3-B-2: Lateral Thinking

My first thought on the “manhole covers” problem is that it falls into the Application part of Bloom’s Taxonomy, but after looking at the pyramid again, it really could fit into the synthesis layer, too. Analysis because the question asks students why round is better than square. Synthesis because students could predict what would happen if cities used square mahole covers instead of round. I would probably use this as a group activity, having students first list the reasons why round is better than square, then share with the class, creating a class list that includes all different responses.Students could then create an imaginary list of what might happen if cities used square instead of round. What problems might arise, etc.

The eggs in a basket problem stumped me…I had to peek at the answer. I can only imagine what it would do for my students. I think before I do this one with the students, I might do another from that list of problems, to give them an idea what to be looking for in an answer. Once again, students might work this kind of a problem better in a group. Several heads are always better than one. Besides, they like working in groups.

My first instinct is that the manhole cover problem belongs in the appaalication level of Bloom’s Taxonomy, because it asks why round is better than square. Further thought tells me that it could also fall into the synthesis level because students could suggest what problems might arise if cities used square instead of round, and they could also design a new manhole cover that would work better.

As a class activity, this sounds like a great group activity because students like working in groups and several heads might come up with more responses than just one head. We could then create a “class list” of reasons why round is better than square, a “class list” of things that might happen if cities used square, and each group could design a new manhole cover that would work better than round, complete with reasons why it would work better.

The eggs in a basket problem really stumped me. I admit, I had to look at the answer before I could proceed. I think I would like to do a couple of other problems from that great list of problems in the web site first, to give students some ideas of what kinds of answers might work. Once they see that there isn’t just one difinitive answer, they might relax and begin providing some possible solutions.

Did anyone else look over some of those other problems provided on that web site. They are great! Some of them seem more like high school problems, but what fun students could have coming up with possible answers.

lateral thinking

Before I answer this questions, I have to say that I have no idea where this blog is going to wind up. It may never be seen again. If it is, it’s not because I know what I’m doing, it’s by accident.

My first thought on the “manhole covers” problem is that it falls into the Application part of Bloom’s Taxonomy, but after looking at the pyramid again, it really could fit into the syntheses layer, too. Analysis because the qustion asks students why round is better than square. syntheses because students could predict what would happen if cities used square manhole covers instead of round. I would probably use this as a group activity, having students first list the reasons why round is better than square, than share with the class, creating a class list that includes all different responses. Then create an imaginary list of what might happen if cities used square instead of round. What problems might arise, etc.

The eggs in a basket problem stumped me…I had to peek at the answer. I can only imagine what it would do for my students. I think before I do this one with the students, I might do another from that list of problems, to give them an idea what to be looking for in an answer. Once again, students might work this kind of problem better in a group. Several heads are always better than one. Beside, they like working in groups.