U.S. patent application number 11/257142 was filed with the patent office on 2006-06-01 for interactive method and system for teaching decision making.
Invention is credited to Thomas J. Reynolds.
Application Number | 20060115802 11/257142 |
Document ID | / |
Family ID | 27569302 |
Filed Date | 2006-06-01 |
United States Patent
Application |
20060115802 |
Kind Code |
A1 |
Reynolds; Thomas J. |
June 1, 2006 |
Interactive method and system for teaching decision making
Abstract
The present invention is directed to an interactive tool for
teaching decision-making skills. The tool requires users to
identify choice options and, for each choice option, relevant
consequences, outcomes, goals, and/or driving forces. The tool
further provides a methodology to evaluate the performance of the
user.
Inventors: |
Reynolds; Thomas J.;
(Wilson, WY) |
Correspondence
Address: |
SHERIDAN ROSS PC
1560 BROADWAY
SUITE 1200
DENVER
CO
80202
US
|
Family ID: |
27569302 |
Appl. No.: |
11/257142 |
Filed: |
October 24, 2005 |
Related U.S. Patent Documents
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Application
Number |
Filing Date |
Patent Number |
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09853407 |
May 11, 2001 |
6971881 |
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11257142 |
Oct 24, 2005 |
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60203514 |
May 11, 2000 |
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60203528 |
May 11, 2000 |
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60203527 |
May 11, 2000 |
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60203525 |
May 11, 2000 |
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60203524 |
May 11, 2000 |
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60203526 |
May 11, 2000 |
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60207714 |
May 26, 2000 |
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Current U.S.
Class: |
434/236 ;
434/322; 434/323 |
Current CPC
Class: |
G09B 7/00 20130101; G09B
5/00 20130101; G09B 7/02 20130101 |
Class at
Publication: |
434/236 ;
434/322; 434/323 |
International
Class: |
G09B 19/00 20060101
G09B019/00 |
Claims
1. An interactive teaching method, comprising: (a) referencing at
least one factual context to a user; (b) requiring requesting the
user to provide specify a collection listing of choice options
corresponding to the at least one factual context; (c) requesting
requiring the user to specify provide a collection listing of
results corresponding to at least some of the each choice options;
(d) requesting requiring the user to specify provide a collection
listing of one or more goals that are relevant to each at least
some of the choice options; (e) requesting a rationale for at least
of the choice option; and (f) evaluating at least one of: the
collection listing of goals, the collection listing of results, the
collection listing of goals, and the at least one driving
forcerationale.
2. The interactive teaching method of claim 1, further including a
step of requesting requiring the user to identify specify at least
one driving force relevant to at least one of the listed choice
options; and.
3. The interactive teaching method of claim 2, wherein the step of
evaluating includes evaluating the at least one driving force.
4. The interactive teaching method of claim 1, wherein the
evaluating step is performed for each of the collections listings
obtained in steps (b) through (ed).
5. The interactive teaching method of claim 1, wherein, when the at
least one of the collections obtained in (b) through (d) listings
is evaluated as unacceptable, requiring the user to repeating at
least one of steps (b) through (gd).
6. The interactive teaching method of claim 1, wherein, when the at
least one of the collections listings is unacceptable, repeating
steps (a) through (f) for a new factual context.
7. The interactive teaching method of claim 1, wherein steps (a),
(b), and (f) are repeated for a plurality of factual contexts.
8. The interactive teaching method of claim 1, wherein step (a)
includes the step of initializing a counter and further comprising,
if the collection listing of choice options is evaluated as
unacceptable in step (f): comparing the counter to a predetermined
number of iterations; when the counter at least one of equals and
exceeds the predetermined number, failing the user; and when the
counter is less than the predetermined number, repeating step
(b).
9. The interactive teaching method of claim 1, wherein step (c)
includes the step of initializing a counter and further comprising,
if the listing collection of results is evaluated to be
unacceptable: comparing the counter to a predetermined number of
iterations; when the counter at least one of equals and exceeds the
predetermined number, failing the user; and when the counter is
less than the predetermined number, repeating step (c).
10. The interactive teaching method of claim 1, wherein the listing
collection of results includes outcomes and consequences.
11. The interactive teaching method of claim 1, wherein steps (ea)
and through (f) are repeated for a plurality of factual
contexts.
12. The interactive teaching method of claim 1, wherein step (d)
includes the step of initializing a counter and further comprising,
if the listing collection of goals is unacceptable: comparing the
counter to a predetermined number of iterations; when the counter
at least one of equals and exceeds the predetermined number,
failing the user; and when the counter is less than the
predetermined number, repeating step (d).
13. The interactive teaching method of claim 1, wherein in step (f)
includes counting athe number of choice options in the collection
of choice options is counted and compared for determining to a
predetermined ordering of numbers to determine a level of
performance.
14. The interactive teaching method of claim 1, wherein step (f)
considers at least one of: (i) the a number of choice options in
the choice option listing collection, (ii) a level of
sophistication of a choice option in the listing choice option
collection, and (iii) a number of choice options considered by the
user for selecting a most important choice option.
15. The interactive teaching method of claim 1, wherein step (f)
includes the step of: forming a decision chain.
16. The interactive teaching method of claim 15, wherein the
forming step includes the steps of: comparing data for the
collection listing of choice options to a predetermined listing of
choice options and corresponding code to for identifying at least
one listed choice option (C) of the collection that is in on the
predetermined listing of choice options and a code corresponding
thereto; and assigning the a code to the listed for the choice
option C.
17. The interactive teaching method of claim 1, further including
the steps of: comparing data for the rationale with data for the
listings collections of results, and goals, and driving forces to
identify which of the listed results, and goals and driving forces
are is identified in the rationale; comparing data for the results,
and goals and driving forces in the rationale with a data for a
predetermined listing collection of results, and goals, and driving
forces and corresponding codes to identify the codes corresponding
to the results, goals and driving forces in the rationale.; and
determining the highest code level and the number of code levels in
the rationale to form the decision chain.
18. An interactive teaching method, comprising: (a) presenting at
least one factual context to a user, wherein said factual context
provides presents a situation wherein one or more possible
behaviors of a participant in said factual context is identified by
the user; (b) first requesting the user to provide a specify
listing a collection of one or more choice options corresponding to
the at least one factual context, wherein each of said choice
options includes one of said possible behaviors; (c) second
requesting the user to specify provide, for each of at least some
of said choice options, a corresponding listing collection of
results including both user perceived positive and negative
results, wherein each result R is a response to identify specify a
condition that the user believes has a likelihood of occurring if
one of said choice options, for which said result R corresponds,
occurs; (d) third requesting the user to specify provide, for each
of at least some of said choice options, a corresponding collection
listing of one or more goals that are relevant to said choice
options, wherein each goal G is a response to identify corresponds
to an end state achieved by the participant when effort by the
participant is directed toward having one of said choice options,
for to which said goal G corresponds, occur; (e) requesting a
rationale for at least one choice option; and (e) fourth requesting
the user to identify at least one driving force relevant to at
least one choice option C of the choice options, wherein said
driving force is a response to identify a ranking in said goals on
said listing of goals corresponding to said choice option C, said
ranking being according to a user perceived importance of the goals
to the participant; and (f) evaluating one or more decision making
related skills of the user, wherein an outcome from said evaluating
step is dependent upon at least one of: (i) a the rationale
provided by the user for choosing a preferred one of said the
selected choice options, wherein said step of evaluating includes a
step of determining whether a one of the positive results from at
least two of said listings collections of results are identified in
said rationale; and (ii) for a response (RSPNS) by the user to at
least one of said steps of (c) and (d), a step of encoding, for a
response by the user to at least one of said steps of (c) through
(e), at least one of: a highest level of decision making reasoning
in said response RSPNS, and a number of levels of decision making
reasoning in said response RSPNS, wherein said levels, in ascending
order, include: (1) a results level corresponding to conditions
that the user believes has a likelihood of occurring if one of said
choice options occur; and (2) a goal level corresponding to an end
state achieved by the participant when effort by the participant is
directed toward having one of said choice options occur; and (3) a
driving force level corresponding to a ranking of goals of said
choice options, said ranking being according to a user perceived
importance of the goals to the participant.
19. The interactive teaching method of claim 18 further including a
step of requesting the user to identify at least one driving force
relevant to at least one choice option C of the choice options,
wherein said driving force is a response for identifying a ranking
of said goals corresponding to said choice option C, said ranking
being according to a user perceived importance of the goals to the
participant.
20. The interactive teaching method of claim 19, wherein said
levels of decision making reasoning include an additional higher
level indicative of a driving force level corresponding to a
ranking of goals of said choice options, said ranking being
according to a user perceived importance of the goals to the
participant.
21. The interactive teaching method of claim 18, wherein the
encoding step is performed for each at least some of the listings
collections in steps (b) through (d).
22. The interactive teaching method of claim 18, wherein, when at
least one of: (i) said listing the collection of choice options,
(ii) one of said listings the collection of results, (iii) one of
said listings the collection of goals is determined to be
unacceptable in said evaluating step, then requiring the user to
repeating the request of at least one of steps (b) through
(ed).
23. The interactive teaching method of claim 22, wherein, said step
of requiring repeating includes repeating steps (a) through (fd)
for a different factual context.
24. The interactive teaching method of claim 18, wherein step (a)
includes a step of initializing a counter, and further comprising,
if the listing collection of choice options results in said
evaluating step determining a value indicative of a need for
remediation in one of the decision making related skills: comparing
the counter to a predetermined number of iterations; when the
counter at least one of: equals and exceeds the predetermined
number, recording that the user has not demonstrated at least one
of the decision making related skills; and when the counter is less
than the predetermined number, repeating step (b).
25. The interactive teaching method of claim 18, wherein only steps
(a), (b), and (f) are repeated for a first time period, only steps
(a) through (c) and (f) are repeated for a second time period, and
only steps (a) through (d) and (f) are repeated for a third time
period and wherein the first time period precedes the second time
period and the second time period precedes the third time
period.
26. The interactive teaching method of claim 18, wherein step (c)
includes a step of initializing a counter; and further comprising,
if one of the lists of results results in said evaluating step
determining determines a value indicative of a need for remediation
in at least one of the decision making related skills: comparing
the counter to a predetermined number of iterations; when the
counter at least one of equals and exceeds the predetermined
number, recording that the user has not demonstrated at least one
of the decision making related skills; and when the counter is less
than the predetermined number, repeating step (c).
27. The interactive teaching method of claim 18, wherein the
listing collection of results includes outcomes and
consequences.
28. The interactive teaching method of claim 18, wherein step (d)
includes the step of initializing a counter; and further
comprising, if the listing collection of goals results in said
evaluating step determining a value indicative of a need for
remediation in at least one of the decision making related skills:
comparing the counter to a predetermined number of iterations; when
the counter at least one of equals and exceeds the predetermined
number, identifying that the user has not demonstrated at least one
of the decision making related skills; and when the counter is less
than the predetermined number, repeating step (d).
29. The interactive teaching method of claim 18, further comprising
determining a test score for the user's performance in one or more
of steps (b), (c), and (d), and (e).
30. The interactive teaching method of claim 18, wherein in step
(f) includes: counting athe number of choice options; is counted
and compared comparing the number to a predetermined ordering of
numbers to determine a level of performance.
31. The interactive teaching method of claim 18, wherein step (f)
considers is dependent upon at least one of: a number indicative of
choice options in the collection of choice options listing, a level
of sophistication of a choice option in the collection of choice
options listing, and a number of choice options considered for
selecting a most important choice option in the collection of
choice options listing.
32. The interactive teaching method of claim 19, wherein step (f)
includes the a step of forming a decision chain.
33. The interactive teaching method of claim 32, wherein the
forming step includes the steps of: first comparing data for the
listing collection of choice options to data for a predetermined
listing collection of choice options and corresponding code to for
identifying a code for at least one listed choice option on of the
predetermined listing collection of choice options and a code
corresponding thereto; assigning the code to the listed choice
option; second comparing data for the rationale with at least one
of: (i) data for the listing collection of results, (ii) data for
the collection listing of goals, and (iii) data for the at least
one driving force to for identifying which of the listed results,
the listed goals and the at least one driving force are identified
in the rationale; third comparing data for the identified one or
more of: (a-1) ones one or more of the results, (b-1) one or more
of the goals, and (c-1) the at least one driving forces in the
rationale, respectively, with: (a-2) data for a predetermined
listing collection of results, (b-2) data for a predetermined
collection of goals, and (c-2) data for a predetermined collection
of driving forces; and corresponding codes to identifying, using an
output from the second comparing step, the one or more codes
corresponding to one or more of: one of the results, one of the
goals and the at least one driving forces in the rationale; wherein
the codes have corresponding levels in an ordering; and determining
the a highest code level of the ordering and the a number of code
levels in the rationale to for forming the decision chain.
34. An apparatus for teaching decision making skills, comprising:
(a) a display for presenting at least one factual context to a
user, wherein said factual context provides a situation wherein one
or more possible behaviors of a participant in said factual context
is specified by the user; (b) a first collection of one or more
programmatic elements instructions for presenting a first
presentation, on said display, requesting the user to specify a
collection of one or more choice options corresponding to the at
least one factual context, wherein each of said choice options
includes one of said possible behaviors; (c) a second collection of
one or more programmatic instructions elements for presenting a
second presentation, on said display, requesting the user to
specify, for each of at least some of said choice options, a
corresponding collection of results including both user perceived
positive and negative results, wherein each result R is for
identifying a condition that the user believes has a likelihood of
occurring if one of said choice options, for which said result R
corresponds, occurs; (d) a third collection of one or more
programmatic instructions elements for presenting a third
presentation, on said display, requesting the user to specify, for
each of at least some of said choice options, a corresponding
collection of goals that are relevant to said choice options,
wherein each goal G is for identifying an end state achieved by the
participant when effort by the participant is directed toward
having one of said choice options, for which said goal G
corresponds, occur; (e) a fourth collection of one or more
programmatic instructions elements for presenting a fourth
presentation, on said display, requesting the user to specify a
rationale for at least one preferred choice option specified by the
user at least one driving force relevant to at least one choice
option C of the choice options, wherein said driving force is for
identifying a ranking in said goals in said collection of goals
corresponding to said choice option C, said ranking being according
to a user perceived importance of the goals to the participant; and
(f) an evaluator for evaluating one or more decision making related
skills of the user, wherein an output from said evaluator
identifies whether or not there is a need for remediation in one of
the decision making related skills of the user; wherein said
evaluator uses at least one of (i) and (ii) following in
determining said output: (i) a the rationale specified by the user
for choosing a preferred one of said choice options, wherein said
evaluator determines whether a positive result from at least two of
said collections of results are identified in said rationale; and
(ii) an encoder for encoding of a response by the user to at least
one of said first, second, third and fourth presentations, wherein
said evaluator determines, for a predetermined plurality of
decision making reasoning levels, at least one of: a highest level
of decision making reasoning in said response, and a number of
levels of decision making reasoning in said response using the
encoding.
35. The apparatus of claim 34 further including a fifth collection
of one or more programmatic instructions for presenting a fifth
presentation, on said display, requesting the user to specify at
least one driving force relevant to at least one choice option C of
the choice options, wherein said driving force is for identifying a
ranking in said goals in said collection of goals corresponding to
said choice option C, said ranking being according to a user
perceived importance of the goals to the participant.
36. The apparatus of claim 34, wherein each of said programmatic
instructions elements in said first, second, third and fourth
collections includes one of: an encoding of an executable
statement, and data for supplying to an executable statement.
37. The apparatus of claim 34, wherein said predetermined plurality
of decision making reasoning levels, in ascending order, include:
(1) a results level corresponding to conditions that the user
believes has a likelihood of occurring if one of said choice
options occur; (2) a goal level corresponding to an end state
achieved by the participant when effort by the participant is
directed toward having one of said choice options occur; and (3) a
driving force level corresponding to a ranking in of goals of said
choice options, said ranking being according to a user perceived
importance of the goals to the participant.
38. An apparatus for teaching decision making skills, comprising:
(a) a network server for transmitting at least one factual context
to a user, wherein said factual context provides a situation
wherein one or more possible behaviors of a participant in said
factual context is specified by the user; (b) a first collection of
one or more programmatic instructions elements for transmitting a
first presentation, from said server, requesting the user to
specify a collection of one or more choice options corresponding to
the at least one factual context, wherein each of said choice
options includes one of said possible behaviors; (c) a second
collection of one or more programmatic instructions elements for
transmitting a second presentation, from said server, requesting
the user to specify, for each of at least some of said choice
options, a corresponding collection of results including both user
perceived positive and negative results, wherein each result R is
for identifying a condition that the user believes has a likelihood
of occurring if one of said choice options, for which said result R
corresponds, occurs; (d) a third collection of one or more
programmatic instructions elements for transmitting a third
presentation, from said server, requesting the user to specify, for
each of at least some of said choice options, a corresponding
collection of goals that are relevant to said choice options,
wherein each goal G is for identifying an end state achieved by the
participant when effort by the participant is directed toward
having one of said choice options, for which said goal G
corresponds, occur; (e) a fourth collection of one or more
programmatic instructions elements for transmitting a fourth
presentation, from said server, requesting the user to specify a
rationale for at least one preferred choice option specified by the
user at least one driving force relevant to at least one choice
option C of the choice options, wherein said driving force is for
identifying a ranking in said goals in said collection of goals
corresponding to said choice option C, said ranking being according
to a user perceived importance of the goals to the participant; and
(f) an evaluator for evaluating one or more decision making related
skills of the user, wherein an output from said evaluator
identifies whether or not there is a need for remediation in one of
the decision making related skills of the user; wherein said
evaluator uses at least one of (i) and (ii) following in
determining said output: (i) a the rationale specified by the user
for choosing a preferred one of said choice options, wherein said
evaluator determines whether a positive result from at least two of
said collections of results are identified in said rationale; and
(ii) an encoder for encoding of a response by the user to at least
one of said first, second, third and fourth presentations, wherein
said evaluator determines, for a predetermined plurality of
decision making reasoning levels, at least one of: a highest level
of decision making reasoning in said response, and a number of
levels of decision making reasoning in said response using the
encoding.
39. The apparatus of claim 38 further including a fifth collection
of one or more programmatic instructions for presenting a fifth
presentation, on said display, requesting the user to specify at
least one driving force relevant to at least one choice option C of
the choice options, wherein said driving force is for identifying a
ranking in said goals in said collection of goals corresponding to
said choice option C, said ranking being according to a user
perceived importance of the goals to the participant.
40. The apparatus of claim 38, wherein each of said programmatic
instructions elements in said first, second, third and fourth
collections includes one of: an encoding of an executable
statement, and data for supplying to an executable statement.
41. The apparatus of claim 38, wherein said predetermined plurality
of decision making reasoning levels, in ascending order, include:
(1) a results level corresponding to conditions that the user
believes has a likelihood of occurring if one of said choice
options occur; (2) a goal level corresponding to an end state
achieved by the participant when effort by the participant is
directed toward having one of said choice options occur; and (3) a
driving force level corresponding to a ranking in of goals of said
choice options, said ranking being according to a user perceived
importance of the goals to the participant.
42. The apparatus of claim 38, wherein said server transmits one or
more of said factual context, said first collection, said second
collection, said third collection, and said fourth collection on
the Internet.
Description
CROSS REFERENCE TO RELATED APPLICATIONS
[0001] The present application is a continuation of U.S. patent
application Ser. No. 09/853,407, filed May 11, 2001, and claims the
benefits under 35 U.S.C. .sctn.119(e) of U.S. Provisional
Application Ser. Nos. 60/203,514, filed May 11, 2000; 60/203,528,
filed May 11, 2000; 60/203,527, filed May 11, 2000; 60/203,525,
filed May 11, 2000; 60/203,524, filed May 11, 2000; 60/203,526,
filed May 11, 2000; and 60/207,714, filed May 26, 2000, all of the
above-identified references are fully incorporated herein by
reference.
FIELD OF THE INVENTION
[0002] The present invention is directed generally to decision
making and specifically to interactive tools for teaching decision
making.
BACKGROUND OF THE INVENTION
[0003] In all levels of society and across all age groups, people
routinely use poor judgment in making decisions and consequently
exhibit poor character. Although people are quick to see the
freedom that choice brings, they all too often fail to see the
corresponding responsibility that accompanies each and every choice
they make. Most of their decisions are based either on a desire for
instant gratification, convenience, peer approval, or avoidance of
conflict. The increasing degree of mechanization and dehumanization
of our lives--the disastrous byproduct of scientific and technical
advancement--coupled with poor decision making have lead to a
horrifying deterioration in the ethical conduct or character of
people today.
[0004] A variety of interactive tools have been developed for
character building. A common approach is to provide the
reader/viewer with an abstract concept, such as a value, then
present an ideational story with some factual content which: (a) is
related to the abstract concept, and (b) is presumably relevant to
developing decision-making skills relating the abstract concept.
This factual context is often inapplicable to the real life
situations confronted by the reader/viewer (also denoted user
herein) and therefore provides little guidance and little
decision-making skill development. Moreover, the abstract factual
concepts, individually and/or combined fail to show a methodology
for making decisions.
[0005] A variety of interactive tools have also been developed for
teaching decision making. A common approach is to list advantages
and disadvantages associated with a decision. These approaches
often fail to link the choices with specific goals or values.
Moreover, such approaches are often too complicated for many
individuals.
SUMMARY OF THE INVENTION
[0006] These and other needs are addressed by the interactive
tool(s) and method(s) of the present invention. The present
invention provides a logical, structured approach to teaching users
critical decision-making skills. The tool(s) and method(s)
reinforce and/or develop developmental intelligence particularly in
the areas of logico-mathematical thought, self understanding and
the understanding of others. The tool(s) and method(s) are
particularly useful in automated systems, such as computational
systems.
[0007] In one embodiment, an interactive teaching method is
provided that includes the steps of:
[0008] (a) referencing at least one factual context to a user;
[0009] (b) requesting the user to provide a collection of choice
options corresponding to the factual context(s);
[0010] (c) requesting the user to provide a collection of potential
future results corresponding to each choice option;
[0011] (d) requesting the user to provide a collection of goals
that are relevant to each choice option;
[0012] (e) requesting the user to specify a rationale for at least
one of the choice options; and
[0013] (f) evaluating at least one of the collection of choice
options, the collection of results, the collection of goals, and
the rationale.
[0014] In one configuration, the method further includes the steps
of:
[0015] (g) requesting selection of a choice option for which the
rationale of step (e) above is requested; and
[0016] (h) requesting the user to identify one or more driving
forces relevant to one or more of the choice options;
[0017] (i) assessing the rationale in the step (f) of evaluating
above.
[0018] The factual (or choice) context can be any suitable set of
facts that require a choice to be made. For example, the set of
facts may have personal relevance to the user, such as a real life
situation in which the user has made or will make a choice; though
having no personal relevance to the user, may have application or
relevance to the user's surroundings and/or environment; or though
having no personal relevance to the user or application to the
user's environment, is useful in teaching the user decision making
skills.
[0019] As will be appreciated, the "user" can be any individual or
group of individuals, including computer users, students (whether
at the primary, secondary, or pre- or post-educational levels), job
skills trainees, participants in adult education, "at risk"
juveniles, those incarcerated in detention facilities, and military
personnel. The user can be of any age, with ages between 5 and 50
years being typical.
[0020] The collection of choice options is simply a listing of
alternatives or possibilities 10 generated, either internally or
externally, by the choice context. The listing can include one or
more choice options, depending upon the choice context.
[0021] The collection of results includes one or more results
associated with each choice option in the collection of choice
options. Results commonly include both long term results (or
outcomes) or short term and/or immediate results (or consequences).
Outcomes and consequences typically include both positive (as
viewed by the user) and negative (as viewed by the user)
results.
[0022] The collection of goals includes one or more goals that are
relevant to each choice option. As will be appreciated, certain
goals may be shared by a number of choice options. "Goals" refer to
objectives of the user, such as to things the user wants to do or
become (e.g., the desired end-states toward which effort is
directed). Goals are the reasons outcomes derive their
importance.
[0023] The driving force(s) of the user defines a hierarchy of the
collection of goals. As in the case of goals, one driving force may
be shared by a number of goals and choice options. A "driving
force" typically refers to the user's perceived identity; that is,
the user's unique way of visualizing him- or herself. A driving
force thus determines the relevant importance of each of the
collection of goals.
[0024] One or more of the collections are evaluated by any suitable
technique to determine a level of performance of the user. In one
configuration, the evaluating step can include the step of
determining a test score for the user's performance in one or more
of steps (b), (c), (d), and (h) hereinabove. For example, the
number of choice options, results, goals, and/or driving forces can
be counted, and the resulting number(s) compared to a predetermined
ordering of numbers or grade scale for the corresponding collection
to determine a level of performance or test score. The evaluating
step can also be performed using a more sophisticated approach such
as by considering the number of choice options in the choice option
collection, a level of sophistication of a choice option in the
collection, and/or a number of choice options considered for
selecting a most important choice option.
[0025] In one configuration, the evaluating step is performed by
building and analyzing a decision tree or chain. The chain is
formed by the following steps:
[0026] comparing the collection of choice options obtained from the
user to a predetermined collection of choice options and
corresponding codes to identify at least one choice option on the
predetermined collection of choice options and a code corresponding
thereto;
[0027] assigning the code to the at least one of the choice options
obtained from the user;
[0028] comparing the rationale with the collections of results,
goals, and driving forces to identify which of the results, goals
and/or driving forces are in the rationale;
[0029] comparing the results, goals and driving forces in the
rationale with a predetermined collection of results, goals, and/or
driving forces and corresponding codes to identify the codes
corresponding to the results, goals and/or driving forces in the
rationale; and
[0030] determining the highest code level and the number of code
levels in the rationale to form the decision chain.
