Response to Chapter 5

In Chapter 5, it explores how teachers can design learning for thinking and problem-solving learners. In every chapter, the author often mentioned that we live in a time of rapidly changing conceptions of what students need to know and be able to do. Learning doesn’t refer to observable, reinforceable behavior. Current education focuses on authentic problem solving. Students need to acquire the ability to use technology and solve the problem in social contexts. Moreover, the author gives some examples of teaching, such as the concept map- the designs for problem solving and power point with hyperlink. There is an example about metacognition that Mr. Foster used LEMMINGS to design a nine-week course. He used technology with different teaching materials to help students complete the problem to learn more. In this case, students learned not only the knowledge what teacher set for the discourse but also learned how to use the software program, Lemmings. They learn how to operate a computer, learn to use software such as databases, spreadsheets, word processors, graphic programs, but also they have the ability to use computers to solve problems and to think about their thinking when they were solving the problem.

In foreign language class, teacher often uses the tasks for students to achieve. The activity need to finish different tasks through the target language. In this kind of exercise, students have the opportunity to speak the target language and they have the ability to solve the problems and to think about their thinking when they were solving the problem.