is given but what the goal state looks like is not
provided (Robertson 2015)

APPROACHES TO PROBLEM SOLVING

Behaviorist Approach
• Reproducing a previous behavior to solve a problem.
Gestaltist Approach
• Problem solving is a productive process.

PROBLEM—SOLVING CYCLE
Step 1: Identify the problem and opportunities.
• Initially identifies the problem or potential problems.
Step 2: Define Goals.
• Requires you to carefully define your goals in the problem situation.
Step 3: Explore possible strategies.
• Involves looking back at your goal and finding possible strategies to solve the problem.
Step 4: Anticipate outcomes and act.
• The expectation is the solution to the problem.
Step 5: Look back and learn.
• It is the evaluation of the actions or solutions implemented.
BARRIERS TO PROBLEM SOLVING
Mental set
• When a person become fixated on one strategy that previously produced the right solution,
but it didn't work in a new situation.
Functional Fixedness
• Individuals fail to recognize that objects can have other purpose aside from the traditional
use they were made for.
Failure to distinguish relevant and irrelevant information.
• Individual cannot discern the relevant information needed in planning the strategy to solve a
problem.
CREATIVITY IN PROBLEM SOLVING
• Mental set in problem solving.
What is Creativity?
• Interaction among process and environment individual.
Varied Theories:
1. Developmental theory
• Advocates that creativity develops overtime.
2. Cognitive theory of creativity
• Idea processes are foundational creative person.
3. Stage and componential process of creativity
• Point out the creative expression proceeds.
Several processes:
Fluency
• Ability to produce a great number.
Flexibility
• Ability to simultaneously propose specific problem.
Originality
• Ability to produce new original idea.
Elaboration
• Ability to organize details of ideas.
Creative process:
Preparation
• Which motivates you to gather materials.
Incubation
• Unconsciously continues to work idea.
Illumination
• Sudden idea pops out in mind.
Verification
• It can be tested once proven
Transfer of Learning in Problem Solving and Creativity
1. Near transfer and Far transfer
• Learners apply knowledge and skills situations.
2. Positive and Negative Transfer
• Learners use prior knowledge new problem.
3. Vertical transfer and Lateral transfer
• Learners use low level to higher level.
4. Neutral or Zero transfer
• Past learning does not enhance new skills.
Several Theories:
Theory of identical elements
• Maintain quality past and new situations.
Theory of Generalization
• Skills transferable to other situations.
Theory of Configuration
• Emphasize the important role perception.
Classroom Applications of Cognitive Learning Theories:
• Ask students if understand the problem.
• Encourage attempts problem from different angles.
• Do not just hand them solutions.
• Help student to develop systematic ways.
• Encourage them use analogies solve problem.
Strategies in Teaching:
• Accept and encourage divergent thinking.
• Tolerate dissent.
• Encourage student trust their judgement.
• Emphasize everyone creativity in some form.
• Provide time, and materials creative projects.
• Be a stimulus for creative thinking.
• Capitalize on new technology.
Teaching - Learning Strategies:
• Keep families informed about their child.
• Give families idea encourage their children.
• Show connection in school and life.
 • Partner with families practicing learning strategies.

E. Application
 The teachers will divide the class into four groups.
PROBLEM SOLVING AND CREATIVITY
The students will be provided a real world scenario and ask them to
work with their groups to define the problem, generate potential
solutions, evaluate the pros and cons of each solution and choose the
best solution.
After ten minutes, the teachers will choose one representative from each
group to present their output.

F. Generalization
 The teacher summarizes the topic in a brief discussion with a
PowerPoint presentation together with the importance of studying
Problem Solving and Creativity.

IV. EVALUATION:

DIRECTION: Read each statement carefully. Write the answer in a ¼ piece of paper.

1. What kind of theory advocates creativity over time?

2-4. Give me at least 3 creative process.

5. Which part of creative process which motivates you to gather materials?

6. It refers to cognitive processing directed at achieving a goal for which the problem solver.

7. It involves mental computations in which an operation is applied to a mental

representation.

8. What part of problem solving aimed at achieving a goal?

9. It depends on the existing knowledge of the problem solver.

10. Give at least one types of problem.

ANSWER KEYS:
1. Developmental theory develops
2-4. Preparation, Incubation, Illumination
5. Preparation
6. Problem Solving
7. Process
8. Directed
9. Personal
10. Well-defined problem, Ill-defined problem

ASSIGNMENT:

For your assignment I want you to choose a “WHAT IF” question below that sparks your
imagination. Explain your answer in a one half sheet of paper and pass it next meeting.

 What if animals could talk?

 What if time could be reversed?
 What if gravity didn’t work?