[0031] When one or more of the collections is unacceptable, the
user may be required to repeat one or more of the steps, depending
on the level of sophistication of the user.
[0032] A counter can be used to monitor the number of iterations
through the steps by a user whose collection(s) is found
unacceptable. Thus, the method may include the steps of:
[0033] initializing a counter;
[0034] comparing the counter to a predetermined number of
iterations;
[0035] when the counter at least one of: equals and exceeds the
predetermined number, then the user is failed; and
[0036] when the counter is less than the predetermined number,
repeating the desired step(s).
[0037] To reinforce the decision model concepts in the mind of the
user, the various steps can be repeated for a variety of choice
contexts over the same or varying periods of time. In an
illustrative configuration, only steps (a), (b), and (f) above are
repeated for a first time period, only steps (a) through (c) and
(f) are repeated for a second time period, and only steps (a)
through (d) and (f) are repeated for a third time period. The first
time period precedes the second time period and the second time
period precedes the third time period.
[0038] The interactive teaching method can include additional
steps. In one configuration, the method includes the additional
steps of:
[0039] requesting a list or collection of choice distinctions for
each collected choice; and optionally
[0040] evaluating the list or collection of choice distinctions for
each collected choice. A choice distinction is a defining
characteristic or label for a corresponding choice option.
[0041] The invention has a number of advantages compared to
existing decision-making tools.
[0042] First, the present invention can provide a critical thinking
curriculum that will help educators and parents develop citizens of
better character by imbuing children with a decision-making
framework that will provide them with an understanding of the
decision-making process in their lives and the ability to make
rational decisions directed toward achieving their personal goals.
Second, the present invention can expand student awareness of the
number of choices that are made, explicitly or implicitly, every
day of their lives and of the range of choices available to them
with regard to any significant decision. Third, the invention can
increase student understanding of the critical determining
characteristics of each choice option within the decision context
and their relation to the likely short- and long term results of
that choice. Fourth, the invention can help students identify and
evaluate the causal relationships between their personal goals and
the choices that they make across an array of decisions that range
from simple everyday decisions to more complex types of risk- or
reward-creating decisions. Fifth, the invention can develop
students' abilities (and recognition of the need to take the time)
to graphically map out the choice options with regard to any
decision or problem context, including drawing of inferences with
regard to their goals. Sixth, the invention can increase three
important types of intelligence that can significantly accelerate a
person's self-growth, namely logico-mathematical growth,
self-understanding, and the understanding of others. Understanding
the decisions of others and their behavior can lead to compassion
for others. Seventh, the invention can address the decision-making
defect from which many people suffer. Specifically, many people
make poor decisions because such people focus on a shorter-term
time horizon and/or mistakenly contrast two different defining
elements of their choice options, namely a positive distinction of
one choice option with a negative distinction of the other choice
option, creating a biased contrast. The invention can use a bottom
up (situation-based) approach employing real life scenarios with a
decision making model, requiring the definition of causal
implications of choice options. This is the most effective way in
which this flaw in such thinking can be addressed. Conventional top
down value or virtue approaches are too abstract for many users and
are therefore not very effective. Eighth, the invention
progressively introduces the user to the various pieces of the
decision-making model, which reinforce the model in the mind of the
user. Ninth, the invention uses the concept of "trade-off" in the
decision-making model. Trade-off requires the user to compare and
contrast higher order personal motivations or objectives (e.g.,
comparing positive elements with positive elements or negative
elements with negative elements) in making a decision. Tenth, the
invention permits an assessment of each lesson with regard to its
effectiveness in changing an a priori or initial decision the
individual or a group would make without the use of the invention.
Eleventh, the invention permits the assessment of a variety of key
facets of the depth of thinking of individuals with regard to their
decision-making processes. For example, the present invention
requires users to focus on a positive element, such as an outcome
or consequence, associated with a choice option and to link the
element to one or more relevant goals. This forces users to
identify and apply driving forces to select a choice option.
[0043] Other features and benefits are provided in the accompanying
drawings and the description hereinbelow.
BRIEF DESCRIPTION OF THE DRAWINGS
[0044] FIGS. 1A-D define a flowchart of a first embodiment of the
present invention;
[0045] FIG. 2 is a block diagram showing a computation system that
can be used with the flowchart of FIGS. 1A-D;
[0046] FIG. 3 depicts data structures associated with the
methodology of the present invention;
[0047] FIG. 4 depicts a process for forming a decision chain;
[0048] FIG. 5 depicts a decision chain assembled using the process
of FIG. 4;
[0049] FIGS. 6A-I depict various displays in connection with FIGS.
1A-D;
[0050] FIG. 7 is a block diagram illustrating the high level
components of an embodiment of the present invention for presenting
the critical thinking/reasoning instructional materials of the
invention via a communications network such as the Internet;
and
[0051] FIGS. 8A through 8H depict yet another embodiment of the
present invention.
DETAILED DESCRIPTION
[0052] FIGS. 1A-D and 2 depict a first embodiment of an interactive
algorithm according to the present invention. The processor 200
(FIG. 2) initially obtains a (via step 100, FIG. 1A) profile of the
user from user information 204 (FIG. 2). The profile may be stored
in memory 208 as shown and/or obtained from the user through a
series of queries. The user then is presented with a choice context
(step 104 FIG. 1) from a plurality of choice contexts 212 in memory
208, and a counter "i" is initialized (step 108 FIG. 1A), e.g., set
equal to one. The counter tracks the number of iterations through
the loop defined by steps 112, 116, 120, 124 and 128.
[0053] The processor 200 can select which choice context to present
using a random or pseudorandom number generator (in which event
each of a plurality of choice contexts would be assigned a unique
number or id) or a predetermined ordering of the choice contexts
based on the user's profile information. The id can include a first
field for setting, e.g., home, school and community, a second field
for appropriate grade level, e.g., "45" means for grade levels four
and five, and a third field for order of presentation of the
context, e.g., 1, 2, 3, etc. The third field can be based on a
number generator or a predefined ordering of presentation of the
choice contexts. Simpler and/or more life relevant choice contexts
are provided depending, for example, on the age or grade level of
the user. The choice context can be presented to the user orally or
visually using display 216 (FIG. 2) or a combination of the two.
For example, the choice context can be a video presented on the
display 216 with audio output. This approach is particularly useful
for users that have a low level of reading skills.
[0054] The processor 200 then requests the user to input a list of
choice options (step 112 FIG. 1A) corresponding to the choice
context. The user inputs the list of choice options using any
suitable techniques, including voice recognition techniques, a
stylus or mouse with one or more screens displaying a list of
possible choice options, a keyboard, and the like. The list may be
entered by the user and identified by the processor 200 using key
words and/or selected by the user from a list of possible choice
options presented by the processor. An illustrative display when
the list is entered manually by the user is shown in FIG. 6A. If
the user selects the choice options from a list provided by the
processor 200, the user may be asked to rank the selected choice
options in order of importance and indicate the reason(s) why the
user chose that option.
[0055] In one process configuration that is not shown in the
figures, a timer could be set and the user given a predetermined
amount of time in which to select the number of choice options
arising from the choice context. The processor 200 would cease
receiving new choice options when the predetermined amount of time
had elapsed.
[0056] In the depicted process configuration, the user notifies the
processor 200 when the list is completed, and an evaluator 220
(FIG. 2) assesses (in step 116 FIG. 1A) the list of choice options
by any suitable technique. Particularly, where the user originates
the choice options on the list, the evaluator 220 evaluates the
list by the number of choice options on the list and compares the
total number of choice options with a predetermined number or
grading scale to determine a level of performance. Particularly,
where the user selects the choice options on the list from a list
provided by the processor 200, the evaluator 220 may evaluate the
list by identifying one or more rankings associated with one or
more of the selected choice options and determining the level of
performance based on the one or more rankings.
[0057] As part of the assessing step 116 (FIG. 1A), the processor
200 can also sort the various choice options into predetermined
categories. For example, the choice options could be sorted based
on the place in which the choice situation occurs (e.g., school,
home, or community) and/or the relationship with the primary
individual in the choice context (e.g. self, friends, parents,
siblings, kids (non-friends) or adults). Symbols can be used for
choice options rather than words (e.g., teeth to represent tooth
brushing, a fist to represent fighting, etc.) A matrix can be
constructed using one or more of the above classification systems.
For instance, "places" can be on one axis and "relationship" on the
other, and each choice context is placed in one cell of the
matrix.
[0058] The number(s) of choice options in each classification can
be used to evaluate the breadth or sophistication of the identified
choice options. For example, the number of choice options in
"non-self" categories could be an additional measure of performance
used in any of the assessment steps discussed below.
[0059] If in decision step 120 (FIG. 1A) the user's performance is
not acceptable, the processor 200 determines in decision step 124
(FIG. 1A) if the counter i is equal to N, the predetermined maximum
number of iterations through the loop of steps 112, 116, 120 and
128. If so, the processor 200 fails the user (step 122 FIG. 1A) and
determines (step 123) whether to proceed with another test. If not,
the processor 200 increments the counter i by one (step 128) and
again requests the user to provide a list of choice options
associated with the choice context previously presented in step
104.
[0060] If in decision step 120 the user's performance is
acceptable, the processor 200 next determines in decision step 132
whether a further choice context should be presented. This
determination may be made based on the user's level of performance,
profile, and the like. If the user has not yet performed to a
certain level of performance or is required to complete
successfully a certain number of selected choice contexts before
proceeding, the user returns to step 104 and repeats the above
steps with a different choice context. If the user has performed to
a certain level of performance or completed the requisite number of
choice contexts, the processor 200 next determines in decision step
136 whether or not to continue to higher levels of decision making
(via the steps commencing with step 137), or complete the test and
award a score to the user in step 110 (FIG. 1D). This determination
is typically made based on the user's user profile. In one
configuration, users in the first grade do not continue while users
beyond the first grade continue on.
[0061] Assuming the user continues, the counter i is again
initialized (step 137), and the processor 200 requests a list of
choice distinctions (step 138) for each of the listed choice
options provided previously in step 112. This step 138 can be
performed in any of the ways noted above in connection with step
112 with choice distinctions being substituted for choice options.
An illustrative display, when the list of choice distinctions is
entered manually by the user, is shown in FIG. 6B.
[0062] Each choice option typically has at least one corresponding
distinction. As noted, the distinction is the key characteristic
that serves to label the positive and negative aspect(s) of each
choice option. Although distinctions and results are often the
same, it is important to start teaching users to label their choice
options prior to defining the results of each.
[0063] The list of choice distinctions is assessed in step 139
using any suitable technique including those described above in
connection with step 116 with choice distinctions being substituted
for choice options. For example as in the case of choice options,
the evaluator 220 can evaluate the list by the number of choice
distinctions on the list and compare the total number of choice
distinctions with a predetermined number or grading scale to
determine a level of performance, particularly when the user
originates the choice distinctions on the list. The evaluator 220
can evaluate the list by identifying one or more rankings
associated with one or more of the selected choice distinctions and
determining the level of performance based on the one or more
rankings, particularly when the user selects the choice
distinctions on the list from a list provided by the processor
200.
[0064] Alternatively or in addition to the techniques described
above, the evaluating step (step 139) can analyze the total number
of choice distinctions. The number is compared to a predetermined
grading scale and a performance level determined.
[0065] If in decision step 140 the user's performance is not
acceptable, the processor in decision step 141 determines if the
counter i is equal to N. If so, the processor 200 fails the user in
step 122 and determines in decision step 123 whether the user is to
proceed with another test. If not, the processor increments the
counter i by one (step 142) and again requests the user in step 138
to provide a list of choice distinctions associated with the choice
context.
[0066] If the user's performance is acceptable, the processor 200
next determines in decision step 143 whether a further choice
context should be presented in step 104. This determination may be
made as noted above in connection with decision step 132. If the
same choice context is to be used, then, the processor 200 next
determines in decision step 144 whether or not to continue to
higher levels of decision making or complete the test and award a
score to the user in step 110. This determination is typically made
in a manner similar to that of decision step 136 above. In one
configuration, users in the second grade do not continue while
users beyond the second grade continue on.
[0067] When the user is to continue on, the counter i is again
initialized (step 145), and the processor 200 requests a list of
consequences for each of the listed choice options provided to the
user in step 146. This step 146 can be performed, as noted above in
connection with step 112 and/or 138 with consequences being
substituted for choice contexts and choice distinctions,
respectively. Each choice distinction (and therefore each choice
option) typically includes a number of corresponding consequences,
both positive and negative. An illustrative display for manual
entry of the list by the user is shown in FIG. 6C.
[0068] The list of consequences is assessed in step 147 using any
suitable technique, including any of the techniques set forth above
in connection with steps 116 and 139, with consequences being
substituted for choice options and choice distinctions,
respectively. As in the case of choice options and choice
distinctions, the evaluator 220 typically evaluates the list by the
number of consequences on the list and compares the total number of
consequences with a predetermined grading scale to determine a
level of performance, particularly when the user originates the
consequences on the list. This approach refrains from rendering any
assessment or opinion whether the user's pathways are right or
wrong. The approach causes users to think about choices and the
meaning of choices to them personally in an open manner and not in
a judgmental way. The evaluator 220 can evaluate the list by
identifying one or more rankings associated with one or more of the
selected consequences and determining the level of performance
based on the one or more rankings, particularly when the user
selects the consequences on the list from a list provided by the
processor 200.
[0069] If in decision step 148 the user's performance is not
acceptable, the processor 200 determines in decision step 149 if
the counter i is equal to N. If so, the processor 200 fails the
user in step 122 and determines in decision step 123 whether or not
to try another test. If not, the processor 200 increments the
counter i by one step 150, and again requests the user, in (step
146) to provide a list of consequences associated with the choice
context presented in step 104.
[0070] If the user's performance is acceptable, the processor 200
next determines in decision step 151 whether a further choice
context should be presented. This determination may be made as
noted above in connection with decision step 132.
[0071] The processor 200 next determines in decision step 152
whether or not to continue to higher levels of decision-making
strategies or complete the test and award a score to the user in
step 110. This determination is typically made in a manner similar
to that of decision step 136 above. In one configuration, users in
the third grade do not continue while users beyond the third grade
continue on.
[0072] When the user is to continue on, the counter i is again
initialized (step 153), and the processor 200 requests (step 154) a
list of outcomes for each of the listed choice options provided in
response to step 112 and/or choice distinctions provided in
response to step 138. As will be appreciated, each choice option
typically corresponds to one choice distinction, and each choice
distinction typically corresponds to more than one consequence and
outcome. The step 156 can be performed using any of the techniques
described above in connection with step 112 (with outcomes being
substituted for choice options), step 138 (with outcomes being
substituted for choice distinctions), and/or step 146 (with
outcomes being substituted for consequences). An illustrative
display when the list is manually input by the user is depicted in
FIG. 6D.
[0073] The list of outcomes is assessed in step 155 using any
suitable technique, including one or more of the techniques
described above in connection with steps 116 (with outcomes being
substituted for choice options), 139 (with outcomes being
substituted for choice distinctions), and/or 147 (with outcomes
being substituted for consequences). As in the case of choice
options, the evaluator 220 typically evaluates the list by the
number of outcomes on the list and compares the total number of
outcomes with a predetermined number scale to determine a level of
performance, particularly when the user originates the outcomes on
the list. The evaluator 220 can evaluate the list by identifying
one or more rankings associated with one or more of the selected
outcomes and determining the level of performance based on the one
or more rankings, particularly when the user selects the choice
distinctions on the list from a list provided by the processor
200.
[0074] If the user's performance is not acceptable in decision step
156, the processor determines in decision step 157 if the counter i
is equal to N. If so, the processor 200 fails the user in step 122
and determines in decision step 123 whether or not to try another
test. If not, the processor 200 increments 158 the counter i by one
and again requests the user to provide in step 154 a list of
outcomes associated with the choice context.
[0075] If the user's performance is acceptable, the processor 200
next determines in decision step 159 whether a further choice
context should be presented. This determination may be made as
noted above in connection with decision diamond 132 with outcomes
being substituted for choice options.
[0076] If the user has performed to a certain level of performance
or completed the requisite number of selected choice contexts, the
processor 200 next determines in decision step 160 whether or not
to continue to higher levels of decision making or complete the
text and award a score to the user in step 110. This determination
is typically made in a manner similar to that of decision step 136
above with outcomes being substituted for choice options. In one
configuration, users in the fourth grade do not continue while
users beyond the fourth grade continue on.
[0077] When the user is to continue on, the counter i is again
initialized (step 161), and the processor 200 requests (step 162) a
list of goals relevant to each of the listed choice options
provided in step 112. This step can be performed using any of the
techniques noted above in connection with steps 112, 138, 146,
and/or 154, with goals being substituted for choice options, choice
distinctions, consequences, and outcomes, respectively. An
illustrative display for manual entry of the list by the user is
shown in FIG. 6E.
[0078] As will be appreciated, a selected goal can correspond to
more than one choice and therefore to more than one choice
distinction, consequence, and outcome. The results previously
listed by the user are typically the bases for the identification
of the relevant goals.
[0079] The users can be required to rank the goals for each choice
option or among the goals listed for all of the choice options. The
ranking can later be used in step 163 for evaluating the user's
performance.
[0080] The list of goals is assessed in step 163 using any suitable
technique, including one or more of the techniques described above
in connection with steps 116 (with goals being substituted for
choice options), 139 (with goals being substituted for choice
distinctions), 147 (with goals being substituted for consequences),
and/or 155 (with goals being substituted for outcomes). As in the
case of choice options, the evaluator 220 typically evaluates the
list by the number of goals on the list and compares the total
number of goals with a predetermined number scale to determine a
level of performance, particularly when the user originates the
goals on the list. The evaluator 220 can evaluate the list by
identifying one or more rankings associated with one or more of the
selected goals and determining the level of performance based on
the one or more rankings, particularly when the user selects the
goals on the list from a list provided by the processor.
[0081] If in decision step 164 the user's performance is not
acceptable, the processor determines in decision step 165 if the
counter i is equal to N. If so, the processor 200 fails the user in
step 123 and determines in decision step 123 whether or not to try
another test. If not, the processor 200 increments the counter i by
one in step 166 and again requests the user to provide a list of
goals associated with the choice context.
[0082] If the user's performance is acceptable, the processor 200
next determines in decision step whether a further choice context
should be presented. This determination may be made as noted above
in connection with decision step 132 with goals being substituted
for choice options.
[0083] The processor 200 next determines in decision step 168
whether or not to continue to higher levels of decision-making
strategies or complete the test and award a score to the user in
step 110. This determination is typically made in a manner similar
to that of decision step 136 above with goals being substituted for
choice options. In one configuration, users in the fifth grade do
not continue to higher levels of decision-making instruction while
users beyond the fifth grade do continue on.
[0084] When the user is to continue on, the counter i is again
initialized (step 169), and the processor 200 requests or
determines in step 170 a list of one or more driving forces
relevant to each of the listed choice options provided in step 112.
This step can be performed using any of the techniques noted above
in connection with steps 112, 138, 146, 154, and/or 162, with
driving forces being substituted for choice options, choice
distinctions, consequences, outcomes, and goals, respectively. An
illustrative display for manual entry of the list by the user is
shown in FIG. 6F.
[0085] The driving forces drive the ranking of the goals. The user
will trade-off (or compare) one set of goals against another set of
goals depending upon which driving force(s) are most important to
the user. For example, assuming two competing goals in the choice
context are "be responsible" versus "in control", the associated
driving force would be self esteem versus power, respectively. The
user or the processor 200 would list the various driving forces
linked to each of the goals in the listing of goals provided in
step 162. As will be appreciated, the same driving force may be
shared by multiple goals.
[0086] The users can be required to rank the driving forces for
each choice option or among the driving forces listed for all of
the choice options. The ranking can later be used in step 171 for
evaluating the user's performance.
[0087] The list of driving forces is assessed in step 171 using any
suitable technique, including one or more of the techniques
described above in connection with step 116 (with driving forces
being substituted for choice options), 139 (with driving forces
being substituted for choice distinctions), 147 (with driving
forces being substituted for consequences), 155 (with driving
forces being substituted for outcomes), and/or 163 (with driving
forces being substituted for goals). As in the case of choice
options, the evaluator 220 typically evaluates the list by the
number of driving forces on the list and compares the total number
of driving forces with a predetermined number scale to determine a
level of performance, particularly when the user originates the
driving forces on the list. The evaluator 220 can evaluate the list
by identifying one or more rankings associated with one or more of
the selected driving forces and determining the level of
performance based on the one or more rankings, particularly when
the user selects the driving forces on the list from a list
provided by the processor 200.
[0088] If in decision step 172 the user's performance is not
acceptable, the processor determines in decision step 173 if the
counter i is equal to N. If so, the processor 200 fails the user in
step 122 and determines whether to proceed with another test. If
not, the processor 200 increments the counter i by one in step 174
and again requests in step 170 the user to provide a list of
driving forces associated with the choice context.
[0089] If the user's performance is acceptable, the processor 200
next determines in decision step 175 whether a further choice
context should be presented. This determination may be made as
noted above in connection with decision step 132 with driving
forces being substituted for choice options.
[0090] If the user has performed to a certain level of performance
or completed the requisite number of selected choice contexts, the
processor 200 next determines in decision step 176 whether or not
to continue to higher levels of decision-making strategies or
complete the test and award a score to the user in step 110. This
determination is typically made in a manner similar to that of
decision step 136 above with driving forces being substituted for
choice options. In one configuration, users in the second semester
of the fifth grade do not continue while users beyond the second
semester of the fifth grade continue on.
[0091] When the user is to continue on, the counter i is again
initialized 177, and the processor 200 requests the user, in step
178 to select a choice option from among the listed choice options
provided by the user in step 112. This step can be performed using
any of the techniques noted above in connection with steps 112,
138, 146, 154, 162 and/or 170, with a selected choice option being
substituted for choice options, choice distinctions, consequences,
outcomes, goals, and driving forces, respectively. An illustrative
display for this step is shown in FIG. 6G.
[0092] The choice option selected will typically be based on one or
more driving forces as determined by the user. The driving forces
cause the goals to be ranked in an order as determined by the
user.
[0093] The users can be required to rank the various choice options
in order of importance or attractiveness to the user. The ranking
can later be used in step 179 for evaluating the user's
performance.
[0094] The selected choice option is assessed in step 179 using any
suitable technique. Typically, the criteria used in the assessment
include a level of sophistication of the selected choice option, a
level of judgment associated with the selected choice option,
whether it is primarily defined by a positive or negative
distinction and the degree to which the choice option is driven by
self interest versus concern for others.
[0095] If in decision step 180 the user's performance is not
acceptable, the processor 200 determines in decision step 181 if
the counter i is equal to N. If so, the processor 200 fails the
user in step 122 and determines whether to proceed with another
test. If not, the processor 200 increments the counter i by one in
step 182 and again requests the user to select a choice option from
among the listing of choice options.
[0096] If the user's performance is acceptable, the processor 200
next determines in decision step 183 whether a further choice
context should be presented. This determination may be made as
noted above in connection with decision step 132.
[0097] The processor 200 then determines whether or not to continue
(step 184) to higher levels of decision-making strategies or
complete the test and award a score to the user in step 110. This
determination is typically made in a manner similar to that of
decision step 136.
[0098] When the user is to continue on, the counter i is again
initialized 185, and the processor 200 requests or determines a
rationale for the selection of the choice option in step 186. This
step can be performed using any of the techniques noted above in
connection with steps 112, 138, 146, 154, 162, 170, and/or 178.
Illustrative sequential displays for this step are shown in FIGS.
6H and 6I.
[0099] The rationale and/or listed driving force(s) are assessed in
step 187 using any suitable technique, including one or more of the
techniques described above in connection with steps 116, 139, 147,
and/or 155.
[0100] A possible evaluation algorithm is shown in FIG. 3, which is
discussed in detail below.
[0101] If in decision step 188 the user's performance is not
acceptable, the processor 200 in decision step 189 determines if
the counter i is equal to N. If so, the processor 200 fails the
user in step 122 and determines if the user wishes to or is
required to take another test (decision step 123). If not, the
processor 200 increments the counter i by one in step 190 and again
requests the user in step 186 to provide rationales for the choice
options.
[0102] If the user's performance is acceptable, the processor 200
next determines in decision step 191 whether a further choice
context should be presented. This determination may be made as
noted above in connection with decision step 132.
[0103] If the user has not performed to a certain level of
performance or completed the requisite number of selected choice
contexts, the processor returns to step 104 and presents a new
choice context to the user. Otherwise, the processor 200 determines
a score and the test is completed in step 110.
[0104] FIGS. 4A-C depict a possible evaluation technique for
assessing the choice option selected. The technique forms a
decision chain and uses the chain to analyze a depth of analysis of
the user.
[0105] Referring to FIG. 4A, the processor 200 compares 400 choice
to a predetermined listing of choice options and corresponding
codes. If in decision step 402 choice is in the predetermined
listing, the processor 200 in step 404 assigns the corresponding
code to the choice option.
[0106] If choice is not in the list or after the code is assigned,
the processor determines in decision step 406 if i is equal to N,
the number of choice options identified by the user for the choice
context presented in step 112 (FIG. 1A).
[0107] If not, the processor increments i by one in step 408 and
returns to step 400.
[0108] If so, the processor reinitializes i, or sets i equal to one
in step 410, and gets (in step 412) the most likely positive result
for choice according to the rationale input by the user that was
identified by the user when the rationale was requested in step 186
of FIG. 1D (see FIG. 6I). The processor, in step 414, then compares
the most likely positive result to a predetermined listing 224
(FIG. 2) and corresponding codes.
