1.) How does this new information fit with what I already know? Chapter 12 follows what we were learned last week regarding problem solving. This week is kind of the "how" of problem solving...how we go about decision making and deductive reasoning. The first part of the chapter focuses on deductive reasoning and our preference for positive information or confirmation bias, which follows along with Theme 3 of the text. The rest of the chapter provides insight on several heuristics for decision making: the representative heuristic, the availability heuristic and the anchoring or adjusting heuristic.
2.) What is still unclear? I think I am reasonably clear on the information in Chapter 12. I have had classes in both logic and philosophy in the past - so my preexisting knowledge was very helpful in reading this chapter. I thought the default heuristic was interesting. The example of the French system of organ donation vs. the American system. In America you have to sign up or give consent, whereas in France they will consider you a donor unless you opt out. I would be interested to see actual numbers of lives saved (prospect theory) due to organ donation. There are long waiting lists in this country for donated organs and sometimes people die while waiting. I wounder if this is the case in France? They also have a national health care system and we do not...yet.
3.) How would I use this information? I have incorporated a lesson on decision making in health class. I put it in my tobacco unit I did with a group of 7th graders. We discussed influences, both external and internal. We covered six steps to decision making: 1.)identify the problem 2.)consider your values 3.)list the options 4.)weigh the consequences 5.)decide to act 6.)evaluate your choice.
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Sounds like you are doing a good job of incorporating reasoning and decision making in your lessons already
ReplyDeleteI think it is important to incorporate decision making /deductive reasoning into a classes. We often discuss decisions made by characters in stories in reading. I try to incorporate it in other subject areas also but I think I need to do more of it. Your comment about the default heuristic was interesting. Your question is a good one to think about. I once got hooked into some magazine deal that I got 3 free copies but I neglected to notice that I needed to cancel if I did not wish to continue...well b/c I did not tune into the "fine print" I was charged for a couple of issues until I figured out the reason. Kind of a default heuristic tactic.
The 6 steps of decision making you listed in your response to #3 clearly show that we can teach our students the process of decision making in any course with any problem using those basic steps. Good for you for showing your students the process in which to think bout problem solving and decision making. You are helping to develop critical thinkers. By teaching them this at a young, impressionable age,you are giving them a lifetime of knowledge.
ReplyDeleteThat is also an interesting idea to think about that you mentioned in #2. I wonder if there is any research or any statistics showing the difference in percentage of the number of lives that are saved in France more so than in the United States. If there is a significant difference, the US should consider changing its policies on organ donation.
Jenn,
ReplyDeleteI agree that your six steps of decision making or reasoning are very helpful. How many educators tell their students, "you need to make wise choices, or informed choices?" But how many educators actually take the time to educate their students on how to efficiently execute those commands?
I know a lot of lessons get lost in between teachers' role and parents' role, but I think you have laid out a good foundation in this area for many teachers and students to follow.
I really like the six steps in decision making. Our school is doing something called an experience class every Monday morning during our Activity period. We are teaching or reteaching a skill we think most students could benefit from. This would be a great one to add to our list. So many students have a hard time on what a "right" decision may be or what they need to go along with because of peer pressure. With these steps they can at least see all of the benifits or implications of their decisions.
ReplyDeleteI think that is a great idea to incorporate the six steps to making a decision with your health class on tobacco. It is a real-life scenario and they can also learn to make decisions while learning to be healthy. A great way to cover two learning objectives in one creative way.
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