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1. Read and analyze the scenario and situation.
Check your understanding of the scenario. Don't be tempted to start thinking about potential solutions or to start looking for information.
2. List your personal understanding, ideas or hunches.
Now that you are familiar with school tardiness you will write everything you know about school tardiness. Describe your thoughts or ideas about how to solve the problem. There are not incorrect answers in this step, just feel free to brainstorm your ideas.
3. List what is known.
With your team use all the information available in the scenario to list everything that you know about school tardiness You do not have to conduct any research yet. Just use the information given and write the facts that you already know about school tardiness.
4. List what is unknown.
With your team, make a list about what you do not know and would like to learn. List all the questions you will need to answer to solve the problem.
5. List what needs to be done.
"What should we do?" List actions to be taken, e.g., question an expert, conduct research, go to a board meeting about topic. List possible actions.
6. Develop a problem statement.
You will be responsible for thinking and choosing one of the questions to solve the problem. A problem statement should come from your analysis of what you know. In one or two sentences, you should be able to describe what it is that your group is trying to solve, produce, respond to, or find out. The problem statement may have to be revised as new information is discovered and brought to bear on the situation.
7. Gather information
Use all the resources available (Internet, library, etc) to research about the problem/topic and find a solution.
8. Present Findings
You and your team will be creating a brochure illustrating and describing the motivational strategy you would like to implement in an effort to improve student tardiness. You and your team will be proposing your strategy to the school administration during the next scheduled Student Council meeting.
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5.7 Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems. The student is expected to:
(A) use software programs with audio, video, and graphics to enhance learning experiences;
(B) use appropriate software to express ideas and solve problems including the use of word processing, graphics, databases, spreadsheets, simulations, and multimedia; and
(C) use a variety of data types including text, graphics, digital audio, and video.
5.8 Solving problems. The student uses research skills and electronic communication, with appropriate supervision, to create new knowledge. The student is expected to:
(A) use communication tools to participate in group projects;
(B) use interactive technology environments, such as simulations, electronic science or mathematics laboratories, virtual museum field trips, or on-line interactive lessons, to manipulate information; and
(C) participate with electronic communities as a learner, initiator, contributor, or mentor.
5.9 Solving problems. The student uses technology applications to facilitate evaluation of work, both process and product. The student is expected to:
(A) use software features, such as on-line help, to evaluate work progress; and
(B) use software features, such as slide show previews, to evaluate final product.
5.10 Communication. The student formats digital information for appropriate and effective communication. The student is expected to:
(A) use font attributes, color, white space, and graphics to ensure that products are appropriate for the defined audience;
(B) use font attributes, color, white space, and graphics to ensure that products are appropriate for the communication media including multimedia screen displays, Internet documents, and printed materials; and
(C) use appropriate applications including, but not limited to, spreadsheets and databases to develop charts and graphs by using data from various sources.
5.11 Communication. The student delivers the product electronically in a variety of media, with appropriate supervision. The student is expected to:
(A) publish information in a variety of media including, but not limited to, printed copy, monitor display, Internet documents, and video; and
(B) use presentation software to communicate with specific audiences.
5.12 Communication. The student uses technology applications to facilitate evaluation of communication, both process and product. The student is expected to:
(A) select representative products to be collected and stored in an electronic evaluation tool;
(B) evaluate the product for relevance to the assignment or task; and
(C) create technology assessment tools to monitor progress of project such as checklists, timelines, or rubrics.
5.19 Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write persuasive essays for appropriate audiences that establish a position and include sound reasoning, detailed and relevant evidence, and consideration of alternatives.
5.23 Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are expected to:
(A) brainstorm, consult with others, decide upon a topic, and formulate open-ended questions to address the major research topic; and
(B) generate a research plan for gathering relevant information about the major research question.
5.24 Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to:
(A) follow the research plan to collect data from a range of print and electronic resources (e.g., reference texts, periodicals, web pages, online sources) and data from experts;
(B) differentiate between primary and secondary sources;
(C) record data, utilizing available technology (e.g., word processors) in order to see the relationships between ideas, and convert graphic/visual data (e.g., charts, diagrams, timelines) into written notes;
(D) identify the source of notes (e.g., author, title, page number) and record bibliographic information concerning those sources according to a standard format; and
(E) differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable sources.
5.9 Personal/interpersonal skills. The student demonstrates critical-thinking, decision-making, goal-setting and problem-solving skills for making healthy decisions. The student is expected to:
(A) describe health-related situations that require parent/adult assistance such as a discussion of the health-related consequences of high-risk health behaviors or going to a doctor;
(B) assess the role of assertiveness, refusal skills, and peer pressure on decision making and problem solving;
(C) utilize critical thinking in decision making and problem solving;
5.26 Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to:
(A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and
(B) use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.
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