[0109] The predetermined listing includes not only results, namely
consequences and outcomes, but also distinctions, goals, and
driving forces with corresponding codes. In one configuration, the
code for a consequence is "CX", for an outcome is "OX", for a goal
is "GYX". and for a driving force is "DZX", where "X" is the
numerical identifier of a particular variable, Y is the type of
goal, namely "S" for social, "F" for family, "T" for trait, "P" for
physical, and "E" for enjoyment, and "Z" is the orientation of
driving force, namely "E" for externally oriented and "I" for
internally oriented. The predetermined listing can also include a
category variable ("S" or "M") as discussed below and/or an
indicator of which items in the list are positive or negative. The
indicator can simply be a "+" for positive or "-" for negative.
[0110] The appropriate code is assigned in step 416 to each of the
most likely positive results wherein the code corresponds to
pertinent code(s) referred to above.
[0111] In decision step 418, the processor 200 determines if i is
equal to "N". If i is not equal to "N", the processor increments i
by one in step 420 and returns to step 412. If i is equal to "N"
then each choice option selected by the user has had a code
assigned thereto. Subsequently, the processor initializes i (in
step 422) and proceeds to step 424.
[0112] In step 424, the processor 200 gets the most likely negative
result for choice option i, which was provided in step 186 of FIG.
1D (see FIG. 6I). The processor 200 compares in step 426 the most
likely negative result to the predetermined listing and identifies
the corresponding code wherein the code corresponds to pertinent
code(s) referred to above. The appropriate code is assigned in step
428 to the most likely negative result.
[0113] As noted, the processor 200 determines in decision step 430,
whether i is equal to N. If not, the processor increments (step
432) i by one and returns to step 426 and, if so, initializes i (in
step 434) and proceeds to step 436.
[0114] In step 436, the processor 200 gets the most important
positive rationale for choice option i, which was provided by the
user in step 186 of FIG. 1D (see FIG. 6H). The processor 200
compares (in step 438) the most important positive rationale to the
predetermined listing and identifies the corresponding code. The
code is assigned (step 440) to the most important positive
rationale.
[0115] The processor 200 determines in decision step 442 whether i
is equal to N. If not, the processor increments i by one (step 444)
and returns to step 436 and, if so, initializes i in step 446 and
proceeds to step 448.
[0116] In step 448, the processor 200 gets the most important
negative rationale for choice option i, which was provided by the
user in step 186 of FIG. 1D. The processor 200 compares in step 450
the most important negative rationale with the predetermined
listing and identifies the corresponding code. The code is assigned
in step 452 to the most important negative rationale.
[0117] The processor 200 increments i by one in step 456 and
determines in decision step 454 whether i is equal to N. If not,
the processor returns to step 448 and, if so, initializes i in step
458 and proceeds to step 460.
[0118] In step 460, the processor determines the total number of
levels for choice option i. This is done by first determining a
numerical level equivalent to each of the assigned codes. Namely,
the numerical equivalent of "C" is one, of "O" is two, of "G" is 3,
and of "D" is four. Using these numbers, the processor can, for
each choice option i, sum the numerical equivalents for the codes
representing the most likely positive result, the most likely
negative result, the most important positive rationale, and the
most important negative rationale. Alternatively, the processor can
count the number of different levels considered by the user. This
is done by determining how many different numbers are represented
for each choice in the variables, most likely positive result, the
most likely negative result, the most important positive rationale,
and the most important negative rationale.
[0119] In step 462, the highest code of the highest positive level
for choice is determined. This is done, using the numerical
equivalents noted above, by determining the highest numerical
equivalent among the variables, most likely positive result and the
most important positive rationale.
[0120] In step 464, the highest code of the highest negative level
for choice is determined. This is done, using the numerical
equivalents noted above, by determining the highest numerical
equivalent among the variables, most likely negative result and the
most likely negative rationale.
[0121] The processor 200 determines in decision step 466 whether i
is equal to N. If not, the processor increments i by one in step
470 returns to step 460 and, if so, proceeds to step 474.
[0122] In step 474, the processor gets the choice option selected
by the user in step 178 (FIG. 1D, see FIG. 6G).
[0123] In step 478, the processor then determines the category of
the rationale for the choice option selected. In one configuration,
this is done by including a category variable for each item in the
predetermined list. The category variable is one of: "M" for moral,
or "S" for self. For grading purposes, an "S" is scored as a -1.0,
and an "M" is scored as a 1.0. Based on the number, a score, score
1, is determined in step 482.
[0124] A depth of analysis is determined in step 486. This may be
done as described above. Alternatively, this may be done by
comparing the rationales identified in step 186 of FIG. 1D. If a
positive rationale selected by the user corresponds to a positive
item associated with one of the choice options and another positive
rationale selected by the user corresponds to a positive item
associated with another choice option, the user is given only a
score of "3". If the user did not select a positive item from each
of the different choice options but identifies a negative item from
one of the choice options, the user is given a score of "2". If the
user selected positive and/or negative items from only one choice
option and no items from the other choice option, the user is given
a score of "1". This score is score 2 in step 490.
[0125] The test grade is determined in step 494 as a function of
score 1 and score 2. The reason for scoring comparisons of items
from different choice options more highly is that it reflects the
ability of the user to apply the "trade-off" method, which is a key
to making good decisions. Contrasting higher-order personal motives
is at the heart of the trade-off method. In short, the "trade-off"
method is to focus on competing outcomes and linking them to their
respective goals (for each choice option). Choice is driven by a
contrasting or trading-off between competing goals or driving
forces. The ability of the choice option to satisfy the most
important goal held by the user is preferably the basis for
selecting that respective choice option. The above algorithms teach
users to employ the method of "trade-off". Score 1 and score 2
measure the aptitude of the user in identifying and contrasting the
higher order elements (consequences to outcomes to goals to driving
forces).
[0126] An example of a decision chain generated using the above
technique is depicted in FIG. 5. "H453" is the code for the choice
context. "H" representing home, "45" indicating that the context is
applicable to users in the third and fourth grades, and the "3"
being the unique identifier of the choice context. "1C" and "2C"
are the codes for the two different choice options. The number to
the left of the period (e.g., two, two, three, and two moving from
left to right) refers to the highest level discussed at each stage.
The number to the right of the period (e.g., two, two, two, and two
moving from left to right) refers to the total number of levels
discussed at each stage. The letters, "C" and "O" refer to
consequence and outcome, respectively; in the phrase "Gt4", "G"
refers to goal, "t" to trait, and "4" to the identifier of the
particular goal.
[0127] With reference to FIGS. 4A-C, the symbols "1C" 504 and "2C"
508 were generated in step 404; the symbols "C" and "O" 512 and "C"
and "Gt4" 514 in steps 416 and 438; the symbols "C" and "O" 516 and
"C" and "O" 520 in steps 428 and 452; "O" and "Gt4" 524 and 528 in
step "O" and "O" 532 and 536 in step 464; "1C" 540 in step 474; "2"
544 in step 482; and "1" 548 in step 490.
[0128] FIG. 3 is a hierarchical chart of the data structures for
the above algorithm(s). The various labels are self-explanatory
with the following exceptions: "MOSTLIKELY-RESULT" refers to the
most likely negative result; "MOSTLIKELY+RESULT" refers to the most
likely positive result; "MOSTLIKELY-RESULTCODE" refers to the most
likely negative result code; "MOSTLIKELY+RESULTCODE" refers to the
most likely positive result code; "TOTALNUMBERLEVELS-" refers to
the total number of levels determined in step 460;
"TOTALNUMBERLEVELS+" refers to the total number of levels
determined in step 460; "HIGHESTLEVEL-" refers to the highest level
determined in step 464; and "HIGHESTLEVEL+" refers to the highest
level determined in step 462.
[0129] Although the interactive teaching tool is discussed above in
the context of an automated architecture, it is to be expressly
understood that the invention includes the manual (nonautomated)
use of the above techniques by an instructor or teacher. The above
techniques readily lend themselves to the classroom where students
can interact with an instructor. In some applications, the above
techniques are in fact more effective in the classroom than in an
automated architecture. For example, the instructor may use the
Socratic method to teach decision making skills according to the
present invention. Additionally, the combination of homework
assignments and decision-making concepts discussed above offer a
very consistent and comprehensive approach to assessing student
progress in developing critical decision-making skills. First, the
ability to involve all members of the educational community with a
common framework for choice behavior discussion can be invaluable.
Second, the ability to understand and assess the decision-making
ability of individual students, where complex value-laden
trade-offs are involved, offers a very unique assessment
opportunity for teachers. Third, the ability to use the results of
these assessments for early-warning purposes, working toward
possible intervention work by teachers and social service
professionals, offers another fruitful opportunity. Fourth, the
classroom supports the use of cooperative teaching techniques, in
which students use teamwork and pro-social behavior to accomplish
assigned tasks. Such cooperative teaching combined with a graphical
summation of the decision-making process at the end of every class
can reiterate and reinforce the concepts discussed by the groups,
yield a common framework the students can build upon from year to
year, build a pictorial representation that is more easily
remembered by the students, and offer a decision-making framework
that can be used in the class when analyzing individual behavioral
situations.
[0130] FIGS. 8A-H depict another embodiment of the present
invention. The figures show different screen displays for a simpler
algorithm than that discussed above. In FIGS. 8C and 8D, only two
consequences and outcomes are identified for each choice option.
Unlike the previous embodiment, a comprehensive listing of
consequences and outcomes is not provided by the user. The two
positive and negative consequences and outcomes listed for each
choice option represent the most likely consequences and outcomes
for each option. In FIG. 8E, only two goals are identified for each
choice option. Unlike the previous embodiment, a comprehensive
listing of goals is not provided by the user. The positive and
negative goals listed for each option represent the most likely
positive and negative goals for each option. In FIGS. 8F, the user
contrasts the listed goals, or performs a trade-off between the
goals which he or she feels are most important. The user is also
asked to indicate which goal is the most important to the user. The
selections are indicated by the pointers. In FIG. 8H, the user is
asked to identify the primary reason (or rationale) that he or she
would decide to tell the truth (the choice option selected in FIG.
8G). As indicated by the pointer, the user chose (b).
[0131] In another embodiment, the decision chain is constructed by
the following steps:
[0132] (a) determine a code corresponding to the choice
context;
[0133] (b) determine a code corresponding to each listed choice
option i (where i is the number of each choice option);
[0134] (c) obtain a positive and negative response to the following
question: "What is the most likely good (+) thing or result and bad
(-) thing or result for each of the listed choice options?";
[0135] (d) obtain a positive and negative response to the following
question: "What is the likely future end result and why is that
important to you, for each of your good (+) and bad (-)
results?";
[0136] (e) read positive (+) response to question in (c) for each
choice option 1 and determine code corresponding thereto;
[0137] (f) read positive (+) response to question in (d) for each
choice option 1 and determine code corresponding thereto;
[0138] (g) read negative (-) response to question in (c) for each
choice option 1 and determine code corresponding thereto;
[0139] (f) read negative (-) response to question in (d) for each
choice option 1 and determine code corresponding thereto;
[0140] (g) repeat steps (e) through (f) for each choice option
i;
[0141] (h) determine code corresponding to choice option
selected;
[0142] (i) determine code corresponding to rationale for choice
option selection; and
[0143] (i) determine score as set forth above based on whether
positive or negative items from each chain are contrasted by
user.
[0144] Note that Exhibit A hereinbelow shows a representative
embodiment of the instructional materials for assisting users in
developing better critical thinking/reasoning skills related to
choices they make. In particular, Exhibit A illustrates how the
method of the present invention may be presented to children via
specific factual contexts also provided therein.
[0145] An alternative embodiment of the present invention is shown
in FIG. 7 wherein the invention is accessible through a
communications network, and more particularly, the Internet and/or
a public switched telephone network (PSTN). This figure shows only
the high level components of this alternative embodiment along with
arrows indicating the primary data and control flows between these
components so that one of ordinary skill in the art will understand
how to make and use the present embodiment of the invention.
However, it is also worth noting that in order simplify FIG. 7, not
all data and control flows between the illustrated components are
shown. Additional data and/or control flows will be described
hereinbelow. Accordingly, this embodiment of the invention includes
an instructional server 704 (e.g., website) operatively connected
to a communications network 708 (e.g., the Internet and/or a PSTN)
for providing the critical thinking instructional materials
corresponding to the method and system of the present invention. In
particular, the instructional server 704 provides the following
services: [0146] a. Provides a network interactive embodiment of
the present invention. [0147] b. Allows a user to download
instructional sessions and subsequently upload results therefrom
the instructional materials and the method of the invention may be
provided to network 708 users at corresponding user network
device/nodes (e.g., a personal computer having an Internet browser)
such as network device/node 712. Thus, in one embodiment, such
users may access the instructional materials on line from the
instructional server 704, wherein this server retains and controls
access to substantially all of the instructional materials and the
user responses therefrom. However, in another embodiment, at least
some of the instructional materials and/or corresponding software
therefor may be downloaded from the instructional server 704 for at
least assisting the instructional server 704 in the presentation
and processing of both the instructional materials as well as user
responses thereto. Thus, in this latter embodiment, an
instructional client module 716 may be downloaded (or otherwise
provided) to facilitate user interaction with the present
invention. In particular, certain components of: the presentation
engine (described hereinbelow), the help module (described
hereinbelow), the level control (described hereinbelow), the
response timer (described hereinbelow), the user response evaluator
(described hereinbelow) as well as versions of one or more of the
instructional server 704 associated databases (described
hereinbelow) may be incorporated into the instructional client
modules 716.
[0148] In at least some contexts where the instruction server 704
is utilized, users may be students (e.g., grades 1 through 6), or
others who desire (or require) supervision and/or additional
instruction in making reasoned choices such as the present
invention facilitates. In such circumstances, there may be a
supervisor/monitor/teacher (also denoted herein as merely a
supervisor) that review the performance of users for which they
have such responsibility, and for receiving alerts when one of
their users appear to be experiencing difficulties that warrant
informing the supervisor. Accordingly, such supervisors may
communicate with the instructional server 704 through a
supervisor/monitor/teacher network device/node 720 also operatively
connected to the instructional server 704 via the network 708.
[0149] Regarding the instructional server 704, it includes a
network interface 724 for receiving and transmitting information
related to the instructional material and responses thereto on the
network 708. The network interface provides network input from the
users and supervisors to various program elements (e.g., cgi
scripts, as one skilled in the art will understand) such as a
purchasing interface 728, a user registration 732, and a user
session controller 736, these being described hereinbelow.
[0150] Thus, regarding the purchasing interface 728, this component
allows for the purchasing the use of the instructional materials,
the software for providing the instructional material
interactively, and related support (e.g., storage of user
performances, supervisor alerts, statistical comparisons of user
performances with other users, etc.). The purchasing interface 728
has the following inputs and outputs:
[0151] Inputs: [0152] a. From supervisors/monitors/teachers:
Requests to license the instructional materials of the present
invention, requests to review license agreement [0153] b. From the
purchasing and accounting back office component 742 (described
hereinbelow): Verification of purchase, instructional materials
access key code or other access identifier
[0154] Outputs: [0155] a. To supervisors/monitors/teachers:
Responses to requests for information about the instructional
materials; license agreement information; instructional materials
access key code or other access identifier [0156] b. To the
purchasing and accounting back office component 742: Purchase
information (e.g., credit card information etc), type of license
requested, duration of license, etc.
[0157] Note that such a purchase is a licensing agreement wherein
the licensee is allowed to use the instructional materials and
utilize the related services provided by the instructional server
704 for a specified time period (e.g., one semester, one year,
etc), for a specified maximum number of users (e.g., 20 students),
a maximum number of computers, and/or for specified levels of
critical thinking presentations and interactions (e.g., the higher
levels of selecting choice options, providing rationales may be
provided at different costs from the lower levels). Note that the
purchasing interface 742 may be accessed by a user, a supervisor or
other (e.g., school) administrator for purchasing a use license to
the invention for one or more users. Moreover, as indicated above,
the purchasing interface 728 communicates with the purchasing and
accounting backoffice 740 for obtaining license payment and for
providing access identification for accessing the services of the
instructional server 704. Note that the assess identification is
then output to the purchaser via the purchasing interface 728 and
the network 708 to the purchaser. Moreover, the purchasing and
accounting backoffice components 740 also generate validation
information for use in validating each user access under such a
license (as described hereinbelow). Furthermore, such validation
information is stored in the purchasing and licensing database
742.
[0158] Regarding the user registration component 732, this
component receives the assess information supplied to a purchaser
for thereby registering one or more users so that these users can
utilize the services of the instructional server 704. Accordingly,
the user registration 732 communicates with the purchasing and
accounting backoffice components 740 for verifying that the access
identification supplied is valid and allows the number users (at
their corresponding critical thinking levels) desired to be
registered. Note that in one embodiment, a supervisor (e.g., a
teacher) may register entire class. In addition to the names of the
users provided to the user registration 732, this component may
also be supplied with additional user information for thereby
storing a data profile of the user(s) in the user profile database
744. In particular, the following additional information may be
requested about a user and stored in the user profile database 744:
[0159] (a) age, [0160] (b) grade, [0161] (c) school type, [0162]
(d) ethnicity, [0163] (e) grade point average, [0164] (f) history,
[0165] (g) scores on standardized tests, and [0166] (h) parental
status.
[0167] Regarding the user session controller 736, this component
substantially controls and monitors an instructional session with a
user. In particular, the user session controller 736 requests and
receives user validation information that identifies at least the
user requesting the instructional services of the server 704. Note
that such user validation information may be a user specific
password (input, e.g., by a teacher or the user), or the user's
name together with a code that can be used to identify the
purchased license which permits the user to access the
instructional server 704. In either case, however, the controller
736 activates the user validation component 748 for determining the
validity of the user's input identification, and whether the user
is allowed to access the requested instructional materials. Note
that the user validation 748 accesses at least one of the user
profile database 744 and the supervisor/monitor/teacher database
752 to verify the user's identity, and in some embodiments, to
verify that the user has access to the instructional materials
requested. Additionally, the user session controller 736 provides
the following functionality: [0168] (a) Determines type of
interaction (e.g., audio, video or streaming audio/video) to be
supplied to a user. [0169] (b) Performs the steps of FIG. 1 by
activating other server modules. [0170] (c) Communicates with the
factual context selector 756 for obtaining the identity of a (next)
factual context to present to the user during an instructional
session. [0171] (d) Communicates with the response timer 760 to
obtain one or more time intervals within which the user must give a
response to an instructional session question. [0172] (e)
Communicates with the level controller 764 to determine the deepest
level of critical thinking analysis to which it is desired that the
user have presented thereto. [0173] (f) Outputs the factual context
identity, the deepest level of critical thinking and response time
data to the presentation engine 768 so that this engine is able to
provide an appropriate presentation to the user. [0174] (g) Outputs
incomplete sessions to the session archives database 772 (e.g.,
user terminates a session prematurely). [0175] (h) Outputs user
performance statistics to the performance statistics database 776
(described hereinbelow). [0176] (i) Receives instructional material
responses from the user and communicates with the user response
evaluator 780 to determine whether the user provided an appropriate
response which will allow the user to, e.g., progress through
additional instructional materials at a deeper level. [0177] (j)
Determines, using the results from the user response evaluator 780,
whether the user must continue with the current material, has
completed the current session successfully, proceed to a deeper
level, or has failed to properly analyze the current factual
context. Note that FIG. 1 and its related descriptive text
hereinabove is illustrative of the processing performed here.
[0178] (k) Communicates with the supervisor alert module 784 to
alert a supervisor when a user (for which the supervisor has
responsibility) appears to be having persistent difficulties; the
alert may be real time during the user's session or after the user
has terminated the session; moreover, such an alert may be by email
and/or a graphical alert pushed to the supervisor/monitor/teacher's
network node 720. [0179] (l) Retrieves partially completed
instructional materials from the session archives 772 using data
identifying the user so that the partially completed materials can
be continued substantially at the point where the materials was
prematurely terminated.
[0180] Regarding the factual context selector 756, this component
may include a random or psuedo-random number generator for
identifying a next factual context for presentation to a user.
However, in at least some embodiments, the factual context selector
756 accesses a table of factual contexts descriptors, wherein this
table is stored in the factual contexts database 788, and the table
describes the factual contexts also stored therein. In particular,
since it is an aspect of the invention to present factual contexts
in different environmental and relational settings (e.g., family,
school, community, friends, strangers, vacations, fables, etc.),
the descriptor for each stored factual context may categorize each
factual context according to its environmental and relational
settings. Accordingly, the factual context selector 756 may
randomly (or psuedo-randomly) select a factual context from a
particular category dependent upon a user's selection of factual
context category, and/or a supervisor's selection of a factual
context category. Moreover, such a selection of a factual context
may be performed by specifying and/or determining the goals and/or
the driving forces that are involved in the choice option
trade-offs presented by the selected factual context. Additionally,
note that in some embodiments the factual context selector 756 may
access information identifying a predetermined order that certain
factual contexts are to be presented to the user. In particular,
such predetermined orders of factual contexts may be input to the
instructional server 704 and stored in the
supervisor/monitor/teacher database 792 (which is described
hereinbelow). For example, a supervisor (e.g., a teacher) may input
an ordered list identifying factual contexts, wherein the list
ordering is the order in which the identified factual contexts are
to be provided to each student for which the supervisor is
responsible. Alternatively, such an ordered list may be referenced
in the user profile data for each of the students.
[0181] Regarding further details of the factual contexts database
788, this database also includes, for each factual context stored
therein, the corresponding choice options, goals, driving forces
and rationales as described hereinabove.
[0182] Regarding further details of the supervisor/monitor/teacher
database 792, this database also includes bi-directional
associations between the stored data identifying each supervisor
and the users for which the supervisor is responsible.
Additionally, this database includes data for contacting each
supervisor (e.g., network address, email address, and/or phone
number), and under what conditions the supervisor should be alerted
regarding user difficulties.
[0183] Regarding the level controller 764, in addition to
determining the deepest level of critical thinking analysis for
which it is desired that instructional material be presented to the
user, this component determines an appropriate initial level at
which a user commences an instructional session. Thus, the level
controller 764 accesses the user's profile from the user profile
database 744 for determining therefrom the levels at which the user
has succeeded and the levels that the user has experienced
difficulties. Additionally, the level controller 764 may access the
session archives 772 to retrieve information about a previous
unfinished instructional session (query information for performing
the retrieval being stored in the user's profile). By gathering
such information, the level controller 764 determines an
appropriate level in the instructional material for the user to
continue in a new session. In particular, the level controller 764
may start the user at a level lower than he/she has previously
reached for thereby reinforcing previous levels and also providing
initial successes for the user at beginning of an instructional
session for thereby motivating the user to continue.
[0184] Regarding the presentation engine 768, this component
provides the majority of the user output during an instructional
session. In particular, the presentation engine 768 provides the
following functionality: [0185] (a) Presents instructional
materials to users in a desired medium, the mediums include: (i)
graphical (ii) audio, (iii) streaming audio/video. [0186] (b)
Outputs synthesized speech of substantially any text either on user
demand (e.g., user clicks on text), or automatically with
substantially all textual output. Note that for children having
poor or no reading skills such synthesized speech may allow the
instructional materials to be effectively presented to such
children. [0187] (c) Outputs email to users and/or supervisors
regarding, e.g., user performance evaluations, passwords needed to
access instructional materials, and notices of new instructional
materials.
[0188] Note that the presentation engine 768 receives output
requests from various components such as the user registration 732,
the user session controller 736, the supervisor alert 784, and the
help module 796. Accordingly, each input to the presentation engine
768 identifies or provides the data for outputting together with an
indicator identifying one or more output mediums (as in (a) above)
in which the output is to be presented to a user or supervisor.
Note that the presentation engine 768 in general retrieves the
output data and/or a template thereof from one of the databases
accessible by the instructional server 704. In particular, the user
session controller 736 provides the presentation engine 768 with an
identifier for accessing the next portion of an instructional
session related to a factual context. Thus, the presentation engine
uses this identifier to retrieve factual context data from the
factual contexts database 788 for outputting to a user. The
presentation engine 768 also uses message identifiers from the
supervisor alert 784 and the help module 796 to retrieve the
corresponding messages from the supervisor/monitor/teacher database
792 and the help database 800 respectively, wherein the help
database provides graphical, textual and animated help to users
requesting such further assistance (as will be described further
hereinbelow). Additionally, the presentation engine uses input from
the user registration 732 to provide user registration
presentations (e.g., visual and/or audio presentations) to a user
or supervisor so that he/she may register with the instructional
server 704. Further, the presentation engine 768 uses input from
the user registration 732 for emailing information to a user or
supervisor such as registration codes and/or passwords.
[0189] Regarding the help database 800, this database stores help
and user instructional assistance information that is accessed by
the help module 796 in response to a user request. In particular,
the help module 796 provides the following functionality: [0190]
(a) Receives requests for assistance, e.g., such input may be data
derived from the speech recognition unit 804 in response to speech
input by a requester. [0191] (b) Accesses the help database 800 for
appropriate instructional materials and help files for appropriate
responses to help requests [0192] (c) Outputs such appropriate
responses to the presentation engine for presentation to the
requester in the medium designated by the requester
[0193] Note that the combination of the help database 800 and the
help module 796 may provide context sensitive help to a user. For
example, these components may provide the user with help
information that is dependent upon the user's profile data (e.g.,
the reading level of the user), whether this is the first or
successive request for help related to the same condition, and the
level of critical thinking that the user has achieved.
