CEP 824 - Unit 2 Reflection

What did you learn?

In Lishinski, Yadav, Enbody, & Good (2016), it mentioned that problem-solving ability helps explain success on the most difficult programming tasks that require higher cognitive demands. With that background. With that background, I explore both Hazzan(2014) and Polya's Problem Solving Techniques. In Hazzan (2014) , it mentioned that learners develop problem-solving strategies by themselves, but, without some formal instruction of effective strategies, even the most inventive learner may resort to unproductive trial-and-error problem-solving processes. That is to say, some hints and scaffolding are needed for students to launch the task. That is not only in Computer Science courses but also in other disciplines, because the skills of problem-solving are universal. Polya's Problem Solving Techniques gives me many techniques and procedures that can help students solve problems, with probing questions that teachers can ask students to verify understanding. Or, students can self-check to develop problem-solving skills. In Lishinski (2016) ,

What lingering questions do you have?

I have learned that it is still needed to give some formal instructions before a task start, but in last week's reading, we learned that if we directly tell students the "royal road" solution, students might blame themselves and feel incompetent. How do we give students the exact amount of hints and instructions, so students do not feel incompetent, but still develop their problem-solving skills? In other words, how teachers keep a balance between giving a hint and letting students explore?

What thoughts does it inspire as you consider creating an inclusive computing culture in your classroom?

In last week's reading, I have learned that linear solution is not great, and Hazzan's (2014) passage gives me some stages of problem-solving processes that are not linear. I can definitely utilize them in my classroom as the classroom routine. Also, I still have to think How much is a precise amount of the hints/instructions that give students, so I can encourage students to create more, but without the high time cost of going the wrong direction.