Publisher's Synopsis
This historic book may have numerous typos and missing text. Purchasers can usually download a free scanned copy of the original book (without typos) from the publisher. Not indexed. Not illustrated. 1918 edition. Excerpt: ... EXERCISES ON CHAPTER IX REFLECTIVE THINKING SECTION I. PROBLEM-SOLVING Arrange an observation.--The instructor should arrange to have an observation of a problem-solving lesson to take place after the discussion of pages 169--200 or 169-205. Care should be exercised to secure a good lesson, one which involves intensive work by a class upon a rather large problem. The best examples are usually found in the social sciences; for example, a seventh-grade history class working on the problem, " Compare the probable conditions of settlement in the Northwest Territory with those in Kentucky" (the latter conditions being known to the pupils, the former unknown); or, a little later, "What steps would probably be taken to develop transportation between the Atlantic coast and the Northwest Territory after the settlement of the latter?" to be discussed before the textbook account is read. Other examples, in classes in modern history or in civics, would be, "What are the possibilities and weaknesses of socialism?" or "Which is more democratic, the government of England or that of the United States?" (See an elaborate example on page E93, below.) Differentiated reports on observation.--Groups of members of the education class might be assigned different aspects of the observed recitation to report on, as follows: Group I. Report on aspects I and II, pages 185-193, as illustrated in the lesson. Group II. Report on aspects III and IV, pages 193-199. Group III. Report on aspects discussed in pages 200-205. Group IV. Report the main and subordinate problems taken up in the lesson, arranged and numbered (I, 1, 2, 3; II, 1, 2, 3, etc.) and expressed as far as possible in the words which the observed teacher used in formulating his questions. Each report...