[0194] Regarding the user response evaluator 780, this component
evaluates user responses to the instructional materials, e.g., for
determining whether users can appropriately perform critical
reasoning at the level being presented. In particular, the user
response evaluator 780 provides the following functionality: [0195]
(a) Receives input from the user session controller 736 indicative
of a user response to the instructional materials. [0196] (b)
Evaluates user responses according to the steps of FIGS. 4A-4C;
i.e., identifications of the user's choice options are obtained,
and the corresponding user input results, and rationales are
compared for consistency with predetermined lists results and
rationales corresponding to the goals and driving forces also
provided by the user. [0197] (c) Stores and retrieves runtime
session instructional information from the instructional session
runtime database 808, wherein this database includes descriptions
of instructional concepts, corrective messages for the user, the
status and performance of each user while he/she is interacting
with the instructional materials via the server 704. [0198] (d)
Performance data is output to the user session controller 736.
[0199] Regarding the supervisor alert 784, this component
determines an appropriate message to send to a supervisor regarding
difficulties a user is having with instructional materials, wherein
the supervisor is responsible for monitoring the user's progress.
More particularly, the supervisor alert 784 performs the following
tasks: [0200] (a) Receives input from the user session controller
indicating that a user is having difficulties in a particular
instructional session [0201] (b) Uses an identification of the user
to obtain the user's supervisor/monitor/teacher's identification
(e.g., network node address and/or email) from the database 792
and/or the user profile database 744. [0202] (c) Uses an
identification of the factual context, the level of critical
thinking at which the user is having difficulties for retrieving an
appropriate message from the instructional session runtime database
808 to sent to the identified supervisor. Note that such messages
may include information specific to the particular factual context
with which the user is having difficulty such as an identification
of the factual context, its category as it relates to environmental
and relational settings. Additionally, note that more than one
supervisor may be alerted regarding the difficulties a user is
experiencing.
[0203] Regarding the statistics database 776, this database retains
statistics on the effectiveness of the instructional materials of
the present invention. For example, how many and/or how quickly do
users progress through the critical thinking levels according age,
background, ethnicity, and reading skills. Additionally, statistics
may be retained on the effectiveness of individual factual
contexts. For example, statistics may be determined as to whether
the mastery of the critical thinking skills for a particular
factual context is better or worst preparation for the mastery of
critical thinking skills of a subsequent factual context.
[0204] Regarding the instructional session runtime database 808,
this database stores various instructional session messages as well
as the runtime status of each user instructional session.
[0205] Regarding the speech recognition unit 804, this component
may be utilized with users that do not have sufficient computer
skills to perform the instructional tasks otherwise.
[0206] Moreover, user speech input may be particularly beneficial
for users that are handicapped and unable to easily provide input
by selection devices (e.g., a computer mouse) and/or a keyboard.
[0207] (a) Receives user input derived from speech input by the
user; this input can come via various networks such the Internet
and/or a public switched telephone network (PSTN). Such speech
input may be the primary technique of input for users with impaired
computer skills; e.g., children in grades 1 to 4. [0208] (b)
Outputs data corresponding to the speech; in one embodiment, it is
contemplated that the recognized input does not require the speech
recognition unit to identify words particular to a particular
factual context. Accordingly, this unit may need to only recognize
words that are common to substantially all factual contexts such as
numbers and/or letters for identifying choices presented to the
user. However, it is within the scope of the present invention that
the speech recognition unit may also recognize words related to a
particular factual context that has been presented to the user.
Accordingly, a list of such words may be provided to the speech
recognition unit to disambiguate user spoken responses.
[0209] The foregoing description of the present invention has been
presented for purposes of illustration and description.
Furthermore, the description is not intended to limit the invention
to the form disclosed herein. Consequently, variations and
modifications commensurate with the above teachings, and the skill
or knowledge of the relevant art, are within the scope of the
present invention. By way of example, one or more of the steps in
FIGS. 1A-D and/or 4A-C may be omitted as desired. By way of
illustration, the series of steps to obtain from the user a list of
choice distinctions may be omitted. Alternatively, the ordering of
the steps in the figures can be altered. A way of illustration, the
request to the user for a list of driving forces can follow the
request for the selection of a choice option. Depending upon the
profile of the user, one or more of the assessment steps can be
skipped. For example, for a user who will provide each of the
listings requested in steps 112, 138, 146, 154, 162, 170, 178, and
186, assessment steps 116, 139, 147, 155, 163, 171, and 179 can be
omitted. In other words, only one assessment step would be used in
this alternative embodiment. Various other displays may be used in
connection with the above-described process. For example, the
display can be progressive as the various lists are entered by the
user. In other words, the display at any one step will display the
information entered by the user in prior steps. The embodiments
described herein above are further intended to explain best modes
known for practicing the invention and to enable others skilled in
the art to utilize the invention in such, or other, embodiments and
with various modifications required by the particular applications
or uses of the present invention. It is intended that the appended
claims be construed to include alternative embodiments to the
extent permitted by the prior art.
Exhibit A
Introduction
[0210] The primary objective of parents and teachers is to
systematically work with our children to enable them to be
productive, responsible citizens. Children must be taught to make
good decisions through understanding the consequences associated
with the various choice options they encounter each day. This
method of learning is far superior to rote memorization of what
behaviors in which they should, or should not, engage. Because, it
is beyond our ability to prepare a definitive set of rules that
will deal with every type of situation, which our children will
face, in their lives.
[0211] Our goal as educators should be to help students become
better life-decision-makers, thus directly influencing their
ability to become good citizens. Students need to develop the
ability to define goals and assess the relative likelihood that
each of their choices will not hinder their chances of ultimately
achieving their own personal goals. Indeed, students need to
develop the ability of ethical reflection and thoughtful choice
analysis. The primary beneficiaries will be our children, our
families and, ultimately, our society as a whole. We realize that
this is by no means an easy task, but the rewards are clear, if not
vital, to the very survival of our American society.
[0212] In order to develop good citizens, the fundamental building
block must involve teaching our children to understand the
decision-making process. Learning decision-making, like most things
in life, must be done one step at a time. For example, a reasonable
parallel may be found in mathematics. Students must first learn to
add before they can learn to multiply, and they must learn to
multiply before they learn to take square roots. Once these basic
relationships between numbers are understood, the student is then
ready to apply this knowledge to algebraic "word problem" derived
equations. Similarly, the LifeGoals Critical Thinking Skills
curriculum breaks down decision-making into basic operations which,
when put together, can be utilized to solve the "choice problems"
our children are faced with everyday.
[0213] The basic teaching objectives of the LifeGoals curriculum
are: [0214] Expand student awareness of the number of choices that
are made, explicitly and implicitly, every day of their lives;
[0215] Create student awareness of the range of choices available
to them with regard to any significant decision; [0216] Increase
student understanding of the critical determining characteristics
of each choice option within the decision context, and their
relation to the likely short- and long-term consequences of that
choice; [0217] Help students identify and evaluate the causal
relationships between their personal goals and the choices they
make across an array of decisions that range from simple everyday
decisions to more complex types of risk-creating decisions; [0218]
Develop students' ability (and recognition of the need to take the
time) to graphically map out choice options with regard to any
decision or problem context, including drawing of inferences with
regard to their long-term goals.
[0219] LifeGoals is a curriculum that develops each component of
the choice process, continually reinforcing the need to step back
and analyze the options available before making a decision.
Concepts are introduced as the students become capable of
comprehending and integrating them. At each grade level, the
concepts of choice are reinforced and practiced repeatedly.
[0220] The following is a brief overview of the six building blocks
of the LifeGoals GOOD Decision Model that corresponds to the six
elementary grades [1]-[6]:
[0221] [1] Children in the first grade focus primarily on the core
idea of choice, specifically, understanding and defining choice
options (which continues into the second grade and is reinforced at
every grade level).
[0222] [2] In the second grade, students work on developing labels
for the distinctions that best characterize their choice
options.
[0223] [3] The third grade curriculum involves teaching the concept
of sequencing, that is, linking the defining distinctions to
behavioral consequences, both positive and negative, for each
choice option.
[0224] [4] The fourth grade curriculum moves the time frame further
into the future, connecting (associating) the short-term
consequences of a choice option to the longer-term outcomes, for
both positive and negative consequences.
[0225] [5] By the end of the fifth grade, the students are familiar
with the concept of defining their own personal goals, and relating
each choice option to their goals. Each student will understand the
pathways which begin with the defining characteristics of choice
options, lead to their likely positive and negative consequences,
the corresponding long-term outcomes and, ultimately, to their own
goals. This comprehensive, holistic approach of being able to
visualize and chart the entire decision process is known as
chunking. Chunking simply refers to the ability of the student to
treat the decision-making model as one complete process, without
the need to break down into its component parts every time it is
applied. For example, chunking applied to walking means the
individual would not have to think about each aspect, like "pick up
left foot" for every step they take. This obviously only is
achieved with much repetition.
[0226] [6] In grade six, the focus centers on the "why" underlying
goal selection, with discussions as to the acceptability of the
differing ways to achieve and build one's confidence and
self-identity. These higher-level driving forces that determine
which self-defining goals are important are value orientations.
Discussions of these abstract concepts in class permit the students
to both know themselves better as well as gain a better
understanding of their classmates as well. Choice is ultimately
seen as a result of a trade-off between competing value
orientations. That is, each choice option can be linked to a goal.
And, each goal is important to the individual because it
"satisfies" a value orientation. Thus, choice really includes at
the highest level a trade-off between value orientations. Clearly,
understanding that different individuals have different value
orientations that drive their choice behavior is key to developing
acceptance of others.
[0227] In the second semester of the sixth grade, this
understanding of choice and the reasons that drive it, made
possible by the GOOD Decision framework, is used to analyze the
decisions of others in more traditional academic coursework, like
literature or social studies (figures from current events and
history). The ability to analyze the decision processes of others
builds self-confidence in the student, essentially empowering the
student to move the focus outside of "self" when analyzing a
situation or a relationship. This concept is extended by a series
of involving exercises using student-selected individuals to
analyze, like a favorite movie character.
LifeGoals Critical Thinking Skills Curriculum Template
[0228] The following Curriculum Template summarizes the key
components of the LifeGoals GOOD Decision Model by the grade in
which they will be taught. Gaining a complete understanding of each
of the curriculum building blocks that define the decision-making
model is critical to developing effective teaching skills that are
consistent from teacher to teacher, especially across grade levels.
##STR1##
[0229] At the heart of the LifeGoals model is the belief that if
our children will take a moment to step back and think before they
act, they will make better decisions. By graphically showing them a
method they can use to understand and analyze their own "thinking
processes," we give our children a tool to learn and develop an
updateable framework or model that will greatly minimize errors in
their present and future decision-making. Clearly, producing better
citizens is our goal, and building character in our children is
part of this process. The LifeGoals curriculum provides us the
ability to deliver this critically important part of our children's
education, perhaps the most meaningful gift we can ever give our
children.
Goal-Oriented Option Development: The GOOD Decision Model
[0230] There are four strategic imperatives that define the
development of a choice model with regard to decision-making:
[0231] 1. It is imperative that we teach children to think about
their future. To this end, every module of the curriculum will
focus on developing the concept of time, continually expanding upon
it for every age group. [0232] 2. The second key imperative is to
teach children how to develop, and ultimately assess, the causal
linkages between choice options and the consequences of that
choice. Ultimately, the child should be able to link the
longer-term consequences or outcomes to personal goals
(Goal-Oriented). Lessons used in the Critical Thinking Skills
curriculum rely on the child making connections, or associations,
across all of the component levels of the GOOD Decision Model. That
is, as the curriculum advances, children learn and re-learn the
definitions of each of the components involved with the
decision-making model. From self-questioning, they learn how to
identify the future implications of their choice options across
each of the levels in an interactive fashion (Option Development)
Goal-Oriented Option Development Defines the GOOD Decision Model.
[0233] 3. The third imperative and the principal goal of the GOOD
Decision Model is to provide the foundation for character
development by enabling the child to construct a complete decision
network for any choice situation that s/he may encounter. Once a
child can work with the decision-making model as a unified whole,
the GOOD Decision Model will reinforce in the child that it is in
his/her best interest to select the choice option that helps
him/her achieve his/her own personal goal. The exercises or lessons
taught include how to deal with complex situations, like drug use
or sexual behavior, or even to explain, after the fact, why a
particular choice was not so good. Perhaps more importantly, the
ability to "mentally rehearse" and prepare for potentially
problematic life-situations is a significantly differentiating
positive for this "choice understanding and elaboration"
decision-making approach. [0234] 4. The fourth imperative involves
the basic psychological and philosophical perspective of the GOOD
Decision Model. Simply put, this model focuses solely on linking
the right choice to one's own personal goal, and not on determining
what the goal ought to be. Certainly, goal-related discussions will
emerge in the classroom, but the philosophical belief of this model
is that the most appropriate and beneficial discussions concerning
a child's specific goals should take place at home with the child's
parents.
[0235] In summary, the premise of the GOOD Decision Model is that a
teaching framework for decision-making will enable students to
discuss choice-goal conflicts in an open, constructive atmosphere.
The express assumption of the GOOD Decision Model is that young
people can learn to think clearly if they are taught a good,
logical framework for assessing choice options, especially in the
context of their own personal goals.
Teaching Approach
Cooperative Learning, Decision Mapping, and Trade-Off Framing
[0236] Teaching the LifeGoals Critical Thinking Skills curriculum
involves making decisions, starting with the teacher. This
curriculum is intended to emphasize flexibility. Which lessons are
selected, the order of lessons taught, and the teaching methods to
be utilized are decisions to be made by the teacher, given his or
her individual classroom situation. The common ground is the
underlying decision-making theory, which can be (and should be)
explained in a myriad of different ways. There are recommended
teaching methods, primarily focusing on a combination of
cooperative learning and developing a diagrammatic summary of the
decision process. The cornerstone of the GOOD Decision Model is the
development of the choice map and familiarizing students with its
meaning.
[0237] The following sections overview these key conceptual areas.
Importantly, a general description across all elementary grades is
reviewed so that teachers can understand the entire process/model,
and will thereby have the ability to adopt other ideas as well as
alternative ways of explaining these concepts in their lessons.
Curriculum Overview
[0238] As will be seen in the individual grade lessons, the first
two years of the LifeGoals curriculum is intended basically to
provide a background for the concept of choice along with defining
the concept of choice options. This is extended to both positive
and negative defining implications or distinctions of the choice
options. Stories and poems are used, along with shorter scenarios,
to provide the contexts for discussion of the related concepts of
choice and decision-making. Students are focused on developing an
understanding that life is full of choices, and they must define
what options are available for each choice situation. In addition,
the consequences of these options are defined, both the positive
and negative.
[0239] Starting in grade 3, the concept of trade-off(to be
discussed in more detail later) between the longer-term definers of
choice options, outcomes, will be integrated into the curriculum.
It is this dual understanding of (i) the longer-term, higher-level
definers of choice (both positive and negative), in combination
with the (ii) appropriate trade-off to be assessed that is the
theoretical basis upon which the curriculum is grounded. The
translation of outcomes (grade 3), to personal goals (grade 4), and
then to driving forces (grade 5), for both the positive and
negative consequences, defines the higher levels at which the
trade-off will be discussed and evaluated.
[0240] In the second semester of grade 6, the LifeGoals
decision-making paradigm is extended outside of individual choice
situations to those choices made by others, ranging from media
characters to historical figures. Understanding the decision-making
behavior of others is critical to developing self confidence and
the ability to deal with peer pressure, which is often times the
determining factor in difficult choice situations that our children
face.
[0241] Teaching Orientation: Cooperative Learning
[0242] The primary teaching orientation of the LifeGoals curriculum
involves "cooperative learning," which means: [0243] Students use
teamwork and pro-social behavior to accomplish their common tasks
or learning activities; [0244] Students are positively working
together in small interdependent groups; [0245] Activities are
structured so that students need each other to accomplish their
common tasks or learning activities; OR [0246] Students are working
in small groups independently on the same activity.
[0247] This classroom "cooperative" teaching orientation combined
with a graphical summation (GOOD Decision Model Graphical Summary)
of the decision-making process at the end of every class serves to
(a) reiterate and reinforce the concepts discussed by the various
groups, (b) yield a common framework the students can build upon
from year to year, (c) build a "pictorial" representation that is
more easily remembered by the students, and (d) offer a
decision-making framework that can be used in class when analyzing
individual behavioral situations.
Teaching Orientation: Methods
[0248] The three forms of teaching LifeGoals detailed below are
typically utilized during the same lesson with the younger
students. That is, students are divided into small groups
representing the different approaches to teaching the GOOD Decision
Model. The teacher determines the groups, defines the task,
appoints a leader and monitors their progress as the class
progresses. The results of the group activity are reported back to
the class for teacher-led discussion. The methods are identified
for the different groups with a corresponding outline of the steps
to be implemented.
Group 1: Role Playing
[0249] Utilize situation concepts based on real-life scenarios
[0250] Allow students time to quietly discuss what they will do to
role play their situation [0251] Role play the situation using
different choices [0252] Students explain each choice based on the
GOOD Decision Model for their grade level Discussion: Ask part or
all of the class which choice option they would choose, and why.
Group 2: Illustrations [0253] Use arts and crafts materials to
illustrate each real life scenario theme [0254] Display students'
creations on a bulletin board Discussion: Have students explain
their illustrations and give the reasons underlying their choice of
subject matter. Group 3: Story Web/GOOD Decision Model Mapping
[0255] Repeating the "choice situation" and/or sharing another
related real life scenario with the group [0256] Create a Choice
Web based on the situation, effectively summarizing the output of
the cooperative learning groups [0257] Use Choice
Mapping--reinforcing the choice definitions (by interacting with
students and continually questioning their ideas and understanding)
and summarizing their responses in a graphical format on the board
Discussion: Ask part or all of the class which choice option they
would choose, and why. Why Cooperative Learning?
[0258] As we know, cooperative learning is a generic term for
various small group instructional procedures. Students work
together on academic tasks in small groups to help themselves and
their group mates learn together. And, by virtue of the fact that
multiple approaches to cooperative learning can be incorporated
into the same lesson, serves to greatly increase the likelihood
that all members of the class will gain an understanding of the key
learning objectives. This is achieved by: [0259] providing a shared
cognitive set of information across students [0260] motivating
students to learn the material [0261] ensuring that students
construct their own knowledge [0262] providing formative feedback
[0263] developing social and group skills necessary for success
outside the classroom, including positive interaction across
members of different cultural groups Structured Learning Team Group
Roles
[0264] When putting together groups, you may want to consider
assigning (or having students select) their roles for the group.
Students may also rotate group roles depending on the activity.
[0265] Potential group roles and their functions include: [0266]
Leader--The leader is responsible for keeping the group on the
assigned task at hand.
[0267] S/he also makes sure that all members of the group have an
opportunity to participate, learn and have the respect of their
team members. The leader may also want to check to make sure that
all of the group members have mastered the learning points of a
group exercise. [0268] Recorder--The recorder picks and maintains
the group files and folders on a daily basis and keeps records of
all group activities including the material contributed by each
group member. The recorder writes out the solutions to problems for
the group to use as notes or to submit to the instructor. The
recorder may also prepare presentation materials when the group
makes oral presentations to the class. [0269] Reporter--The
reporter gives oral responses to the class about the group's
activities or conclusions. [0270] Monitor--The monitor is
responsible for making sure that the group's work area is left the
way it was found and acts as a timekeeper for timed activities.
[0271] Wildcard (in groups of five)--The wildcard acts as an
assistant to the group leader and assumes the role of any member
that may be missing. Teaching Issues and Notes: The GOOD Decision
Model
[0272] There are three fundamental issues or directions that must
be reinforced in every lesson. First, the choice scenario must be
both realistic and entertaining. We must capture the attention of
the child. This is done by (a) tailoring the situation to the
environment (rural vs. urban, etc.) and the ethnicity of the class,
and (b) taking on your best story teller voice and embellishing the
existing "choice situation" story where you feel you can add to the
level of involvement on the part of the class.
[0273] Second, all choice-related terminology must be continually
reinforced. For all grades, but primarily first and second,
translate the concepts of the choice model in any way the students
will best comprehend these ideas. It is in no way intended that the
terms, which define the model, necessarily be used verbatim in the
classroom. They are simply the common lexicon that teachers will
use when learning or discussing the model. Teachers know their
students and are best qualified to find ways to best explain these
concepts of choice. Over time, the "best practices" of teachers
defining the elements of the choice model will be compiled and
summarized as part of the curriculum training.
[0274] In the initial assessment of the curriculum, the following
teaching issues seemed to present themselves on a regular basis,
and therefore represent the common core of developing a "child's
teaching lexicon" for explaining the choice model. [0275] Students
have a hard time distinguishing between a distinction and a
consequence. A distinction is the defining words or labels that
correspond to both poles (+ and -) of each choice option. Sometimes
the distinctions are consequences, and they can be identified as
such. This happens because the children are providing the label,
and they will think of it at the consequence level. Trying to
separate the labels for choice options (distinctions) from
consequences is desirable whenever possible, however. [0276] Many
children think that consequences, the effect or immediate result
that will likely take place if a choice option is selected, are
always negative. The teacher must redefine, emphasize and
continually reinforce that consequences are both positive and
negative.
[0277] Outcomes are a conclusion or result reached through a
process of thinking about what could happen in the future, as a
logical result of the consequences. It may be described as a longer
term consequence. To illustrate, [0278] [consequence] "What will
happen now?" [0279] [outcome] "Given (consequence), what will
likely happen next (in the future time frame)? [0280] A goal is the
result or achievement toward which effort is directed. It is the
desired personal end that drives decision-making, or, more
specifically, it is the "why?" a choice option is seen as
desirable. [0281] [goal] "What is your intent, why is that
important?" [0282] "What is your aim . . . ambition . . . ideal?
[0283] Driving force is a term that is not likely to ever be used
with students. As discussed, it is a theoretical component of the
decision-making model. As such, it represents the--level drivers of
choice. Said another way, driving force represents the personal
reasons why we want to achieve our goals, or even the "why?"
underlying the choice of our goals. [0284] [driving "Why is (goal)
important to [0285] force] you?" [0286] "Why do you want to achieve
this (goal)?" [0287] "What motivated you to choose this
(goal)?"
[0288] Understanding the concept or notion of trade-off is the
basis to understanding the fundamental reason underlying why
children make the "not right," typically short-term-oriented
decision. First, trade-off involves a contrast between two
higher-order level elements (consequences, outcomes, goals or
driving forces) depending upon their maturity level and/or age.
This simple fact remains that it is not the choice options that are
the real things we choose between or among. Rather, it is the
higher-level choice option-defining elements that govern why we
choose what we do.
[0289] For children, however, the skill of identifying these more
abstract, in-the-future decision-driving elements is not fully
developed. The initial focus of the LifeGoals curriculum is on
identifying these higher-level elements and understanding how they
drive the choice process.
[0290] Secondly, research using the GOOD Decision Model permits us
to understand exactly why children make the choices they do,
specifically why they make the not-so-good choices we see. Analysis
of children's decision-making has uncovered two key facts. The most
obvious is that children focus on the shorter-term horizon.
LifeGoals addresses this, as mentioned above, by focusing upon and
defining the higher-level definers and drivers of choice, and
providing lessons that force the children to identify these
higher-level elements.
[0291] The not-so-obvious fact involves the realization that
children in their choice process mistakenly contrast two different
defining elements of their choice options. That is, children
compare a positive distinction (+) of one choice option to the
negative distinction (-) of the other choice option. This is
because no two choice options in reality are equally preferred a
priori. That is, one option initially is more desired by the child.
This results in defining the most preferred option in terms of its
positive pole, or consequence. And the less preferred choice option
is defined in terms of its negative pole, or consequence. This
biased contrast between positive of one option and negative of the
other means the positive one will virtually always win out. Put
simply, this learning now provides the basis to construct and teach
a decision-making curriculum that will effectively change the way
children think, and ultimately behave.
[0292] This completely new understanding of the reason children err
in their decision-making is the critical breakthrough that provides
the basis for actually affecting the behavior of children. By
understanding the reason children err, we can teach them a process
to avoid making this "biased" evaluation. The LifeGoals Critical
Thinking curriculum focuses on this task, and this is the primary
reason it is effective in changing the way children think and
behave. The bottom up approach of using real life scenarios with a
decision making model, requiring the definition of causal
implications of choice options, is the most effective way in which
this flaw in our children's thinking can be addressed.
[0293] Through the lessons, the children will be shown that this
contrast, representing the flaw, is unfair, and typically yields
results that in the long-term will not help them achieve their
desired goals. Obviously, the fairer contrast is the
positive-to-positive contrasting trade-off, which becomes the end
focus of each lesson. And, once this concept can be demonstrated
and understood, children will realize that it is in their long-term
interest to choose the option, that in all likelihood, they did not
give adequate time to think through.
[0294] When we can focus on this concept of defining and examining
the appropriate, "more-fair" trade-off, which is integrated in the
curriculum in the third grade, we can change the decision-making
process of our children, essentially giving them adult skills at a
much earlier age. This conceptual realization of the nature of
trade-offs within the entire real life decision-making model is at
the very core of LifeGoals, and is what serves to make it uniquely
grounded, both theoretically, to deliver Critical Thinking
Skills.
1a Curriculum Overview
[0295] During the first semester of first grade, students will be
introduced to the definition and concept of choices. This will be
accomplished through stories and poems that are read aloud to the
class, and then the choices made by the characters in these stories
and poems will be discussed as a class.
[0296] By the end of the first semester, students should be able to
recognize a situation where a decision has to be made and identify
different choice options involved in that situation.
Definitions:
[0297] Choice Context: A situation where a choice has to be
made.
[0298] Choice Options: Alternatives or possibilities generated
internally or externally. More simply put, the choice or choices
that the student lists.
[0299] Lesson Plans:
[0300] Teachers will read stories, many from classic literature,
that involve the children. These highly entertaining and involving
stories will enable students to see examples of choices being made
by the different key characters.
