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The clipping this text was read from
The clipping this text was read from

Problem solving

One of the primary skills our children will need is effective problem solving. This process requires analytical reasoning and creative thinking. When students practice skills using real-life problems, an academic exercise takes on a greater purpose than itself. Motivation is increased and memory is strengthened.

We applaud teaching that is reality-based where real products for a real audience are created. For example, at the elementary school teachers have used writing exercises to comfort a hospitalized grandparent, to send valentines to a Veterans’ Hospital, to communicate with Congressmen, and to send their thoughts to the servicemen in Saudi Arabia. Two other excellent examples are: the high school’s Science Fair, which asks students to present the results of original investigation to the public; and the high school’s Technology Fair.

We love to see investigation of and solutions to real problems encouraged as reading, writing, scientific, math and social study skills are being developed. More ideas include: raising funds for trips and projects through original products (the PTO school calendar and seventh grade Cookbook); and communicating with people in the world who are affected by or knowledgeable about the subject at hand. We hope that this increased emphasis on problem solving in the curriculum will be expanded.

Interdisciplinary learning

Since reality demands that problem solving frequently uses multi-disciplined approaches, we are happy that this year teachers now have scheduled time to communicate with each other at the elementary school. The coordination between English, Social Studies and Science among the seventh grade teachers is an exciting development. We hope that teamwork among teachers will increase.

We ask that teachers have time to explore the relationship between disciplines — using language arts, history, math, science, drama, visual art, and physical games to investigate a theme across the curriculum. This inter-related approach results in children understanding where parts fit into a whole instead of experiencing

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