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An Introduction to Practical Reasoning: Why Reason?

Lesson Plan

An Introduction to Practical Reasoning: Why Reason?

Grade Levels

6th Grade

Course, Subject

Balancing Family, Work, & Community Responsibility
  • Big Ideas
    Families are the fundamental unit of society; strong families empower individuals to manage the challenges of living and working in a diverse, global society.
  • Concepts
    Satisfactory solutions are more likely when a logical decision making process is used.
  • Competencies
    Apply the decision- making process to make and evaluate decisions.
    Compare and contrast the effectiveness of snap decisions versus reasoned decisions.
    Describe the decision making process.
    Examine reliable sources of information for decision-making.
    Explain how factors influence decision making.

Rationale

Practical problems are the everyday situations people face that require them to take some action. There is never a correct or perfect solution; the problem solver is looking for the best solution. The reasoning process leads the problem solver through steps to select the best choice for the situation.

Vocabulary

problem - any situation that needs to be solved or figured out 

scientific problem - a problem that can be solved by using facts and/or observations to determine the correct answer  

practical problem - a problem involving people that does not have one correct answer, the solver is looking for the BEST solution to the particular situation  

non-reasoning - any method of problem-solving that does not involve thinking about factors involved and/or identifying and evaluating choices of solutions  

practical reasoning process - a step-by-step model for solving practical problems that involves the examination of factors and the identification and evaluation of alternative solutions 

Objectives

Students will be able to:  

  • Contrast the solutions achieved through the use of the Practical Reasoning process with those reached through snap problem solving methods. 
  • Discuss the advantages of using this model and choosing to follow it.

Lesson Essential Question(s)

Why do people have problems?

How could a problem solution that is effective for one person be totally ineffective for another?

Why reason?

Duration

90 minutes

Materials

Six folded signs to post—

On the outside write: Method 1, Method 2, Method 3, Method 4, Method 5, Method 6

On the inside write: 

Act on impulse

Do what you always do (Habit)

Do whatever is fastest and easiest

Do whatever your friend does

Ignore the problem

Reason through the problem considering all possible solutions

 

Matching quiz

PS Method Quiz.doc

Copies of two versions of the Practical Reasoning Model

PS Model copy.doc

Your PS Style.doc

PS flow chart.doc

Suggested Instructional Strategies

W = The teacher will introduce the lessons by explaining that it is time to do some problem solving. Because much of their time in school is spent solving scientific problems, we will set aside time in this class to work on solving the kinds of practical problems that people need to solve in their everyday life. We are going to discuss five of the six methods people commonly use to solve practical problems. Then we will have a quiz on those five before we look at the sixth method.

 

H = The student’s writing about his/her lunch choice and the mysterious signs will be the hook for the first lesson; and the remaining, unseen sign will be the hook for the second lesson.

 

E = The teacher will use lots of real-life examples and will encourage students to share their own real-life examples throughout the discussions.

 

R  = Students will be asked to play “take a stand” to identify the methods they used and will be encouraged to observe their friends and family between the two lessons to bring back examples for class discussion.

 

E = Through in class discussion and the sharing of examples, students will express their understanding and engage in self-evaluation.

 

T = Two versions of the model will meet the needs of students with differing learning styles.  Lots of discussion and examples will allow varying needs to be met.

 

O = The lessons will begin as a teacher-directed activity with the teacher providing examples and progress to student-provided examples.

Instructional Procedures

Previously, the class would have been introduced to the concept of a problem (any situation that needs to be solved or figured out) and to the two types of problems (scientific and practical). They would have completed activities designed to familiarize them with practical problems they face regularly. 

Day 1 

Before the class begins, post folded signs around the room.  On the outside, they read Method 1, Method 2, Method 3, Method 4, Method 5, and Method 6.  That is all the students can see when they enter the room. On the inside of each is printed a method that people use to solve practical problems (five quick non-reasoning methods + reasoning).  

Review the terms previously studied.  

Tell the class that now it is time to do some problem solving. Because much of their time in school is spent solving scientific problems, we will set aside time in this class to work on solving the kinds of practical problems that people need to solve in their everyday life.  

Dictate a problem for the students to copy into their notes.  Ask them how they decide something they face often. (Example: How did you decide today what to eat for lunch?)  Now have them record the answer briefly.  Caution them that you are asking HOW they decided, not WHAT they decided.  

Tell the class that you are going to discuss five of the six methods people commonly use to solve practical problems. Then we will have a quiz on those five before we look at the sixth method. 

“Unveil” each sign and explain the method. Give lots of examples and have the students share their own examples. Emphasize that although each of these methods does work well sometimes, the results of using them are often negative. 

1.  Act on impulse-- Don’t think, just react. Do whatever pops into your head. The method small children almost always use. May result in someone getting hurt or something being broken. Can be violent---someone pushes you, you hit him. A food looks or smells good, so you buy it without even knowing what else is available. 

2.  Do what you have done in the past--Act on habit-- Revert to a usual pattern of behavior. Examples: Whenever someone disagrees with you, you yell. Whenever your brother/sister does something, you tell!  You buy the same lunch every day.  

3.  Accept the easiest choice-- Doing whatever is easiest often means turning the problem over to your parents to solve for you. May mean flipping a coin or making the choice that is quickest (like getting in whichever lunch line is shortest). 

4.  Ignore the problem-- Maybe if I don’t do anything it will go away. May take the form of procrastination--I will do it LATER!  Example--You have a test or an assignment you haven’t done, so you pretend to be sick and stay home. Your mom/dad packs your lunch; you do not even know what is in the bag. 

5.  Do whatever your friends do-- A very common method for middle school students and one that worries parents. What does a parent say when you do this? The classic parent line---If (name) jumped off a cliff, would you jump off too? Example: At lunch, you buy whatever your friends do.  

Play Take a Stand---Look at the problem solving you wrote about in your notes.  How did you solve the situation?  Stand under the sign that names the method you used. Discuss. 

Homework:  Watch for examples of you, or your friends, or family members using these methods.  Quiz next class.  

Day 2

Review the five quick methods used to solve practical problems.  (I use comic strip examples to review). Emphasize that good, effective solutions sometimes come from these five methods; but poor, ineffective solutions are often the result of their use. 

Give a matching quiz that requires the student to pair the method with a scenario example. 

Now let’s take another look at practical problems and these five methods.  What do we know about practical problems?  Steer the discussion to two important points:  

  1. They are complicated.  Complicated problems require thinking to understand them.
  2. They always have two or more possible solutions (only scientific problems have just one solution).

Return to the signs.  Read each one and discuss how it lacks thought and results in only one solution being identified.  Explain that the better method, Method 6, must involve thinking to understand complicated problems and must identify at least two (if not more) solutions. 

Show an illustration of the Practical Reasoning Model and briefly explain that it has steps that must be completed in order to understand the problem and identify choices of effective solutions. Emphasize that the use of the Practical Reasoning Model will most often result in better solutions.  (I use two different variations of the illustrated model to better meet the needs of all learners.  I stress that they are just two different ways to look at the same steps.)  

During subsequent classes, we will take the model apart to understand each section and then apply it to practical problem situations.   

 

Formative Assessment

Participation in class discussion

Matching quiz

Related Materials & Resources

Author

FCS state committee

Date Published

November 16, 2010
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