[0301] Individual lesson plans for the stories that illustrate the
concept of choice have been included as a guideline to help assist
in-group discussions. The lesson plans represent examples of
context situations and two of the positive choice options for that
situation. There are a variety of different ways that these GOOD
Decision Model pathways can be utilized when teaching students
about making choices. Books, games, videos, role playing, and class
speakers are just some of the methods that can assist in teaching
students about decision-making and choices. It has been found
extremely useful to reinforce the concept of choice in the everyday
classroom environment, in particular, when dealing with undesirable
behavior. Asking the child what his or her choices are at the time
the behavior is being exhibited does this. Significant changes in
classroom behavior have been attributed to using this simple
technique.
Learning Activity: Example
[0302] Included is an example of a learning activity that is used
to help facilitate teaching of the concept of choices.
[0303] Teachers talk to their students about the concept of choice.
Choice is defined for them.
[0304] Students are asked if they can think of a time when they
have had to make a choice. Choices mentioned with the class are
discussed and summarized on a bulletin board of choices that the
students can identify with. At the end of the term, the list of
choices is organized by where (school, home or community) the
choice situation occurs. Further choice-type classifications could
include the person one is with, or the time of day. A reward scheme
to recognize the largest student contributors to the list is
advised. This can be used as a group or class exercise.
[0305] By the end of the term, 100 choices is an expected number to
have on the choice board. Reviewing this list on a regular basis
serves well to reinforce the large number of choices the child is
faced with everyday.
Curriculum 1a5--Choice "Perseverance: The Rabbit and the Turtle"
Overview
[0306] This lesson will help students begin to understand the
concept of choice and choice context while exploring the idea of
"perseverance."
Objectives
[0307] The students will discuss and learn what it means to make a
choice. [0308] The students will begin to comprehend that everyone
has choices as demonstrated by the characters in this story. [0309]
The students will become aware that hard work pays off in the end.
Materials
[0310] Manila paper
[0311] Crayons/art supplies
Procedure--(A) Group Discussion
[0312] 1. Teacher asks the following questions: "Can you think of a
time when you may have made a bad choice? What happened? What do
you think would have been a better choice? Why?" [0313] 2. Teacher
reads Lesson story 1a5 "The Rabbit and the Turtle" to the class.
Ask the children to listen very closely to what happens. The Rabbit
and the Turtle
[0314] (An adaptation of Aesop's Fables as translated by George
Fyler Townsend)
[0315] It was a bright, sunny summer day in the forest. The birds
were singing and happy. The grass was green and the trees were
blowing in the wind. The animals were out enjoying the summer day.
Up on the hill was a mother Fox, watching her children play.
[0316] Prancing happily down a path was a Rabbit. Coming very
slowly along the same path, from the other direction, was a
Turtle.
[0317] When they met, the Rabbit laughed at the Turtle. The Rabbit
made fun of the short feet and slow pace of the Turtle.
[0318] The Turtle said, "I'm in no hurry, I'm just enjoying the
day."
[0319] The Rabbit said, "It can't be any fun going that slow, you
can't get anywhere at that slow speed."
[0320] The Turtle replied, "Though you may be swift as the wind, I
will beat you in a race." The Rabbit laughed out loud, believing
losing a race to the Turtle was impossible.
[0321] The Rabbit asked, "Are you serious about this race?"
[0322] "Yes," said the Turtle, "And, would you like to race for
something, say, a bunch of carrots?"
[0323] "Sure" replied the Rabbit. He couldn't believe his luck! It
would be easy to beat the Turtle, he thought, and he would be given
fresh carrots to eat after his victory.
[0324] "Okay," said the Turtle, "I will meet you tomorrow and I
will beat you in a race."
[0325] The Rabbit and the Turtle agreed that the mother Fox would
choose the course for their race and determine the finish line.
They agreed to both bring a bunch of carrots and meet the next
morning to race.
[0326] That evening, both the Turtle and the Rabbit gathered up a
big bunch of carrots to bring to the race. The Rabbit knew he would
not need his, because he was certain to win, but he promised, so he
collected them anyway. That evening, the Rabbit looked at the big
bunch of carrots he collected, and began nibbling on them. He ate
and ate, until they were all gone.
[0327] As they had agreed, the next morning both the Turtle and the
Rabbit were ready to race. The mother Fox had marked a long
racecourse, over three miles long. The Turtle brought his carrots,
but the Rabbit did not, for he had eaten them all the night before.
The Rabbit promised the mother Fox, that if he lost, he would go
get a bunch of carrots for the Turtle the next day. They agreed,
and the mother Fox started the race.
[0328] The Turtle started at his slow, steady pace. The Rabbit
pranced down the path, showing off, ever increasing his speed, and
laughing at how slow the Turtle was moving. The Rabbit ran ahead,
but the more he ran, the sicker he became. The carrots he had eaten
most of the night had made him sick. The Rabbit decided to lie down
and rest a minute until he felt better. While lying down, he closed
his eyes and fell asleep.
[0329] At last waking up, the Rabbit raced to the finish line, to
find that the slow Turtle, who had never stopped, had won the race.
And the Fox reminded all those who had watched, that "slow and
steady wins the race." [0330] 3. Teacher asks if the children
understand what this story is about. Additional questions might be
as follows: "Who can tell me what happened to the Rabbit?" Raise
your hand if you think the Rabbit was wise to race that day. How
about the Turtle? Why? How many think it was a bad choice for the
Rabbit to take a nap? Why? [0331] 4. Discuss choices and what it
means to make a choice. (Teacher writes on the board in large
letters--CHOICES. On the left under the word CHOICES write THIS and
on the right under the word CHOICES write THAT.) The Rabbit and the
Turtle each had choices to make. Should they race each other or not
race? Should they eat the carrots before the race or save the
carrots? Should they rest during the race or keep moving?
Procedure--(B) Situation Card: "Perseverance: The Rabbit and the
Turtle"
[0332] Divide the class into three cooperative learning groups. Or,
choose one activity for the entire class to participate in.
[0333] 1. Group 1: Role Playing Situation Card "Perseverance: The
Rabbit and the Turtle" Discuss and role play this scenario,
including the results of each character's choice.
[0334] 2. Group 2: Illustration Activity--"Slow and Steady Wins the
Race" Course. Explain to the students that they will make a class
"Slow and Steady Wins the Race!" Course. Display a racecourse on a
bulletin board and label with the header "Slow and Steady Wins the
Race!" Be sure to include a Rabbit napping on the side of the
course. Hand out drawing paper cut out in the form of a Turtle. Ask
students to illustrate a time when they were in a situation where
they worked hard and chose to stick to it. How did the situation
end? Did they make a good choice? Attach children's illustrations
to the course. Label each student's illustration with the choice
they made; i.e., learned to count to ten.
[0335] 3. Group 3: Story Web/GOOD Model Mapping
[0336] Teacher leads this group to discuss the story using a web:
##STR2##
[0337] Reminder: The goal is to help children understand choice
options, not what choice option to make. TABLE-US-00001 ##STR3##
Ask students if they've ever made bad choices. Why did they make
those choices? Do they know what would have been a better choice?
Read the story "The Rabbit and the Turtle" to the students. Ask the
students if they understood what the story was about. .quadrature.
Discuss the choices made by the rabbit and the turtle: --The
turtle's choice to race --The rabbit's choice to stop and take a
nap --The turtle's choice to keep on running the race. .quadrature.
Discuss with students whether these were good or bad choices. If
they were bad choices, ask students to come up with other choices
that would have been better. For example: --Should the rabbit have
stopped and taken a nap? --Should the rabbit have taken the race
more seriously?
1b2a Curriculum Overview
[0338] In the second semester of the first grade (1b) and the first
semester of the second grade (2a), students will learn how choices
play an important role in their own lives by giving them situations
that they will likely experience themselves. Short stories are
provided in the lessons, which may be added to or embellished by
the teacher during story telling. Any additions that the teacher
can add to make the stories more realistic for the individual class
are encouraged.
[0339] Beginning the second semester of first grade, students
should have a complete understanding of choice and be able to
recognize when a choice has to be made. During this semester,
students will be introduced to the concept of choice distinctions,
the descriptive labels, both positive and negative, that best
characterize the choice options. This concept should be reinforced
in all of the lessons.
[0340] By the end of the second semester of first grade, students
should be able to identify a situation where a decision is being
made, the choice options involved in that decision-making, and the
positive and negative distinctions that serve to define a choice
option. These concepts are reinforced throughout the first semester
of the second grade.
Definitions:
[0341] Choice Context: A situation where a choice has to be
made.
[0342] Choice Options: Alternatives or possibilities generated
internally or externally. The actual choice or choices that the
child lists.
[0343] Distinctions: Key defining characteristics or verbal labels,
both positive and negative, for the respective choice options. The
distinction, then, means defining or labeling each pole (+ and -)
of the two most considered choice options in the students' own
words.
Lesson Plans:
[0344] The stories for each lesson represent the context situations
(choice context), the choices involved and their distinctions.
These examples show situation scenarios (choice contexts) that
students may encounter in their own lives. Each example gives the
choice options for the situation and two possible (most likely)
pathways for each of the options. If the students come up with
another pathway they feel is more representative, this of course
can be used at the discretion of the teacher.
[0345] The step following the choice options on the decision-making
pathway, again, is called distinctions. A distinction, then, is the
key characteristic that serves to label the positive and negative
aspect of each choice option. Note: students often have a hard time
distinguishing between a distinction and a consequence. Sometimes
they are, in fact, the same. It is critical to start with teaching
students the positive and negative labels prior to consequences,
however. If the labels (distinctions) are the same as consequences,
you can deal with that at a later time. We are, in fact, trying to
get children to think in these (implicative) terms, so the fact
they label in consequences just means their "mental wiring" is
already in place.
[0346] The following is an example of a learning activity that will
be used to help the teacher facilitate additional ideas for
teaching about choices.
Learning Activity: Example
[0347] Review with the class the concept of choice. Introduce the
distinctions "label" concept, meaning the students' words that best
represent their description of the choice options. Students should
be focused on the positive and negative implications of each choice
option. Give the definition with examples of distinctions.
[0348] For example: The choice is whether or not to obey your
parent (or teacher). One distinction may be that you are (+)
"following the rules" and another distinction would be that you (-)
"don't get to do what you want" or "can't have fun. " Reinforce
there is both a "+ and -" for every choice option.
[0349] Continue to talk with the class about some choices they
might have made without realizing it. Add these to the ongoing
choice list on the bulletin board. Continue to add to the class
list from the first semester, or start a new list by types or kinds
of choices. Examples of types may be grounded in the students
relationships to others involved, such as parents, older siblings,
younger siblings, authority figures, classmates, strangers,
etc.
[0350] Have each student pick one choice and either a positive or
negative distinction and draw a picture of it. Have some of the
students talk about their pictures in front of the class. Hang them
around the room (hopefully on a regular basis) to use as examples
for later lessons.
Curriculum 2a1--Choice Distinctions
"Should You Clean Your Room?"
Overview
[0351] In this lesson the students will continue to reinforce their
concept of choice distinctions.
[0352] Students will discuss and conduct activities around the
"real life" scenario of making a choice between cleaning their room
before company comes or talking on the phone about a friend's
summer vacation plans.
Objectives
[0353] The students will expand their concept of the meaning of
responsibility. [0354] The students will explore the plus (good)
and minus (not-so-good) side to the choices they make. [0355] The
students will answer questions using critical thinking. Foster this
by framing questions that ask the student to look more in depth at
the underlying reasons that choice alternatives are "good or bad."
Materials
[0356] Chalkboard and chalk or Chart and markers
Procedure--(A) Group Discussion
[0357] 1. Ask the students what responsibility means to them.
Record their responses on the chalkboard or on a chart. Possible
answers might include: [0358] Responsibility is being dependable
and accountable for your words and actions. [0359] Responsibility
is doing your best and never blaming others for your mistakes.
[0360] Being responsible for a job means that you are the one who
makes sure it is done correctly and on time. [0361] 2. Ask the
students how people show responsibility and record their responses
on the chalkboard or on a chart. Possible answers might include:
[0362] By being dependable. [0363] When you tell someone you will
do something, that person is "counting" on you to pull your weight.
If you do a good job and finish on time, you are showing that you
are responsible. [0364] You are also showing responsibility by the
choices you make. Some decisions, such as the way you treat others
and do your chores, affect other people. When you make appropriate
choices, you are showing others you are responsible. [0365] 3.
Teacher reads story to class Work: Should You Clean Your Room?
[0366] Mary's room was a mess.
[0367] She had cleaned it on Saturday morning as part of her weekly
chores, but today was Tuesday and sometime between Saturday and
Tuesday all of her clothes and all of her toys seemed to have
jumped out of the drawers and closets where they normally live and
onto her floor.
[0368] Mary's mom usually didn't pay too close attention to how
neat Mary's room was until Saturday morning, but this evening
company was visiting and all the rooms in the house needed to be
clean as can be before they arrived.
[0369] It was only four o'clock in the afternoon on a beautiful
spring day. Mary was home from school only an hour and was
energetically running around the backyard with her older brother
Scott when she heard her mother call.
[0370] "Mary, come clean your room and get started on your
homework," yelled mom from the back porch. "Company will be here by
seven and you have to be all done."
[0371] So, with little enthusiasm, Mary headed upstairs to clean
her room. Not only did Mary have to clean her room on a Tuesday,
but after she was done cleaning, she had two big homework
assignments to finish before company arrived.
[0372] Just as Mary was about to pick up the first toy, the phone
rang. It was her best friend, Angela, and she wanted to talk about
her summer vacation plans. Before Mary could interrupt, Angela was
talking a mile a minute, excited about the summer.
[0373] While Angela talked, Mary began to get excited for summer as
well. Mary couldn't wait to tell
[0374] Angela what she had planned as well. But then Mary
remembered what her mom had asked her to do.
[0375] Should Mary talk to Angela about summer vacation plans or
should she finish cleaning her room? If you were Mary, what would
be your choice?
Procedure--(B) Situation Card: "Should You Clean Your Room"
[0376] Divide the class into three cooperative learning groups.
[0377] 1. Group 1: Role Playing Situation Card "Should You Clean
Your Room?" [0378] Read the following real life scenario to the
students. [0379] Mary's mom asked her to have her room cleaned
before company comes, but Mary gets a call from a friend who wants
to talk about summer vacation plans. What should she do? [0380]
Have the students role play this scenario using both options.
[0381] After presentations are made, ask the class: [0382] What
responsibility did Mary's mom give her? [0383] How would you have
handled this responsibility? [0384] Would Mary be showing
responsibility if she chose to talk on the phone instead of
cleaning her room? [0385] What is the plus side of cleaning her
room? [0386] What are the consequences of having a clean room?
[0387] How will it benefit you to clean your room? [0388] 2. Group
2: Illustration Activity Create Responsibility Bulletin Board.
[0389] Have the students create a Responsibility Bulletin Board
with illustrations of responsible behavior. [0390] 3. Group 3:
Story Web/GOOD Decision Model Mapping. [0391] Teacher leads a
discussion using the GOOD Model as a guide. On the chalkboard or a
chart, write the pluses and minuses of Choice A and Choice B,
connecting ideas with lines representing a connection or
implication between ideas. Reminder: The goal is to help children
understand choice options, not what choice option to make. ##STR4##
2b3a Curriculum Overview
[0392] Beginning in the second semester of second grade (2b) and
the first semester of the third grade (3a), students will again
review the concept of choice options and the distinctions of these
choice options which lead to consequences, according to the
situation (choice context).
[0393] By the end of these two semesters, students should have a
complete understanding of a situation where a decision is being
made, the choices involved with that decision, and the distinction
labels and direct consequences of the choices involved with the
decision.
Definitions:
[0394] Choice Context: A situation where a choice has to be
made.
[0395] Choice Options: Alternatives or possibilities generated
either internally or externally.
[0396] Distinctions: Key defining characteristics, both positive
and negative, for the respective choice options.
[0397] Consequences: The short-term or immediate results of the
choice options, for both positive and negative distinctions.
Lesson Plans:
[0398] The lessons contain examples of context situations, the
choice options for each situation, and the distinctions labels and
the consequences for those choices. These lessons represent
scenarios (choice contexts) that students will likely encounter in
their own lives. Each example gives the choice options for the
situation and two possible pathways for each of the options.
[0399] The labels defining choice options are termed distinctions.
Distinctions, again, represent both the positive and negative
labels for defining characteristics of choice options. Associated
with each of the distinction labels are consequences, which are
defined as short-term or immediate results of the choice options.
Importantly, students must be taught to understand that
consequences are both positive and negative depending on their
relative basis.
[0400] Teachers are encouraged to "draw out" new ideas from
students, and work through their distinctions and consequences.
Interacting in this way makes the lesson clearly more involving and
meaningful for the students. Teachers are instructed to refrain
from dealing with "right" and "wrong" assessments or any type of
judgmental comments when discussing student-developed decision
pathways. The goal is to get students thinking and talking about
choices and their meaning to them personally in an open manner, not
in a judgmental way.
[0401] Included is an example of a learning activity that can be
used to help teachers facilitate ideas about teaching
decision-making.
Learning Activity: Example
[0402] Introduce the class to the concept of consequences. Ask the
class if anyone knows what the word means. Define consequences in
terms of making a choice. Ask about positive and negative
connotations. Make it clear that consequences are both positive and
negative by way of examples.
[0403] Idea: Have a guest speaker come in and talk to the students
about a choice that students might make everyday. For example: a
dentist talking about the importance of a clean mouth, a
nutritionist discussing the importance of eating healthy, or a law
enforcement officer telling students about the importance of being
law abiding.
[0404] Following the speaker's lecture, discuss some of the choices
they learned from the speaker. What are the distinctions and the
consequences of those choices? Use the GOOD Decision Model pathways
to graph out the speaker's ideas.
[0405] Idea: Have students write a personal situation that is based
on the speaker's presentation. Have them chart or graph the
choices, distinctions and consequences based on their
situation.
[0406] Have students present their situations to the class and
discuss.
Curriculum 2b1--Consequences "Loyalty: Should You Consider Others
Feelings?" Overview
[0407] Through the use of a "real life" scenario, students will
study the concepts of compassion and loyalty and will be introduced
to the concept of caring for others.
Objectives
[0408] The students will learn there is a plus (good) and a minus
(not-so-good) side to all choices followed with consequences.
[0409] The students will learn the importance of compassion. [0410]
The students will increase their feelings of being needed and
appreciated. Materials
[0411] Chalkboard and chalk or Chart and markers
Procedure--(A) Group Discussion
[0412] 1. Teacher tells the students that the lesson today is about
a child who is new on his bus at school. She asks, "Have any of you
ever been the new kid? How did it make you feel and did anyone make
you feel welcome by including you in their group? Did they choose
to pretend you weren't there? What did that feel like?" [0413] 2.
Teacher says: "Boys and girls, can you tell me what compassion
means?" Possible answers might include: [0414] Compassion is caring
about how others feel. [0415] Compassion is doing kind and
thoughtful deeds for people in need. [0416] Compassion often means
putting other people's needs before your own. [0417] Discuss with
the class that compassion is something you show for others. When
someone shows compassion, he shows that he cares about how others
feel. Your kind and caring actions can not only help others and
make them feel better, but can make you feel proud of your good
deeds. [0418] 3. Our choice of action causes a consequence.
Consequences are the immediate results of the choice options.
Today, we are going to explore the consequences of being
compassionate or choosing not to be compassionate to a new kid on
the bus. [0419] 4. Teacher reads following story to class. Lesson
2B1 Loyalty: Should You Consider Other's Feelings?
[0420] Vance and Bruce are best friends. Every day when the bus
picks them up to go to school, Vance and Bruce get on the bus
together at the first bus stop. The boys always like to sit in
seats right across from each other. Even though two kids would fit
in one seat, Vance and Bruce like to get their own seats so that
they can spread out and relax on the way to school. Vance has other
friends that sit near him on the bus, and the long bus ride goes by
very quickly some mornings because the kids talk all the way to
school.
[0421] One morning, at the last bus stop, a new kid gets onto the
bus. Vance hears the boy introduce himself to the bus driver as
Eddie. Eddie looks like he might be a little bit nervous. It must
be his first day at Vance's school.
[0422] Vance looks Eddie over, and he figures that Eddie must be
from a different school because of the way he is dressed. Eddie is
wearing dress pants and a tie. Vance has only seen his own father
wear a tie twice! Some of the other boys on the bus are looking at
Eddie, too. They are snickering at Eddie's clothes, and Eddie looks
really uncomfortable.
[0423] Eddie starts to walk towards the back of the bus. The bus
driver asks Eddie to choose a seat so that the bus can get moving.
There isn't one empty seat on the bus. Eddie looks at Bruce, but
Bruce is laughing and whispering about Eddie, and he looks out of
the window. Eddie looks over at Vance who is sitting by
himself.
[0424] Should Vance make the new boy Eddie feel more welcome and
comfortable by offering him a seat on the bus, or should Vance play
along with his giggling friends and ignore Eddie? If you were
Vance, what would be your choice?
Procedure--(B) Situation Card: "Loyalty: Should You Consider
Other's Feelings?"
[0425] Divide the class into three cooperative learning groups.
[0426] 1. Group 1: Role Playing Situation Card--"Loyalty: Should
You Consider Other's Feelings?" [0427] 2. Group 2: Illustration
Activity--Have each student in the group write his/her name at the
top of a piece of chart paper. Each student writes one thing that
s/he likes about that person on each student's "I Like You" Chart.
i.e. I like ______ because ______. [0428] Each student should sign
his/her name after his statement on his classmate's chart. Giving
compliments is an easy way for people to show that they care. This
self-esteem building activity gives the students a chance to
practice pointing out positive things about each other. [0429] 3.
Group 3: Story Web/GOOD Decision Model Mapping.
[0430] Teacher instructs students to return to their seats and
proceeds to write the words "This" and "That" on the board with
subcategories of "Be friendly and ask new kid to sit together on
bus" and "Ignore new kid." TABLE-US-00002 This That Be Friendly...
Ignore new Kid + Make a new friend - Won't make a new friend -
Other friends might get + Other friends won't get mad mad
[0431] 4. Ask students "what is good about making a new friend?" In
this case, they will probably say that the new kid isn't alone.
Then ask, "what is good about ignoring the new kid?"They might say
that they won't lose their old friends. [0432] Then ask, "what is
not so good about ignoring the new friend?" They will probably say
that the new kid will be alone. [0433] Now rate all the choices and
consequences listed on the board. Ask them to consider all the
pluses and minuses and determine the best choice for them
considering the consequences. Reminder: The goal is to help
children understand choice options, not what choice option to make.
##STR5## Trade-Off Method
[0434] The LifeGoals Critical Thinking Skills curriculum views the
educational process that we must teach our children as the ability
to analyze a new situation and select a logical course of action
grounded in a long-term perspective. These decision-making skills
we hope to give to our children must also be put in a context that
builds self-confidence, making him/her comfortable in acting upon
the choice made. The GOOD Decision Model has two interrelated
structural components that together make it effective delivering
decision-making skills to elementary age children. The first is the
GOOD Decision Model with its definitions and logical, graphical
structure, identifying and connecting future implications to each
of their respective choice options. The second component involves
developing the students' evaluative skills in analyzing the
trade-offs between the higher-level implications of the choice
options. This section will focus on the second component, namely,
the teaching methods required to get students comfortable with
using the GOOD Decision Model to select the most appropriate course
of action for them, individually.
[0435] A working knowledge of the elements of the GOOD Decision
Model and how to define these elements in terms and concepts the
students are familiar with is the first step to teaching
decision-making. Significant effort, in terms of teaching
directives and lesson development, has been made toward
accommodating this fundamental need. The methods of teaching have
been outlined, and example decision pathways are provided for each
lesson. Once a familiarity is achieved with the GOOD Decision
Model, teachers (and students) gain questioning (and answering)
skills that will enable them to interactively generate the decision
map for each lesson. The pathways provided as a part of each lesson
are just meant to be examples the teacher can use when developing
questions for the students in his/her class.
[0436] The teaching concepts addressed in the second component,
trade-offs, of the GOOD Decision Model, however, are vastly
different from the teaching approaches utilized for most core
curricula in grades one to six. The teaching of trade-offs is, in
fact, much like the case method of focused discussion utilized in
law school. Underlying this approach is this simple statement:
Teaching is a social art. The relationship between teacher and
class must be a reciprocal one. This clearly differs from the
lecture mode of facts being presented by the teacher who "knows
all." Changing this role orientation is difficult, and requires
modifying the learning environment combined with a fair amount of
practice.
[0437] In teaching "trade-offs," teaching is not only the art of
thinking and speaking, but it broadens the skill required by
focusing on the art of listening and understanding. Listening means
listening with an open mind, that is, without predetermined next
steps or discussion questions. Using what the student says as the
basis for the next question to be asked is key. The issue, then, is
to determine what the next question will be, based upon what a
student says, so as to lead the student/class to discovering ideas
for themselves. It takes practice to really hear and understand a
child's spoken or implied word or feelings. And it takes more
practice to construct questions from the comments the students'
make (creating a Socratic dialogue), given the constraints of an
elementary vocabulary.
[0438] As is apparent, conducting a "trade-off" discussion is a
complex activity, requiring considerable skill on the part of the
teacher. Leading the discussion that provides an understanding of a
student's actual decision-making process, and then being able to
diagram the model for discussion and elaboration purposes for the
class, is one of the most difficult of all teaching activities.
However, being able to lead this discussion is the critical
ingredient in making LifeGoals effective. The simple truth is that
decision-making training and practice is the best way to produce
good decision-makers, and this training in logical thinking is best
accomplished in a questioning type of discussion.
[0439] Logical questioning provides insight, and the ability to
logically question one's self with regard to making life-choices is
a benchmark of maturity. This is what the LifeGoals Critical
Thinking Skills curriculum can instill in our youth.
The Lesson Format
[0440] A common component of every LifeGoals lesson is the
graphical depiction summarizing the choice options, with the
positive and negative poles extended to the appropriate level for
that grade of the GOOD Decision model. That is, in the earlier
grades (first and second) when the alternative teaching approaches
are utilized so as to make the material more involving, the
conclusion of the lesson will always be a diagram constructed on
the chalkboard. This will serve to reinforce the model and its'
defining terms and relationships. In the later grades (third
through sixth), the focus is more directed toward identifying and
diagramming the components of the decision model. This is when the
class develops both the positive and negative consequences, along
with their corresponding outcomes, goals and driving forces of each
choice option. This "trade-off" analysis between the two positive
poles, will serve as the cornerstone of the interactive discussion,
and, will become more and more of the teaching emphasis.
Trade-Off Method
[0441] To set apart this method of teaching (and content), a
distinct and different class seating arrangement is recommended. A
U-shaped class layout helps in providing an environment that
fosters student participation and involvement. This seating
arrangement also helps in setting the tone that the Critical
Thinking curriculum is different than more typical lecture-type
instruction. In the earlier grades (first and second), when other
teaching activities are the primary focus, this is not critical.
However, in the later elementary grades this should be common
practice.
[0442] As has been mentioned earlier, the real life situational
context is a key defining component of the GOOD Decision Model. The
bottom up approach (situation-based) provides many advantages over
top down values or virtues approaches in preparing our children to
meet the challenges they face daily in their lives. Clearly,
analyzing a specific, real life situation forces the student to
deal with the "as is" aspect, as opposed to the more abstract
"might be" or "should be" artificial situation. But, the situation
provides only the foundation for the learning process of developing
and defining the implications of choice options. What is required
to "bring the lesson to life," thereby making it involving and
meaningful for the students, is a unique and complex combination of
individual, overall class and teacher discussion.
[0443] A few general defining teaching directives: [0444] 1. The
teacher serves primarily as the discussion leader. The teacher
should serve as a sounding board for the class, but should not
enter actively into the class discussion in terms of giving
answers. The children should be the sole source of ideas. [0445] 2.
Students must be led to uncovering the concepts that will build
their decision-making skills as opposed to simply providing them a
model and a few rote facts. The ability to ask questions in such a
way so they are non-threatening, and yet force the child to think,
is the key. [0446] 3. Teaching the decision trade-off method in
LifeGoals requires understanding that learning requires student
involvement in the process and ultimately self-teaching, which is
gained primarily from listening to their classmates. Teachers must
believe that the only answers that are meaningful are in the heads
of their students. The teacher's challenge is to get these ideas
out so they can be discussed. Once students become familiar with
the idea that they are the basis of answers, and not the teacher,
the students can begin to think for themselves. [0447] 4. Teaching
trade-offs in LifeGoals is more like guiding a process of
discovery. By providing a decision-making model and having the
student "fill in the blanks," the teacher gains a more in-depth
understanding of the student, and most importantly, the student
gains a better understanding of him/her self. Students must be
trained so they can be reflective, essentially doing their own
internal questioning. This is the fundamental goal of LifeGoals and
this is what the Critical Thinking curriculum is all about.
[0448] From an operational perspective, the teacher's goal is to
encourage and draw out participation by all students, using their
emotions as well as their logic in defining their choice options.
This is accomplished by continually challenging an individual
student's line of thinking in a positive manner (basically asking
the "why?" or "what if?" question), while maintaining continuity by
positioning their answers within the GOOD Decision model.
[0449] In sum, leading the discussion can be thought of as weaving
together the fibers of a quilt whose design is already sketched out
(in the lesson diagram). The process of weaving produces a pattern
that all students recognize and, most importantly, feel a part of.
The basic pattern is the diagram of decision pathways, which the
students may alter as the verbal "weaving" process evolves.
Specific "Trade-Off" Teaching Techniques
[0450] Start the class by clearly stating the purpose, namely, a
focus on understanding the decision-making process with respect to
solving everyday life-problems. [0451] Read the "story" aloud, and
then summarize the problem situation as is presented in the lesson.
[0452] Ask students to list major topics or issues for discussion
at the beginning of class. This ensures that all ideas/issues can
be covered and integrated where applicable. This list also serves
as a basis to redirect the discussion when a blockage is reached.
[0453] Every student should be called upon to make at least one
comment per class. Keep track. [0454] Develop an exhaustive list of
all choice options, calling upon the students until no others can
be named. Write the options on the chalkboard. [0455] Have the
students vote, by a show of hands, which options they would most
likely consider. Write on the board the two choice options
receiving the most votes. Note that most lessons are limited to two
options the way the question is phrased, though some, especially
the assessment and homework scenarios, can have many more possible
options. [0456] Ask the students who voted for each of the
respective options to raise their hands and initially call upon one
that you think can articulate clearly both the positive and
negative consequences for that option. As the class develops, ask
other children to add in or to restate the discussion so as to
provide them a basis "to gain confidence" in their classroom
contribution, both in terms of style and substance. [0457] Ask
questions that move the class across the levels, where appropriate,
from consequences to outcomes to goals to driving forces. Be sure
to ask for alternative opinions at each level. Write options
presented at each level and, where necessary, seek consensus before
moving to a higher level. Do this for all positive and negative
poles. [0458] Redirect the conversation when a student pursues a
sideline or unrelated story that is not relevant to the goal of the
discussion. [0459] Give direct or indirect signals when the
discussion is moving in the right direction. A nod or smile, as
nonverbal cues, are examples. Avoid direct verbal agreement. Try to
stay neutral in "word." You are a questioner trying to bring the
"truth" to the surface (much like Socrates). [0460] Reinforce with
the students at the end of the session that understanding the
process of decision-making is the issue, not what is right or
wrong. Look for secondary answers in the discussion, if a student
says the higher order reason is "right" or "wrong" based. Go back
and re-ask the question, looking for another answer. [0461] Be sure
to summarize all choice options imagined in terms of both positive
and negative poles, then ask the students which pole is more
important in terms of their own decision. Do this for both choice
options, and summarize the students' responses on the chalkboard.
Trade-Off Discussion "Focus"
[0462] The primary reasons children make what we would consider
"not-so-good" decisions are twofold. First, they do not consider
the long-term outcomes of their choice options and, secondly, when
they compare the defining outcomes or higher-level elements of the
GOOD Decision Model, they perform a biased contrast. That is to
say, they typically contrast the positive pole of the short-term
option with the negative pole, or undesirable downside, of the
longer-term outcome.
[0463] Knowing this key fact, your discussion should focus upon
querying students as to which poles they considered, and drawing
out the realization that when a more appropriate contrast is done,
namely, between both positive poles, not-so-good decisions are
avoided. (Education theorists would describe this teaching method
as a dynamic blending of cognitive and affective learning
modes.)
[0464] Remember, the key trade-off to be focused upon is the
positive pole of both options. However, during the class, asking
students which pole is the more important or more representative in
terms of each option often provides an excellent framework for
students' gaining an understanding as to why the positive pole
contrast is the most appropriate.
Result
[0465] One valuable result of the Critical Thinking Skills
curriculum experience is that students learn to listen to the views
of their classmates while learning how to express themselves. And
perhaps, they may learn to persuade others to consider another
point of view. Ultimately, these methods result in the opportunity
to gain confidence in one's own judgment.
[0466] A student receiving decision-making training in this way
will develop [1] sureness and self-confidence resulting from his or
her ability to analyze situations, and, [2] the ability to deal
with new situations in our ever-changing environment.
[0467] In sum, LifeGoals teaches self-discipline, which is grounded
in the fact that it is in one's own self-interest to evaluate one's
choice options with respect to a longer-term perspective. This may
be considered a form of "enlightened self-interest."
3b4a Curriculum Overview
[0468] During the second semester of third grade (3b) and the first
semester of the fourth grade (4a), students will be introduced to
the concept of outcomes of a choice. In addition, the concept of
"trade-off", focusing on the positive outcome from each choice
option, will be introduced. Trade-off involving the contrast of +
poles for choice options, is central to developing good
decision-making skills.
[0469] Students will continue to gain a greater understanding of
the decision-making process, including choice options,
distinctions, consequences, and outcomes through the use of
personal scenarios. By the end of these semesters, students should
have a complete understanding of a situation where a decision is
being made, the choice options involved with that decision, and the
distinctions, consequences, and outcomes corresponding to each
choice option. Both the positive and negative decision pathways
(causal implications to the outcome level) will be developed for
each choice option.
Definitions:
[0470] Choice Context: A situation where a choice has to be
made.
[0471] Choice Options: Alternatives or possibilities generated
either internally or externally.
[0472] Distinctions: Key defining characteristics for the
respective choice options, both positive and negative.
[0473] Consequences: The short-term or immediate results of the
choice options, for both positive and negative distinctions.
[0474] Outcomes: Longer-term causal implications or results of the
decisions made for each consequence, both positive and
negative.
Lesson Plans:
[0475] The lessons represent examples of context scenarios or
situations, the choice options involved, and the distinctions,
consequences, and the outcomes of those options. These examples
show a scenario (choice context) that students will likely
encounter in their own lives. Each example gives the choice options
for the situation and two possible pathways for each of the options
(+ and -).
[0476] Again, the step following the choice option on the
decision-making pathway in the GOOD Decision Model is called a
distinction. Distinctions are simply the labels for the choice
options. Consequences are defined as short-term or immediate
results of the choice options, while the longer-term implications
are termed outcomes.
[0477] Teachers should incorporate these example pathways in the
lessons or have the class come up with their own pathways.
Interacting with your students in a questioning mode (see Teaching
Method) is the most effective method of involving the class and
getting them to practice the principles incorporated in the GOOD
Decision Model.
[0478] Included is an example of a learning activity that can be
used to help you facilitate and develop additional instructional
ideas about teaching decision-making.
Learning Activity: Example
[0479] Tell students you will be introducing another step into the
decision-making process. Ask anyone if they have ever heard of the
word outcome. Discuss with students what an outcome means when
making a choice, working through the steps of the GOOD Decision
Model.
[0480] To illustrate the concept, have students think of choices
they have made in the past week. Have them draw the pathways, both
positive and negative, using the GOOD Decision Model describing the
choice they made. The pathways should include the choices,
distinctions, and consequences. Have the students chart and talk
about their choices and their pathways.
[0481] As a class, come up with possible outcomes to each of the
student's pathways. (Not every student has to come up in front of
the class, but every student should be able to complete his or her
own pathways.)
[0482] Additionally, have the students go home and interview their
parents about some choices they have to make. Have them create
pathways for their parents' decisions. All scenarios should include
the choice options, distinctions, consequences and outcomes. If
possible, have this parent-developed map as a homework assignment
that can be presented to the class for discussion.
Trade-Off:
[0483] Another critical aspect introduced in the third grade is the
concept of trade-off (3b), which is overviewed in detail in the
Teaching Method section. Trade-off refers to two fundamental
teaching steps. First, the student must be aware that there are
positive and negative consequences for both choice options, which
lead to longer-term implications, outcomes. These represent the
decision logic or implicative pathways that connect the choice
option to more personal potential long-term results, like goals.
And, secondly, the appropriate (trade-off) contrast that should be
used to select which course of action to take requires basing the
decision on the positive poles for each choice option.
[0484] As is noted in the Teaching Methods section, the reason
children make not-so-good decisions is fundamentally twofold.
First, they do not consider the longer-term outcomes of their
choice options and, secondly, when they compare the potential
future consequences/outcomes/goals, they perform a biased contrast.
That is, children typically contrast the positive pole of the
short-term option with the negative pole, or undesirable downside,
of the longer-term option. Teaching "trade-offs," then, is the key
to developing good decision-making skills.
Lesson Plans: Example
[0485] Introducing the concept of trade-off, which is central to
improving decision-making skills, can be best accomplished by
having students in a homework assignment focus on a not-so-good or
bad decision they have made. (Work through examples of not-so-good
decisions in class before making the assignment.) Have the students
(a) chart the positive and negative implications to the outcome
level for each choice option, and (b) discuss the appropriate
trade-off (both positive outcomes) and (c) have them explain why
they think they made the not-so-good choice. This should provide
the necessary focus to understand exactly why the trade-off concept
is so important to good decision-making.
Curriculum 3b2--Outcomes "Should You Talk To Strangers?"
Overview
[0486] This lesson will expand the student's concept of choice from
short-term "consequences" to longer-term results called "outcomes."
The concept of trade-off, by focusing on the positive outcome from
each choice option, is also introduced. In this lesson, students
will talk about a simple, "real life" scenario showing that a
choice results in a consequence, which in turn results in an
outcome.
Objectives
[0487] The students will role play a "real life" scenario imagining
a situation where they are approached by a stranger. This should
serve as a "rehearsal" or practice for thinking through such a
future situation. [0488] The students will explore the
consequences, or short term, immediate results of the respective
choice options, for both the positive (+) and negative (-)
distinctions. Students will also learn of outcomes, or longer-term
implications or results, both positive (+) and negative (-), of the
decisions made for each consequence. [0489] The students will begin
to understand the concept of "trade-off," and how by evaluating the
appropriate "+" contrast at the outcome level of the choice
options, yields better decision-making skills. Materials
[0490] Balloon
[0491] Spring clip
Procedure--(A) Group Discussion
[0492] 1. Teacher asks: Does anyone know what a choice is? What is
a consequence? Allow students to respond. (If student response is
not clear, teacher can demonstrate choice and consequence by taking
a blown-up balloon from the desk and releasing the spring clip from
the nozzle. The release of the nozzle end allows air to escape and
the balloon flies around the room until all the air is released. It
then settles gradually to the floor.) [0493] The teacher explains:
My choice of action caused what you just saw happen. If I hadn't
touched the balloon, it would still have air in it and be sitting
on this desk round and full and shiny. As it is, it is laying on
the floor limp and dull and helpless to become anything else unless
we choose to blow it up again. [0494] Explain: First we had a
choice to make. That choice caused a consequence and the result
(what happened) is the outcome. Something happens as a result of
our choice and consequence. (An interesting secondary discussion
could be that the air escaping from the balloon "causes" it to
move.) [0495] 2. Four key teaching concepts need be reinforced.
First, we have a choice to make in a given situation. Second, each
choice option must be named or labeled by the student. (These
labels are termed distinctions in the GOOD Decision Model.) Third,
the immediate result, or what will (likely) happen as a result of
any given choice option is termed a consequence. (Each choice
option has both positive and negative consequences associated with
it.) Fourth, the (likely) longer-term results that follow from the
consequences are outcomes. [0496] 3. Teacher announces s/he is
going to tell a story that could happen any place, at any time, to
anyone. Today it is happening to an 8-year old girl named Chelsea.
Lesson 3b2 [0497] Should You Talk to a Stranger? [0498] Chelsea
begs her mother to go to the store with her and promises not to
wander off. [0499] When they get to the store, Chelsea does wander
off for a moment. When Chelsea is out of sight of her mother, a man
approaches her looking for his "lost" puppy. [0500] The man asks
Chelsea to help him look for his puppy in the parking lot. [0501]
If you were Chelsea, what would be your choice? Procedure--(B)
Situation "Should You Talk To Strangers?"
[0502] Divide the class into cooperative learning groups (as many
as are appropriate for the class) and give the groups one of the
following two basic types of instructions. [0503] 1. Role Playing
Choice--"Go with the stranger/help find puppy". Have students
imagine this situation where a stranger has approached them. Role
play, choosing to go with the man and help him find his puppy with
possible outcomes. [0504] Role Playing Choice--"Not going with the
stranger/don't help find puppy." Have the students imagine this
situation where a stranger has approached them. Role play, choosing
not to talk to the stranger and going to tell her mother, and its
possible outcomes. [0505] Instruct the students to think about the
"why" (the motives) that underlie both of these choices and
incorporate these ideas into their role playing. [0506] 2. Story
Web/GOOD Decision Model Mapping.
[0507] Discuss specific choices and the results or consequences of
those choices. On the chalkboard or chart, write the following
pluses (+) and minuses (-) using the GOOD Decision Model as a
guide. TABLE-US-00003 Go with Stranger Don't Go - I'm going with
the + I'm not going with a stranger stranger + He seems like a nice
- He could hurt me man + I'll only be gone for a - No one will know
I'm minute gone + I can help find the - I could be kidnapped puppy
and never be found + Puppy could be hurt - I could be hurt - Puppy
could be lost - I could be lost forever forever + Puppy has a
better + I'll be safe chance of being found
[0508] 3. "I'll be safe" could be the outcome (what happens) or the
result of our choice and consequence. Teacher asks students what we
should choose in this situation. Teacher then asks what choice
would give the best outcome. Procedure--(C) Discussion Steps
[0509] Have each of the groups review their work. Summarize the key
concepts on the board. [0510] Ask students which choice they would
make and have them write down their answers on a sheet of paper
(INITIAL CHOICE). Do not ask for oral answers. [0511] Draw out the
decision-making map, questioning the students at each phase. Start
with the choice options, move to distinctions and then to
consequences. Explain the concept of outcome again, and then ask
the students "what outcome is likely to happen?" given the specific
consequence. Seek consensus at each level before moving on.
Procedure--(D) Trade-Off Contrast
[0512] Explain that you are now going to deal with the concept of
trade-off. [0513] Ask the students which outcome was the most
important in terms of them making their own decision. Have them
write it down. [0514] From the GOOD Decision Model, the four
outcomes appear as: [0515] Don't help man find his puppy in the
parking lot. [0516] (+) "I'll be safe" [0517] (-) "I feel bad for
the puppy" [0518] Help man find his puppy in the parking lot.
[0519] (+) "I feel I've helped the lost puppy" [0520] (-) "I could
be kidnapped and never found" [0521] Then ask the students which
outcome from the non-chosen choice option was the most important,
that is, which one did they consider most in "contrasting" the
non-chosen choice option. Have the student write down this answer
as well. Explain, if necessary, that the concept of trade-off, or
contrast, is ultimately the basis of all decision-making. [0522]
Review the possible outcomes, and how they give meaning to their
respective consequences. Then, have students indicate for each
choice option which outcome (+or -) was most representative and
influential in defining that choice option. Record the poles, + or
-, for their selected choice option, or PRIMARY, and for their
non-chosen choice, or SECONDARY, in the chart detailed below.
##STR6##
[0523] Note: Most students do not consider the long-term outcomes
of their choice options, and secondly, when they compare the
defining outcomes or higher level elements of the GOOD Decision
model, they perform a biased contrast. That is to say, they
typically contrast the positive pole (+) of the short term option,
such as the puppy won't get hurt, with the negative pole (-), or
undesirable downside, such as not helping the man and therefore the
puppy could get into trouble. One of the fundamental goals of the
LifeGoals curriculum is to teach students how to make this
appropriate contrast.
[0524] In the final part of the discussion, the focus should be on
the positive (+) poles for each choice option, defining the
appropriate contrast as the one between these poles. TABLE-US-00004
Don't go with Stranger "I'll be safe" (+) Go with Stranger (+)
"I'll feel I've helped the lost puppy"
[0525] After explaining the (+) outcome (Option A) vs. (+) outcome
(from Option B) contrast, ask the students what choice they would
make now. [0526] Have them write their answer down (END CHOICE).
##STR7## [0527] The above chart allows the effect of the lesson to
be assessed. For example, if the teacher first asks, "How many of
you first wrote down your choice of DON'T GO?" then asks, "Now how
many of you still choose DON'T GO?" it is possible to fill in the
above number of students for cells a and b. [0528] If you then ask,
"How many at the beginning of class chose GO WITH STRANGER, and now
how many would still do that?" It is possible to fill in cell c,
and then subtract to get the number in cell d. [0529] The number of
children that the lesson positively affected is summarized in cell
d. (Of course, cell b summarizes "reversals" which are extremely
rare.) [0530] Keeping track of these numbers and summarizing the
lessons that have the most dramatic effect is of great interest. In
particular, the reasons children give when you question them as to
the "why?" they changed their minds is useful in terms of providing
input for teacher training materials. Reminder: The goal is to help
children understand choice options, not what choice option to make.
##STR8##
[0531] During the second semester of the fourth grade (4b) and the
first semester of fifth grade (5a), students will be introduced to
the concept of goals with respect to the choices they make. They
will understand that decisions should be based on achieving goals,
or said another way, that goals drive decision-making.
[0532] Students will continue to gain a greater understanding of
the decision-making process, including choice options,
distinctions, consequences and outcomes through the use of personal
scenarios. They will also learn how to link an outcome with a
personal goal, which becomes the guiding element of the
decision-making process.
[0533] By the end of these semesters, students should have a
complete understanding of a situation where a decision is being
made, the choice options involved with that decision, and the
distinctions, consequences, outcomes, and the relevant goals with
respect to the options involved with the decision.
Definitions:
[0534] Choice Context: A situation where a choice has to be
made.
[0535] Choice Options: Alternatives or possibilities generated
either internally or externally.
[0536] Distinctions: Key defining characteristics or labels for the
respective choice options, that are both positive and negative.
[0537] Consequences: The short-term or immediate results of the
choice options, that are both positive and negative.
[0538] Outcomes: Longer-term implications or results of the
decisions made, following from the positive and negative
consequences.
[0539] Goals: Things you want to do or become. Essentially, the
desired end-states toward which effort is directed. Goals are the
reasons outcomes derive their importance.
Lesson Plans:
[0540] The lessons continue to use context scenarios to setup the
decision situation. Outlined in the decision map are the most
common choice options, the defining distinctions, consequences, and
the outcomes of those options, considering both the positive and
negative implications of each, and the goals they link to.
[0541] A great majority of these lessons contain a scenario (choice
context) that students may encounter in their own lives. These are
situations for which "rehearsals" may provide significant,
beneficial impact should the student be confronted with a similar
situation in the future in which s/he has to make a quick decision.
Other options can be developed in class, since these simply
represent the most likely options children of this age would
consider.
[0542] Of course, teachers can incorporate these examples of
decision pathways in their lessons or have their class come up with
their own pathways. Included is an example of a learning activity
that can be used to help develop alternative instructional
approaches for teaching decision-making.
Learning Activity: Example
[0543] Discuss what a goal is with the students. Ask if any of them
have made any goals for themselves. What are they doing to achieve
that goal? Define goals with respect to decision-making.
[0544] Give examples of some goals from a noted sports person or
business person from your community. Try to arrange a talk to your
class from one of these persons about goals. After the talk, draw
the decision-making pathways your speaker discussed. Fill in the
concepts that may be unclear or unsaid from a discussion with the
class.
[0545] Explain to the class that they are to go home and talk about
goals with their parent(s). Their assignment is to come up with a
goal that they have discussed with their parent(s) that can be
monitored over the semester. List the goals on the board (not
necessarily with the student's name). At the end of term, have the
students that succeeded in reaching their goal map out their
reasoning and explain how they did it.
Curriculum 5a2--Goals "Should You Be Truthful Or Tell A Lie?"
Overview
[0546] This lesson will expand the student's concept of choice from
short-term "consequences" to longer-term results called "outcomes"
to the reasons outcomes are important to the individual, personal
"goals." The concept of trade-off by focusing on the positive
outcome and linking it to its relevant goal (for each choice
option) is also introduced. In this lesson, students will talk
about a simple, "real life" scenario showing that a choice results
in a consequence, which in turn results in an outcome, which can be
evaluated in terms of its ability to satisfy the most important
goal for the individual. The ability of the choice option to
satisfy the most important goal held by the individual becomes the
basis for selecting the choice option.
Objectives
[0547] The students will role play a "real life" scenario imagining
a situation where they have to decide whether or not to be
truthful. This should serve as a "rehearsal" or practice for
thinking through such a situation that may occur in the future.
[0548] The students will explore the consequences, or short term,
immediate results of the respective choice options, for both the
positive (+) and negative (-) distinctions. Students will also
learn of outcomes, or longer-term implications or results, both
positive (+) and negative (-), of the decisions made for each
consequence. Outcomes will be used as a basis to uncover the
personal goals of the students, which in turn will be evaluated to
determine which choice option is in their best interest to select.
[0549] The students will continue to expand the concept of
"tradeoff" and how choosing the appropriate contrast of the
positive outcomes (linked to goals) of the choice options yields
better decision-making skills. Procedure--(A) Group Discussion
[0550] 1. 1. Teacher asks: Does anyone know what a goal is? Obtain
a list on the board from the class, along with the name of the
student that mentioned it. Go down (some of) the list and ask
students what specifically they do to achieve their goal. Work
through a series of these responses, focusing on the outcomes they
mention and how they are associated with their goal. [0551] For
example, goal . . . win the 400 meter school race [0552] outcome .
. . increased endurance consequence . . . get in great shape [0553]
2. The teacher explains: My choices of action should be consistent
with my goals, the outcomes that lead to them, and the consequences
that lead to the outcomes. Draw out on the board for one of the
goals, the outcome and consequence like it is above. [0554] Ask the
students what are examples of choices that could be affected by
this goal of wanting to win the 400-meter race at school. Examples
could include: "eating healthy vs. junk food," "whether to stay up
and watch TV vs. going to bed," "whether to run every day after
school vs. playing video games," or "whether to smoke vs. not
smoking." [0555] To summarize, goals determine our choices. And,
thinking about our goals is a good way to help us make everyday
decisions. [0556] 3. Four key teaching concepts need be reinforced.
First, we have a choice to make in a given situation. Second, each
choice option must be named or labeled by the student. (These
labels are termed distinctions in the GOOD Decision Model.) Third,
the immediate result, or what will (likely) happen as a result of
any given choice option is termed a consequence. (Each choice
option has both positive and negative consequences associated with
it.) Fourth, the (likely) longer-term results that follow from the
consequences are outcomes. [0557] 4. Teacher reads the story.
Lesson 5a2 [0558] Honesty: Should You Be Truthful or Tell a Lie?
[0559] Amber was one of the first students on the bus after school
because she was very excited to play at Nellie's house. When Nellie
got on the bus, Amber moved her bookbag so Nellie could sit with
her. But once the bus got moving, Nellie told Amber that she
couldn't have her over that afternoon because she remembered that
she had chores to do. Nellie apologized and asked Amber if she
could come over the next afternoon. [0560] Amber was disappointed,
but before she got off the bus, another friend, Tammy, asked her to
play at her house. Amber's parents didn't want her to play with
Tammy, but Amber went anyway. [0561] If you were Amber, what would
be your choice? Procedure--(B) Situation "Should You Be Truthful Or
Tell A Lie?"
[0562] Divide the class into cooperative learning groups (as many
as are appropriate for the class) and give the groups one of the
following two basic types of instructions. [0563] 1. Role Playing
Choice--Tell mom the truth. [0564] Have students imagine this
situation where they are forced to choose truthfulness or lying.
Role play, choosing to tell mom the truth, with possible outcomes.
[0565] Role Playing Choice--Lie to mom. [0566] Have the students
imagine this situation where they lie to their mom. Role play, lie
to mom, and its possible outcomes. [0567] Instruct the students to
think about the "why" (the motives) that underlies both of these
choices and incorporate these ideas into their role playing.
[0568] 2. Story Web/GOOD Decision Model Mapping
[0569] Discuss specific choices and the results or consequences of
those choices. On the chalkboard or chart, write the following
pluses (+) and minuses (-) using the GOOD Decision Model as a
guide. TABLE-US-00005 Tell Truth Lie - Parents will know I + They
won't know I disobeyed went + Didn't lie to mom - I'm lying + Won't
have to worry - Have to worry about about getting caught getting
caught + Did the right thing - Didn't do the right thing - Might
get punished + Honesty - No honesty
[0570] 3. "Honesty" could be the goal or the result of our choice,
consequence, and outcome. Teacher asks students which goal is more
important. Then the teacher asks which choice would give the best
chance of achieving their goal.
Procedure--(C) Discussion Steps
[0571] Have each of the groups review their work. Summarize the key
concepts on the board. [0572] Ask students which choice they would
make and have them write down their answers on a sheet of paper
(INITIAL CHOICE). Do not ask for oral answers. [0573] Draw out the
decision map questioning the students at each phase. Start with the
choice options, move to distinctions, then to consequences. Explain
the concept of outcomes again, and then ask the students "what
outcome is likely to happen?" given the specific consequence. Seek
consensus at each level before moving on to goals. Procedure--(D)
Trade-Off Contrast
[0574] Explain that you are now going to deal with the concept of
trade-off. [0575] Ask the students which goal was the most
important in terms of them making their own decision. Have them
write it down.
[0576] From the GOOD Decision Model, the four goals appear as:
TABLE-US-00006 Tell Mom the truth Tell Mom a lie (+) "Honesty" (+)
"Fun" (-) "No Fun" (-) "No Honesty"
[0577] Then ask the students which goal from the non-chosen choice
option was the most important, that is, which one did they consider
most in "contrasting" the non-chosen choice option. Have the
student write down this answer as well. (Explain, if necessary, the
concept of trade-off, or contrast, is the basis of all
decision-making, and how two concepts are compared to reach a
decision). [0578] Review the possible goals, and how they give
meaning to the respective outcomes. Then, have students indicate
for each choice option which goal (+ or -) was most representative
and influential in defining that choice option. Record the poles, +
and -, for their selected choice option, or PRIMARY, and for their
non-chosen choice, or SECONDARY, in the chart detailed below.
##STR9## [0579] Note: Most students do not consider the long term
outcomes of their choice options, and secondly, when they compare
the defining outcomes or higher-level elements of the GOOD Decision
Model, they perform a biased contrast. That is to say, they
typically contrast the positive pole (+) of the short term option,
such as, not getting punished, with the negative pole (-), or
undesirable downside, such as, getting punished and losing
privileges. One of the fundamental goals of the LifeGoals'
curriculum is to teach students how to make this appropriate
contrast.
[0580] In the final part of the discussion, the focus should be on
the positive (+) poles for each choice option, defining the
appropriate contrast as the one between these poles. TABLE-US-00007
Tell Mom the truth (+) "Honesty" Lie to Mome (+) "Fun"
[0581] After explaining the (+) outcome (Option A) vs. (+) outcome
(Option B) contrast with respect to the goals they satisfy, ask the
students what choice they would make now. Have them write their
answer down (END CHOICE). Now ask them how many changed, using the
chart explained below. When completed, ask them to explain their
answers, the reasons for their change or staying the same.
##STR10## [0582] The above chart allows the effects of the lesson
to be assessed. For example, if the teacher first asks, "How many
of you first wrote down your choice of TELL TRUTH?" then asks,
"Now, how many of you still choose TELL TRUTH?" it is possible to
fill in the above number of students for cells a and b. [0583] If
you then ask, "How many at the beginning of class chose LIE, and
now how many would still do that?" it is possible to fill in cell
c, and then subtract to get the number in cell d.
[0584] The number of children that the lesson positively affected
is summarized in cell d. (Of course, cell b summarizes "reversals"
which are extremely rare.)
[0585] Keeping track of these numbers and summarizing the lessons
that have the most dramatic effect is of great interest. In
particular, the reasons children give when you question them as to
the "why?" they changed their minds is useful in terms of providing
input for teacher training materials. Reminder: The goal is to help
children understand choice options, not what choice option to make.
##STR11## 5b6a Curriculum Overview
[0586] During the second semester of fifth grade (5b) and the first
semester of the sixth grade (6a), students will again be reviewing
the entire GOOD Decision Model. They will begin with choice options
and take it through goals up to driving forces, which are the
reasons that goals are important.
[0587] Students will continue to gain a greater understanding of
the decision-making process, including choice options,
distinctions, consequences, outcomes and goals, through the use of
personal scenarios. They will also learn how to link an outcome
with a personal goal, which becomes the guiding element of the
decision-making process. Then, they will learn the reasons
underlying the selection of goals, namely, driving forces. As part
of class discussion, students will explore their own goals and
their own reasons as to why they have the goals they do.
Definitions:
[0588] Choice Context: A situation where a choice has to be
made.
[0589] Choice Options: Alternatives or possibilities generated
either internally or externally.
[0590] Distinctions: Key defining characteristics or labels for the
respective choice options, both positive and negative.
[0591] Consequences: The short-term or immediate results of the
choice options, for both positive and negative distinctions.
[0592] Outcomes: Longer-term causal implications or results of the
decisions made for each consequence, both positive and
negative.
[0593] Goals: The things people want to have or achieve.
Essentially, goals are desired end-states toward which effort is
directed. Goals are the reasons outcomes derive their
importance.
[0594] Driving Forces: Each person's unique way of seeing him or
her self that determines which goals are important to attain.
(These goals are, of course, what drive the decision-making
process).
Lesson Plans:
[0595] The lessons will continue to use context situations to setup
each choice situation. Outlined in the decision map are the most
common choice options, the defining distinctions, consequences, and
the outcomes of those options. The decision pathways, both the
positive and negative implication, are anchored by a personal
goal.
[0596] A great majority of these lessons contain a scenario (choice
context) that students may encounter in their own lives. These are
situations for which "rehearsals" may provide significant,
beneficial impact should the student be confronted with a similar
situation in the future (in which they have to make a quick
decision.) Each example lesson gives the choice options for the
situation and two possible pathways for each of the options. Other
options can be developed in class; these simply represent a more
likely option children of this age would consider.
[0597] Of course, the teacher can incorporate these examples of
decision pathways in their lessons or have their class come up with
their own pathways. Included is an example of a learning activity
that can be used to help the teacher facilitate ideas for their own
methods of teaching about decision-making.
Learning Activity: Example
[0598] Review with the students the concept of making a choice.
Talk with them about the definitions of choice options,
distinctions, consequences, outcomes, goals and driving forces.
[0599] Ask students if they have ever written in a personal diary.
Explain the idea of a diary and that it can be helpful, not only in
expressing their feelings, but also for learning from the choices
they make on a daily basis. Tell students that beginning today and
for the rest of the semester, they will be keeping their own
personal choices diary. The diary will consist of entries
pertaining to personal experiences that involve decision-making.
Each entry should tell about the situation and include all levels
of the GOOD Decision Model, choice options, distinctions,
consequences, outcomes, goals and driving forces.
[0600] Periodically, have students submit an entry from their
diary. They should be graded on the thoroughness of the context and
the completeness of GOOD Decision Model pathways. If the pathway
does not go all the way to the driving force level, students should
give a reason why the pathway ended where it did.
Curriculum 5b1--Driving Force "Should You Respect the Privacy of
Others?" Overview
[0601] This lesson will continue to expand the student's concept of
choice from short-term consequences to longer-term results called
outcomes, to the reasons outcomes are important to the individual,
called personal goals. The reasons underlying why individuals
select or have the goals they do, namely, driving forces, are also
explored.
[0602] The concept of trade-off, by focusing on competing outcomes
and linking them to their respective goals (for each choice
option), is also reviewed. In this lesson, students will talk about
a simple, "real life" scenario showing that a choice results in a
consequence, which in turn results in an outcome, which can be
evaluated in terms of its ability to satisfy a personal goal of the
individual. The ability of the choice option, then, to satisfy the
most important goal held by the individual becomes the basis for
selecting that respective choice option. Choice can be seen as
driven by a contrasting or trading-off between competing goals.
Objectives
[0603] The students will role play a "real life" scenario,
imagining a situation where they have to decide whether or not to
respect the privacy of others. This should serve as a "rehearsal"
or practice for thinking through such a situation that may happen
in their future. [0604] The students will again explore the
consequences, or short-term, immediate results of the respective
choice options, for both the positive (+) and negative (-)
distinctions. Students will also continue to identify and reference
outcomes, both positive (+) and negative (-), for each consequence.
Outcomes will be used as a basis to uncover the personal goals of
the individual, which in turn will be evaluated to determine which
choice option, is in their best interest to select. Driving forces,
the reasons goals have significance to each student, will also be
explained to help the student understand the process of goal
development and selection. [0605] The students will continue to
expand the concept of "trade-off" and how choosing the appropriate
contrast of the positive outcomes (linked to their respective
goals) yields better decision-making skills. Procedure--(A) Group
Discussion [0606] 1. The concept of why goals are important is
introduced. [0607] What makes a goal important? [0608] Our goals
define what is important to us, and goals give the prerequisite
outcome its desirability/relative importance. [0609] Why is
achieving one goal over another more important to you? [0610] The
goals that best help us achieve and/or define who we want to become
(or be perceived as) are more important than other goals. [0611] Do
our goals define who we are? [0612] Yes, because they determine
what decisions we make, which directly determines who we become.
[0613] 2. The four basic teaching concepts need be reinforced.
First, we have a choice to make in a given situation. Second, each
choice option has both positive and negative implications, termed
distinctions. Third, the immediate result, or what will happen as a
result of any given choice option is termed a consequence. Each
choice option has both positive and negative consequences
associated with it. Fourth, the likely longer-term results that
follow from the consequences are outcomes. [0614] 3. Additionally,
two more components of the GOOD Decision Model will be explained.
First, outcomes derive their relative importance by their ability
to satisfy higher-order goals. Secondly, there is a hierarchy of
goals that is determined by their relative ability to provide the
student the desired meaning to his/her life. These higher-order
self-defining elements are termed driving forces. [0615] For
example, one can ask students what goal or goals are important to
them, and then follow up their answer with the why question. That
is, "why is that goal important to you?" To illustrate, if a
student comes up with a primary goal "going to summer camp," the
question is "why is that so important, or what does it mean for
you?" "Fun" and "adventure" are certainly acceptable answers.
[0616] Another example may be the goal of becoming class president.
Here the answers to the why question could range from "people will
respect me" (i.e. status) to "I want to make a positive difference"
(i.e. caring). [0617] Having the goal of going to college may be
driven by "opportunity" (i.e. achievement) or "wanting to take care
of younger siblings" (i.e. caring). [0618] These higher-order
reasons or motives that make goals important are the driving
forces. These can be seen to define who the student is, because it
indirectly governs their decision-making processes. [0619] 4.
Teacher reads the story. [0620] Should You Respect The Privacy of
Others? [0621] Clint had been on the Internet for nearly an hour
working on his science project. He had been to more than half a
dozen web sites that offered pages and pages of information on
volcanoes. [0622] Clint was just about to log off from the Internet
when he decided to check for any new e-mail messages. Clint had
sent a few outgoing messages before digging into his research and
he was curious if anyone had responded yet. [0623] Sure enough,
there was some new e-mail. But when Clint checked the sender's
address, he saw that the message was for his big sister. [0624] If
you were Clint, what would be your choice? Procedure--(B) Situation
"Should You Respect The Privacy Of Others?"
[0625] Divide the class into cooperative learning groups (as many
as are appropriate for the class) and give the groups one of the
following two basic types of instructions. [0626] 1. Role Playing
Choice--Open sister's e-mail. [0627] Have students imagine this
situation where they are faced with the situation of invading
someone's privacy. Role play, choosing to invade your sister's
privacy by opening the e-mail, with possible outcomes. [0628] Role
Playing Choice--Leave e-mail unopened. [0629] Have the students
imagine this situation where they respect their sister's privacy.
Role play, choosing not to open the e-mail, and its possible
outcomes. [0630] Instruct the students to think about the "why"
(the motives) that underlies both of these choices and incorporate
these ideas into their role playing. [0631] 2. Story Web/GOOD
Decision Model Mapping
[0632] Discuss specific choices and the results, or consequences,
of those choices. On the chalkboard or chart, write the following
pluses (+) and minuses (-) using the GOOD Decision Model as a
guide. TABLE-US-00008 Leave e-mail alone Open e-mail - Can't find
out sister's + Find out sister's secret secret + I respected her
privacy - Sister tells parents + Did the right thing - Get
punished, grounded - Can't hold it over her - No sibling trust head
+ Responsible (good - No family relationship person) + Self
esteem
[0633] 3. "Responsible (SELF ESTEEM)" could be the goal or the
result of a choice, consequence and outcome. Teacher asks students
which goal is more important, then the teacher asks which choice
would give the best chance of achieving their goal. Procedure--(C)
Discussion Steps
[0634] Have each of the groups review their work. Summarize the key
concepts on the board. [0635] Ask students which choice they would
make and have them write down their answers on a sheet of paper
(INITIAL CHOICE). Do not ask for oral answers. [0636] Draw out the
decision map, questioning the students at each phase. Start with
the choice options, move to distinctions, then to consequences. Ask
the students "what outcome is likely to happen?" for the specific
consequence. Again, seek consensus at each level before moving on
to goals. Procedure--(D) Trade-Off Contrast
[0637] Explain that you are now going to deal with the concept of
trade-off. [0638] Ask the students which goal was the most
important in terms of them making their own decision. Have them
write it down.
[0639] From the GOOD Decision Model diagram, the goals appear in
lower case and the driving forces are encircled. To elaborate, "to
act responsibly" is a goal that is important to the individual
because of making one feel good about oneself, or, self esteem
(driving force). TABLE-US-00009 Leave e-mail alone Open e-mail (+)
"act (+) "in responsible"..."SELF control"..."POWER" ESTEEM" (-)
"not in (-) "no sibling control"..."NO POWER" trust"..."NO FAMILY
RELATIONSHIP"
[0640] Then ask the students which goal from the non-chosen choice
option was the most important. That is, which one did they consider
most representative in "contrasting" their non-chosen choice
option. Have the student write down this answer as well. (Explain,
if necessary, that the concept of trade-off, or contrast, is the
basis of all decision-making.) [0641] Review the possible goals,
and how they give meaning to the respective outcomes. Then, have
students indicate for each choice option which goal (+ or -) was
most representative and influential in defining that choice option.
Record the poles, + and -, for their selected choice option, or
PRIMARY, and for their non-chosen choice, or SECONDARY, in the
chart detailed below. ##STR12## [0642] In the final part of the
discussion, the focus should be on the positive (+) poles for each
choice option, defining the appropriate contrast as the one between
these poles. Basically, students should first be focused on
identifying the "+" aspects of each choice option, and then be
asked, "which is better?". [0643] Note: Most students do not
consider the long-term outcomes or goals of their choice options,
and secondly, when they compare the defining outcomes or
higher-level elements of the GOOD Decision Model, they perform a
biased contrast. That is to say, they typically contrast the
positive pole (+) of the short-term option, such as being "find out
secret," with the negative pole (-), or undesirable downside of
their (initially) least preferred option, such as "can't hold a
secret over my sister's head". One of the fundamental goals of the
LifeGoals' curriculum is to teach students how to make the
appropriate contrast. [0644] The appropriate trade-off at the goal
level is: [0645] (be) "responsible" (+) vs. "in control" (+) [0646]
Discussion should be focused on this trade-off. Understanding the
driving forces that serve to define these goals, seen below, may
well be a major part of the discussion. [0647] The corresponding
driving forces are: [0648] SELF ESTEEM (+) vs. POWER (+) [0649]
After explaining the (+) outcome vs. (+) outcome contrast, with
respect to the goals they satisfy, ask the students what choice
they would make now. Have them write their answer down (END
CHOICE). ##STR13## [0650] The previous chart allows the effect of
the lesson to be assessed. For example, if the teacher first asks,
"How many of you first wrote down your choice of LEAVE ALONE?" If
the teacher then asks, "Now how many of you still choose LEAVE
ALONE?" it is possible to fill in the above number of students for
cells a and b. [0651] If I then ask, "How many at the beginning of
class chose OPEN E-MAIL, and now how many would still do that?" it
is possible to fill in cell c, and then subtract to get the number
in cell d.
[0652] The number of children that the lesson positively affected
is summarized in cell d. (Of course, cell b summarizes "reversals",
which are extremely rare.)
[0653] Keeping track of these numbers and summarizing the lessons
that have the most dramatic effect is of great interest. In
particular, the reasons children give when questioned as to the
"why?" they changed their minds is quite useful in terms of
providing input for teacher training materials. Reminder: The goal
is to help children understand choice options, not what choice
option to make. ##STR14## Assessment and Parental Involvement
(Grades 3 through 6)
[0654] Building a true educational community involves three
parties: our children, their parents and the school. Involving the
parents in the educational process means creating homework
assignments that are a shared experience between the child and
his/her parent(s). It also means creating a feedback loop from the
school, represented by the teacher, directly to the parent(s) and
the child. This principle of "community" must be at the heart of
our efforts to develop productive, responsible citizens.
[0655] LifeGoals contains sets of homework assignments, appropriate
by grade, which can be used to facilitate and foster
decision-making skills in this three-party educational community.
The assignments are constructed to present a relatively complex
choice scenario, appropriate for the grade level, and the
assignments ask the student three basic types of questions: [0656]
What are the main choice options s/he would consider most? [0657]
Specifically, what are the main good and bad things likely to
result from each of his or her choice options? [0658] What option
would you choose and, why would you make that choice (trying to get
at the rationale underlying the decision-making process)?
[0659] Having the student review his or her homework "choice
problem" with his or her parent(s) presents a unique opportunity to
discuss relatively complex, real life decisions in a
non-threatening, third person context, without direct emotional
involvement that could alter the student's rational decision-making
process. Not only does this present a very positive opportunity for
the parent-child interaction; it also provides the opportunity for
a meaningful dialogue, by working through consequences to
longer-term outcomes to personal goals. Importantly, dealing with
these real life choice scenarios offers the additional advantage of
preparing the student for complex situations s/he will likely face
at some future time.
[0660] In addition, the discussion of goals has proven to be an
exceptionally valuable context in which to frame a discussion with
one's children. Moreover, once goals are elicited, they present a
further character-building opportunity, namely, to discuss the
personal motivation or driving force which underlie each goal. That
is, asking the child "why?" the goal is important to them. Indeed,
this type of decision-making homework exercise, resulting in the
designation of the higher order goals and their driving forces,
provides a sound basis for complementary teacher-parent discussion
as well.
[0661] Assessing the thinking process, essentially focusing on the
depth of thinking and reasoning ability, of individual students
becomes the educational component of the homework exercise, and
presents significant classroom opportunities for student discussion
and learning.
Homework Assessment Overview.
[0662] Each semester, a student will have three homework
assignments, one each from the Home, School and Community contexts.
These homework assignments are not intended for letter grading
indicative of simple right and wrong. These homework assignments,
however, are intended to be assessed and commented upon by the
teacher as if they were a writing assignment. The focus of these
comments should be directed toward the depth (levels) of the
thought process and the completeness of the "causal decision logic"
exhibited. (Click here to view a completed assessment form)
Decision-Making Ability Assessment.
[0663] Parallel forms of the three choice scenarios (Home, School
and Community) are to be administered at the end of each semester.
The three in-class assessment scenarios will each require
approximately 15 to 20 minutes for the class to complete. Identical
to the homework assignments, evaluation of the in-class assessment
will focus on the "decision-process" and not a simple right or
wrong answer. Review and classroom discussion of each homework and
assessment exercise offers a significant opportunity for student
interaction and learning. Classroom time needs to be allocated for
review and discussion in order to capitalize on this key group
learning opportunity.
LifeGoals Assessment Review.
[0664] As detailed earlier, teachers will perform a general
assessment of each student's decision-making performance with
respect to each scenario using five straight forward summary
measures. (The complete set of the 14 assessment measures is
presented, but only a few are intended for the teacher to utilize.
The remaining measures are intended to be used by measurement
specialists and psychologists interested in gaining a more in-depth
understanding of decision-making processes.)
Summary.
[0665] The combination of homework assignments and decision-making
concepts used in the LifeGoals curriculum offers a very consistent
and comprehensive approach to assessing student progress in
developing critical decision-making skills. First, the ability to
involve all members of the educational community with a common
framework for choice behavior discussion is invaluable. Second, the
ability to understand and assess the decision-making ability of
individual students, where complex value-laden trade-offs are
involved, offers a very unique assessment opportunity for teachers.
And third, the ability to use the results of these assessments for
early-warning purposes, working toward possible intervention work
by teachers and social service professionals, offers another
fruitful opportunity. Indeed, the implications of being able to
assess the decision-making ability of children present significant
opportunities. These opportunities translate into more refined
methods of understanding the development of gender, socio-economic
and race-sensitive approaches to teaching decision-making
skills.
The Assessment Instrument (Grades 3-6)
[0666] Assessing the choice processes of children involves
understanding the respective components and their
interrelationships within the decision-making process. The
following four directives define the fundamental basis of the
LifeGoals decision-making assessment methodology. [0667] 1.
Assessing the choice process that children go through must involve
real life situations that the children can readily identify with.
The three primary contextual environments are Home, School, and
Community. The social context of each situation defines the
"relational basis" to the participants within the real life
context. For example, the participants could be parents, siblings,
friends and/or peers. By using these meaningful relationships in
the student's life and using a situation that pits one against
another in some way, effectively offers a direct basis for tapping
into and contrasting the higher order goals or driving forces that
drive choice behavior. [0668] 2. Being able to articulate the
LifeGoals "decision-making process model" for each choice option,
from consequence to outcome to goal to driving force, is a second
key component area of assessment. These are the Measures that will
summarize each student's decision-making ability. [0669] 3.
Understanding that the true basis of choice is driven by the
tradeoff, or "contrasting" the higher-order personal motives. That
is, the personal evaluation of choice options is in reality a
function of the simple trade-off between conflicting goals. (This
perspective stands in stark contrast to the fact that lower level,
of-the-moment payoffs or rewards, including avoidance of
short-term, negative consequences drive almost all choices for
young children.) Assessing the ability of the student to identify
these higher order elements (consequences to outcomes to goals to
driving forces) is the key element to scoring the depth of thinking
of a child. [0670] 4. It is seen as limiting to ask, "what should
you do," in that knowledge of what is a correct action is seen as a
necessary, but not sufficient, condition of character. The issue of
the decision-making component of character development involves
behavior, meaning the assessment component must query the conative
element of intent to act or behave, namely, "what would you do" in
this situation. The Assessment Instrument: Key Process Areas [0671]
[0] Scenario--presents choice context in a three short paragraphs
format. [0672] [1] Options--asks the student for the two most
likely choice options the scenario creates. [0673] [2]
Consequences--asks the student to discuss both the positive and
negative results of each of his/her choice options. [0674] [3]
Outcomes/Goals--asks the student to discuss the longer-term
implications of the consequences, which is where outcomes and goals
should be discussed. [0675] [4] Choice Option--determines what
choice option s/he "would" select. [0676] [5] Rationale--asks the
student for the basis of his/her choice, by providing him/her the
opportunity to discuss the "tradeoff" between competing goals or
driving forces. Basic Design Template [0] Scenario ##STR15## [0]
Scenario Examples and Their Grade Appropriateness
[0677] The "scenarios" are context-coded "H" "S" and "C" (for Home,
School and Community). Appropriate grade levels (34, 45, and 56)
are also coded accordingly. For example, 34 corresponds to 3rd and
4th grade. Which scenarios are to be used for homework or for final
assessment are to be determined by each teacher. Listed below are
the scenarios by grade level.
[0678] Grades TABLE-US-00010 Grades 34 45 56 H 1. Friends Bring
Guns Over 1. My Brother's 1. Drinking at a Party Surprise 2. Tell
Truth About Bad 2. Getting Even with 2. Miss School to Behavior? a
Teacher Complete Work 3. Neighbor's Antenna 3. The Short Loan 3.
Watch your Baby Sister 4. Older Sister's Boyfriend 4. Cousin Pat
Visits 4. Witness Parental Abuse S 1. The Bully's Wallet 1. The
"Open-Book" 1. Witness Plagiarism Situation 2. One More Game 2. New
Kid in 2. Witness Stealing School 3. Early Look at the Test 3.
School Honor 3. Accused of Cheating Code 4. Birthday Party
Invitation 4. Locker Surprise 4. Vandalism: Punish a Few or All? C
1. Reject Mentally 1. The "Short Lunch" 1. Witness Automobile
Challenged Accident 2. See Friend Who Causes 2. First "Birthday" 2.
Witness Shoplifting Accident Overnighter 3. Overhear Conversation
3. The Movie 3. Blamed for Stealing about Graffiti Theater 4. Make
Up Story About Someone 4. Sheila is Missing 4. Opportunity to Steal
School
The Assessment Instrument: Key Process Areas (cont'd)
[0679] The following represents the assessment scenario "The Short
Loan," with example responses and scoring. (Click here to view a
completed assessment form)
[0] Situation: Scenario H-45-3
[0680] Jean desperately wants to buy the latest CD by her favorite
group, but she doesn't have enough money. She needs two more
dollars. [0681] She asks her parents for an advance on her
allowance, but they say no. She will have to wait until the
Saturday after next. Jean asks her sister for a loan until she
receives her allowance, but her sister says, "no way." [0682] Jean
knows where her little sister has her money hidden in her room.
Jean only needs the money for a little more than a week. [0683] If
you were Jean . . . [0684] Teacher Notes: Read the scenario aloud
in class. Write on the board, "What would you do if you were Jean?"
(use main character's name in each particular scenario). Discuss
any questions the students may have regarding the story. Keep in
mind, it is hard for children to comprehend that there is not an
automatic right answer. [1] Options: What are the two main Choice
Options (A and B) you would think of doing here?(This measures the
student's ability to determine and select "reasonable" options.
This is not directly part of the process coding, but will serve as
a key discussion and learning area for the student. However, a
summary analysis of the options students choose may well be key
information for descriptive purposes.) [0685] Teacher Notes: Have
the children think about what they would do if they were Jean (or
the main character of a particular story). Ask them to write down
two choices that they would most consider, in the areas marked
Choice Option A and Choice Option B. [2] What is the most likely
GOOD (+) thing or result and BAD (-) thing or result for each of
your Choice Options? (This is intended to reveal the relevant
consequences for each choice option. This two-part question is to
be answered twice--once for each choice option created by the
student.) [0686] Teacher Notes: Have the students read their first
choice option (A) and think about what good result would come from
that choice. Have them write their answer next to the [+] sign.
Next, have them think about what bad result could or would come
from that choice. Write that answer next to the [-] sign. Repeat
this process for Choice Option B. [3] What is the likely future
end-result and why is that important to you, for each of your GOOD
(+) and BAD (-) results? (This is intended to get at the outcomes
and goals components of the model for each option. This two-part
question is to be answered twice--once for each choice option
created by the student) [0687] Teacher Notes: First, have them look
at the good result from question [2] in Choice Option A. Ask them
to think about what could happen later on or in the future from
this result, and have the students write their answer under
question (3) next to the (+) sign. Next, have your students read
the bad result from question (2) in Choice Option A. Again, ask
them to think about what could happen later on or in the future
from this result. They should write their answer under question (3)
next to the (-) sign. The idea here is to move the students toward
thinking about the long-term, or their own personal goals. Repeat
this process for Choice Option B. [4] What would you do? Which
Choice Option, A or B, would you do? (The distinction here is the
conative or behavioral intent component rather than the "should "
phraseology. The question "should" simply asks if the student knows
what is right. The "would" question factors in real life social
situations, like peer pressure, which better reflects the real life
decision-making environment.) [0688] Teacher Notes: Have the
students write down their choice in the space provided. [5] What
did you consider most important [either GOOD (+) or BAD (-) I for
each of your two choice options? (Circle either (+) or (-)for each
choice option in question (31) And, what was the main reason(s)
behind your choice of A or B? (This essay-type question is directed
toward understanding to what degree the students can articulate the
higher level driving forces that underlie their respective personal
goals, and to assess if they can articulate the tradeoff concept
between these re-defined "real" drivers of choice behavior.) [0689]
Teacher Notes: Here is where you want to find out which answer,
either positive (+) or negative (-), is most important to the
student for each particular option. Make sure the student circles
only one answer for each choice option. Next, have them explain in
the spaces below question [5] why they chose one option over the
other (i.e. A over B). Instructions for Coding
[0690] There are a total of fourteen measures, as indicated on the
following pages, which could be coded for every assessment
scenario. However, as noted previously, only five are of interest
to the teacher. These will be highlighted. (Click here to view a
completed assessment form)
[0691] The following design template shows where each of the codes
are located. [0] Scenario (1S) ##STR16##
[0692] The "Coding Summary" section has places for the 14 codes.
##STR17## Instructions for Coding (cont'd) Section: [0]--Measure:
1S
[0693] Step 1: Read the title of the sheet and find the number next
to the title.
[0694] For the scenario "The Short Loan" the code is H-45-3. Go to
the Coding Summary and fill in "H-45-3" on the line above 1S.
##STR18## Section: [1]--Measures: 2C, 3C
[0695] Measures 2C and 3C are the codes for the two most relevant
Choice Options (A and B) developed by the student. Codes will be
obtained from a pre-determined list, which you will find for each
assessment item, entitled "The Scenario Key." TABLE-US-00011
Home-45-3: Choice Options Code "The Short Loan" 1 Wait until I have
the money 2 Take the money from my little sister/pay her back
later. 3 Do something extra to raise money. 4 Sell something to
raise money 5 Ask someone else for the money 6 Look in other stores
and find the CD on sale so you can buy it immediately.
Step 2: Read Choice Option A from the Student's Sheet and Find
Which Choice Option it Corresponds to from the Scenario Key.
[0696] On Andy's sheet, his Choice Option A is: "Take the money
from his little sister." If you look below on the Scenario Key for
"The Short Loan," you will see that Andy's response corresponds to
Code # 2. Thus, fill in "2" on the line above 2C. ##STR19## Step 3:
Read Choice Option B from the Student's Sheet and Find Which Choice
Option it Corresponds to from the Scenario Key.
[0697] On Andy's sheet, his Choice Option B is: "Just wait for next
Saturday after that." When you look on the Scenario Key, you will
see that Andy's response corresponds to Code # 1. Thus, fill in "1"
on the line above 3C. ##STR20## This is what your Coding Summary
should look like thus far: ##STR21## Note: [0698] There might be a
time when you read a student's Choice Option and his/her response
is not on the Scenario Key. When this happens, just add a new
code--continue to the next number (in this case, the next number
would be an "7") and fill in the choice option response.
Instructions for Coding (cont'd) Sections: [2,3] --Measures: 4A+,
5A-, 6B+, 7B-, 8AH+, 9AH-, 10BH+, 11BH-
[0699] Measures 4A+, 5A-, 6B+, and 7B- represent codes of the
decision chains for each respective option (A and B). These
correspond to the positive and negative decision chains for each
choice option. [These are all the teacher requires to assess the
depth of decision-making skills.]
[0700] Measures 8AH+, 9AH-, 10BH+, and 11BH- refer to the codes for
the highest level reached for each decision chain. [These are
meaningful with respect to understanding the reasons underlying
decision-making.]
[0701] Note: the positive chains for Choice Option A are 4A+ and
8AH+, while the negative chains are 5A- and 9AH-. The positive
chains for Choice Option B are 6B+ and 10BH+, and the negative
chains are 7B- and 11BH-. Each of these measures, and their
interrelationships, will be explained in detail as we go on.
[0702] A decision chain is formed from the answers given to
questions (2) and (3) in the assessment. [0703] 2. What is the most
likely GOOD (-) thing or result and BAD (-) thing or result for
each of your Choice Options? [0704] 3. What is the likely future
end-result and why is that important to you, for each of your GOOD
(+) and BAD(-) results?
[0705] Within the student's answers to each question, a decision
chain can be formed and coded. A chain will show the highest level
reached followed by the number of distinct levels discussed.
Numbers corresponding to each distinct level are as follows:
TABLE-US-00012 1 = "C" - consequences 2 = "O" - outcome 3 = "G" -
goal 4 = "D" - driving force
[Highest level discussed: 1=consequence, 2=outcome, 3=goal,
4=driving force]. [# of levels mentioned]
[0706] So, for example, a chain number of "3.2" would mean that the
highest level discussed for that decision chain was level 3 (goal),
and a total of 2 distinct concept levels were discussed. A "0",
then, would reflect no explanation beyond the simple choice option.
The range of scores for these Measures will be from 0.0 to 4.4.
[0707] You will obtain codes from the following list:
TABLE-US-00013 Goals Driving Forces Gs1 social De1 belonging
acceptance Gs2 friendship De2 power Gs3 social status De3 parental
relationship Gf1 make parents De4 family proud relationship Gf2
sibling trust Di1 self esteem Gf3 parental trust Di2 personal
security Gt1 responsible Di3 personal enjoyment Gt2 accomplishment
Di4 quality of life Gt3 confidence Di5 peace of mind Gt4 self
identity Di6 independence Gt5 integrity Gt6 caring Gt7
honesty/trust Gt8 in control Gp1 personal safety Gp2 stay healthy
Gp3 avoid pain (physical) Ge1 fun/happy
Consequences and Outcomes levels will simply be coded as "C" and
"O".
[0708] FYI: The goal codes are designated by two letters, the "G"
for goal and either "s", "f", "t", "p", or "e" the sub-codes for
social, family, trait, physical and enjoyment, respectively, and
the number corresponding to the individual code within that group.
For example, Gs1 represents the G or goal level, with s for the
social sub-code, and the specific code of 1, which corresponds to
"social acceptance."
[0709] "D" designates the driving force codes and either "e" or "i"
corresponding to externally or internally oriented, respectively.
For example, De1 represents D for driving force, e for externally
oriented, and the specific code of I which corresponds to
"belonging."
[0710] Now let's return to filling in the Coding Summary.
Step 4: Read the Positive (+) Response to Question (2) for Choice
Option A on the Student's Sheet.
[0711] On Andy's sheet, his (+) response is: "Getting the CD
earlier." Since this is a consequence of his taking the money from
his little sister, you would code this as "C". Write "C" underneath
4A+on your Coding Summary. ##STR22## Step 5: Read the Student's (+)
Response to Question (3) "What is the Most Likely Future End-Result
and Why is that Important to You?"
[0712] On Andy's sheet, his (+) response to the good result is: "If
I were her I would already have the money." Since this is just
Andy's personal opinion, and not another consequence of stealing
his sister's money, or an outcome, goal or driving force, you
cannot code this response! Now, write "O" underneath 4A+.
##STR23##
[0713] So, from the positive points of Choice Option A, Andy only
has one consequence "C".
[0714] When you create the chain to input over 4A +, you will code
the highest level discussed in this chain (level 1--consequence).
Next, you will count the total number of distinct levels discussed
In this case, there was only one level discussed ("C"), so your
chain code would be "1.1" Write "1.1" over 4A+. ##STR24##
[0715] Now, find the code of the highest level for the chain you
just coded. In Andy's case, the highest level discussed was a
consequence, so the code is "C."Write "C" over 8AH+. ##STR25##
[0716] Your Coding Summary should now look like this: ##STR26##
Step 6: Read the Negative (-) Response on the Student's Sheet for
Choice Option A
[0717] On Andy's sheet, his (-) response is: "Being a thief to your
family." Since this a negative consequence of his taking the money
from his little sister, you would code this as a "C."Write "C"
underneath 5A- on your Coding Summary. ##STR27## Step 7: Read the
Student's (-) Response to "What is the Most Likely Future
End-Result and Why is that Important to You?"
[0718] On Andy's sheet, his (-) response to the bad result is: "I
would not want to get in trouble for stealing." Since this an
outcome of being a thief and stealing from his sister, you would
code this as an outcome "O". Write "O" underneath 5A-.
##STR28##
[0719] So, from the negative points of Choice Option A, Andy has
one outcome "O" and one consequence "C".
[0720] When you create your chain to input over 5A-, you will again
code the highest level discussed in this chain (level 2--outcome).
Then, you will count the total number of distinct levels discussed.
In this case, there were two levels discussed (O, C), so your chain
code will be "2.2" Write "2.2" over 5A-. ##STR29##
[0721] Now, find the highest code of the highest level for the
chain you just coded. In Andy's case, the highest level discussed
was an outcome, so the code is "O". Write "O" over 9AH-.
##STR30##
[0722] Your Coding Summary should now look like this: ##STR31##
Instructions for Coding (cont'd)
[0723] Now you will repeat the same steps for Choice Option B.
Step 8: Read the Positive (+) Response to Question (2) for Choice
Option B on the Student's Sheet.
[0724] On Andy's sheet, his positive (+) response is: "Not being a
thief to your family." Since this is a positive consequence of
waiting for next Saturday to get his allowance, you would code this
as "C."Write "C" underneath 6B+ on your Coding Summary. ##STR32##
Step 9: Read the Student's (+) Response to "What is the Likely
Future End-Result and Why is that Important to You?"
[0725] On Andy's sheet, his (+) response to the good result is: "I
would be happy to not be a thief." At first glance, this could
appear to be an outcome. However, Andy is saying that he would be
happy with himself if he was not a thief. So, go find the list of
codes for goals and driving forces. When you read down the list of
goals, you will come upon Gt4, "self identity." "Self identity"
corresponds to feeling good or feeling bad about oneself. Since
Andy is feeling good about himself for not being a thief, you would
code this response as "Gt4". Write "Gt4" underneath 6B+.
##STR33##
[0726] So, from the positive points of Choice Option B, Andy has
one goal (Gt4) and one consequence.
[0727] When you create this chain to input over 6B+, you will code
the highest level discussed in this chain (level 3--goal). Then,
you will count the total number of distinct levels discussed. In
this case, there were two levels discussed (Gt4, C), so your chain
code will be "3.2". Write "3.2" over 6B+. ##STR34##
[0728] Now, find the code of the highest level for the chain you
just coded. In Andy's case, the highest level discussed was the
goal "self identity," so the code is Gt4. Write "Gt4" over 10BH+.
##STR35##
[0729] Your Coding Summary should now look like this: ##STR36##
Step 10: Read the Negative (-) Response to Choice Option B on the
Student's Sheet.
[0730] On Andy's sheet, his (-) response is: "Can't get the CD now.
The store could be sold out by next week" His answer includes both
a consequence "can't get CD now" and an outcome "store could be
sold out next week". So, you would code "C" and "O." Write "C" and
"O" underneath 7B-. ##STR37## Step 11: Read the Student's (-)
Response to "What is the [0731] Likely Future End-Result and Why is
that Important to You?"
[0732] On Andy's sheet, his (-) response to the bad result is:
"Can't memorize my favorite song on CD". This response is an
outcome of not being able to get the CD right away. Write "O"
underneath 7B-. ##STR38##
[0733] So, from the negative points of Choice Option B. Andy has
one consequence, and two outcomes.
[0734] In order to create your chain to input over 7B-, code the
highest level discussed in this chain (level 2--outcome). Then,
count the total number of distinct levels discussed. Remember, even
though there were two different outcomes mentioned, they are
considered only one level Therefore, in this case, there were two
levels discussed (C and O), so your chain will be "2.2" Write "2.2"
over 7B-. ##STR39##
[0735] Now, find the highest code of the highest level for the
chain you just coded. In Andy's case, the highest level discussed
was an outcome. Write "O" over 11BH-. ##STR40## Your Coding Summary
should now look like this: ##STR41##
[0736] Okay, the coding is almost completed!
Instructions for Coding (cont'd)
Section: [4]--Measure 12A/B
[0737] Measure 12A/B refers to which Choice Option the student
would choose, A or B. It will also include which response, either
positive or negative, the student felt was most important for each
choice option.
[0738] When coding, you first write down the Choice Option A or B
picked by the student. Next, put down a (+) or (-), whichever
response the student circled for that option. Finally, write down
the response (+) or (-), the student circled for the option they
did not choose.
Step 12: Go to Section [4] and Read Which Choice Option, A or B,
the Student Chose.
[0739] In Andy's case, he picked Choice Option B. Next, look under
question 3 to see which response (positive or negative) he chose
for Choice Option B. In this case, he circled the positive response
(+). For Choice Option A Andy circled the negative response (-).
Write "B+-" above 12A/B. ##STR42## Section: [5] --Measures 13T and
14MS
[0740] Measure 14MS is an orientation index (Moral vs. "Self") as
to the orientation of the student's choice. In other words, is the
student basing his or her decision more about what is best for
themselves, or what s/he believe the right and moral thing to do in
this situation. [0741] Self is scored as a -1.0 [0742] The "right
thing to do" is +1.0. [0743] No reason is a 0. [0744] Range of
scores is from -1.0 to +1.0.
[0745] Measure 13T refers to the "why" code of the Tradeoff. [This
measure is important because it reflects the ability of the student
to apply the "trade-off" method, which is key to making good
decisions.] [0746] If the positive chains for both options are
contrasted [(4A +, 8AH+) vs. (6B+, 10BH+)], then you will give the
student a score of "3" [0747] If elements from both chains (not
both positive) are discussed, then you will give the student a
score of "22" [0748] If only one chain is discussed, then you will
give the student a score of "1" [0749] When there is no
comprehensive rationale for the choice expressed, you will give the
student a "0" [0750] The range of scores is 0-3. Notes: [0751] With
regards to both Measures 14MS and 13T, you cannot give a student a
"0.5" or a "2.75". You may only score 14MS as -1.0, 0, or +1.0. You
may only score 13T as 0, 1, 2, or 3. [0752] Although it appears
that you should code 13T first and 14MS last, it is actually easier
to code 14MS first. Step 13: Read the Student's Answer to as Why
s/he Chose that Choice Option.
[0753] In Andy's case, he chose Choice Option B because: [0754] "I
would choose that option because I really don't believe in stealing
from anyone. The main reason behind my choice was I don't really
want to be a thief period/at all or even for the rest of my life!"
[0755] Andy chose Choice Option B (to wait until next Saturday to
get his allowance and then buy the CD) instead of Choice Option A
(to steal his sister's money and get the CD earlier) because he
doesn't believe in stealing and doesn't want to be a thief. In sum,
Andy wants to "do the right thing". Thus, you would score Andy's
response as "+1.0"Write "+1.0" over 14MS. ##STR43## [0756] Now,
reread Andy's answer to why he chose Choice Option B. [0757] Does
he contrast the positive chains ("getting the CD earlier" vs. "not
being a thief in your family")? [0758] No, so you would not code
13T as a "3". [0759] Does he discuss elements from both chains
("getting the CD earlier" vs. "waiting to get the CD") OR ("being a
thief to your family" vs. "not being a thief to your family")?
[0760] Yes--Andy says that, "I don't really want to be a thief
period . . . for the rest of my life!" Since Andy did discuss
elements from both chains (but not both positive), you will code
13T as a "2". [0761] Write "2" above 13T. ##STR44## [0762] Notes:
[0763] If Andy had only said, "I would choose B because I don't
believe in stealing from anyone, even though I could have gotten
the CD earlier, I feel better not being a thief", he would have
been discussing both positive chains. Then, you would have coded
13T as a "3". [0764] If Andy had only said, "I would choose B
because I don't believe in stealing from anyone," that only
discusses elements from one chain. Then, you would have coded 13T
as a "1". [0765] If Andy had only said, "I would choose B because
it's better," he really isn't discussing either of the chains, so
you would have coded 13T as a "0". Your Coding Summary is now
Complete! It Should Look Like This: ##STR45## Summary
[0766] As you can see, building a measurement model for assessing
the depth of decision-making ability is a fairly involving task.
The following framing questions have been answered. [0767] What are
the main choice options s/he would consider most? [0768] This is
simply done by asking the student for his/her two "most considered"
options for a given scenario. [0769] Specifically, what are the
main good and bad things likely to result from each of his or her
choice options? [0770] This is obtained from a series of two
questions focused on understanding the ability of the student to
translate his/her individual choice option to consequences to
outcomes to personal goals, for both the positive and negative
aspects of each. [0771] What option would you choose and, why would
you make that choice (trying to get at the rationale underlying the
decision-making process). [0772] The student's selection must
necessarily involve defining and contrasting elements of each
choice option. Asking for their rationale for choosing one option
over the other gets at this, as well as providing the basis to
assess if the appropriate + poles for each option are the basis of
the tradeoff contrast.
[0773] The good news is that for the teacher, the basic assessment
issues are, for each decision chain, (a) how many levels did the
student use and what was the highest level reached? and (b) how
sophisticated was the student's "trade-off" rationale?
Understanding how to score these involves a little practice. Once
the scores are developed, however, they serve as the basis for the
written evaluation given to the student.
[0774] Using this assessment system, the teacher can determine the
level of thinking achieved by each student, and this can be
compared to the level of the GOOD Decision Model that the teacher
is focusing upon in his/her lessons. As such, the teacher has the
ability to directly assess his/her own effectiveness in
communicating the Model.
[0775] Worthy of note in passing is the fact that elementary age
students without the LifeGoals curriculum, regardless of grade, do
not usually go beyond the consequence level when thinking about
which choice option to select. Moreover, they do not possess any
skills with respect to thinking about how to perform a trade-off.
Conversely, a significant number of third graders with as few as
eight lessons can be seen to think at the outcome level, and begin
to develop trade-off evaluation skills. Teaching the GOOD Decision
Model changes the way that children think about decision-making,
which, of course, is the necessary prerequisite to changing their
behavior.
6b Curriculum Overview
[0776] During the second semester of the sixth grade (6b), students
will be focusing on analyzing the decisions of others using the
GOOD Decision Model. The decisions of "others" will include a
biographical character, a character from literature or a poem, an
actor in a movie, and a character from current events. The primary
purpose of these assignments is to make sure the students have a
working knowledge of the Model. A secondary, and perhaps even more
meaningful purpose of these activities is to help students gain
self-confidence by developing their ability to understand the
reasons others, particularly their contemporaries, do what they
do.
[0777] If students can implement for themselves a rational
framework to analyze the behavior of others, they can minimize the
number and magnitude of emotional reactions to situations. By doing
so, they can avoid the situational dynamics (i.e. peer pressure)
that often lead to not-so-good decisions. Causing the students to
feel confident in their ability to stop, think, and analyze the
situation before they act is the foundation of LifeGoals and one of
the cornerstone benefits of learning the GOOD Decision Model.
Learning Activities: Example
[0778] Review with the students the concept of making a choice.
Talk with them about the definitions of all components or levels of
the GOOD Decision Model. Explain how they can analyze the choice
process of others using this model of decision-making. Have them,
by way of a homework assignment, present diagrams of decisions made
by others (or what they think was the basis of their
decision-making), making sure the scenario and the pathways are
completely specified. Ask the students to share with the class
their decision maps and have a discussion about the reasons
underlying their decisions.
[0779] Make a list of all personal goals and driving forces
discussed in class and put them on the board. As new ideas come up,
add them to the list.
6b Curriculum Overview Movie Character
[0780] Assignment
[0781] From a movie you like, select a key scene and explain the
decision the character had to make (using the GOOD Decision Model),
what choice she or he made AND explain what choice you would have
made. Be sure to give the background information leading up to the
decision.
[0782] Movie: Rudy
[0783] Character: Rudy
[0784] Background:
[0785] Rudy, a poor high school student from a working class family
with lots of kids, was at best an average high school football
player. His goal was to go to Notre Dame, a college with one of the
top football programs in the country, and play football.
[0786] After almost two years of academic preparation at a junior
college, he was finally admitted to Notre Dame. Rudy then tried out
for football and, because of his dedication and commitment, made
the practice team.
[0787] The practice team never got to dress for games, so Rudy's
parents and friends never got to see him be part of the team. Rudy
always wanted to dress in his uniform for a game and be on the
sidelines, so his parents could see him.
[0788] Situation:
[0789] When going to the last football practice his senior year,
Rudy found out he was not going to dress for his final game. He was
angry and left the locker room, saying he didn't care.
[0790] Choice Options: [0791] [A] "Go back and attend the last
practice." [0792] [B] "Don't go to the last practice."
[0793] Good Model ##STR46##
[0794] Decision [0795] Rudy decided to "Go back and attend the last
practice" [A]
[0796] My Decision
[0797] I would have chosen [A] because achieving the goal of being
a "member of the ND team" was something that had been a dream for
years, and I would have been just one day away from accomplishing
it. And, compared to the alternative goal of just "being cool,"
there is no real comparison. TABLE-US-00014 The Short Loan - H-45-3
[0] Situation: Jean desperately wants to She asks her parents Jean
knows where her little sister has Name: Andy J. Date: May 4 buy the
latest CD by her her monthly allowance, her money hidden in her
room. She Grade:4 Teacher: Jones School: Edison favorite group, but
she her monthly allowance, only needs the money for a little more
doesn't have enough money. and they say no. than a week. She needs
two more dollars. She will have to If you were Jean . . . wait
until Saturday after next. Jean asks her sister for a loan until
she receives her allowance [1] Options: What are [2] What is the
[3] What is important to you, in your [4] What would you do? the
two main main GOOD (+) thing own view, about each GOOD (+) and
Which Choice Option A or B, Choice Options or result and BAD (-)
would you do? (A and B) you would thing or result think of doing
here? of this Choice Option? Choice Option A: ##STR47## ##STR48##
##STR49## ##STR50## ##STR51## ##STR52## [5] Why would you choose
that Choice Option? What were the main reasons behind your choice?
Choice Option B: ##STR53## ##STR54## ##STR55## ##STR56## ##STR57##
##STR58## ##STR59##
* * * * *