To begin with, when analyzing the PK-12 Students and their development tendencies, it is critical to introduce the main psychological characteristics of such individuals correctly. More specifically, twelve is the last year of studies before college, so the average PK-12 class attendants are seventeen-eighteen years old (Lucariello, 2016). As a result, these are psychologically formed individuals with a usually personal point of view on many life-related aspects. In this essay, I will represent my personal experience studying and observing PK-12 students’ education to develop critical thinking, problem-solving ability, and performance skills.
Coursework: Settling the Clear Analysis Mechanism
Since the invention of the computer, the world has entered the immense “information” century due to the invention of faster and easier methods of delivering messages. Consequently, the increasing tendency remained for so long that society is now experiencing a significant “information overload.” To protect oneself from the negative informational flow, the individual should learn how to distinguish qualitative information from the rest of the news to gain the most appropriate data that clearly represent any particular event.
Eventually, class studies reminded me of the situational game, which is regularly played during classes to develop the ability of critical thinking. For instance, five PK-12 students gather to play the game during the lesson. They said that the New York Times states that there was a terror attack on Xavier Bettel, president of Luxembourg, two hours ago.
The game’s main idea is that they should argumentatively determine whether the provided information should be taken seriously or not. While playing, general development plays the most significant role because it accesses the brain to logical thinking, which is critical for such activity. As a result, one that provided qualitative research will state that Xavier Bettel is a prime minister of Luxembourg, so the information cannot be confirmed as New York Times provide only the correct information with 90% certainty.
Personal Experience: How Problem Solving Might Increase to Another Level
During logic classes, most students are not satisfied with the lesson’s content and its importance at a particular moment. On the other hand, our last teacher introduced an excellent method of problem-solving development. For instance, the teacher is the leading person in the game — they provide the class with a difficult situation where only two alternative approaches are possible. Consequently, the whole class is engaged to vote for one of the solutions and provide solid arguments for the selected decision. However, both approaches have as many benefits as drawbacks, so the audience usually plays the game for the whole lesson and does not understand what option will be more beneficial for everybody.
The main essence of the game is that people learn how they should choose the least harm for themselves from the number of more dangerous decisions in every problematic situation. Moreover, while analyzing the other student’s ideas, the person might better understand their priorities, strengths, weaknesses, and management style.
How Motivated are PK-12 Students in Developing Performance Skills?
While observing how PK-12 students understand the lesson material, it is critical to analyze their performance skills since only their implementation will lead to personal success in any matter. In other words, thinking without doing does not provide any outcome, so teachers emphasize this part of students’ development. For example, during practical lessons, teachers allow students to become “bosses” of the lesson. In other words, students present a part of their knowledge about a specific subject to the class. Throughout the lesson, more than half of the individuals might demonstrate their performance skills, significantly influencing their further professional success.
Lucariello, J. M., Nastasi, B. K., Dwyer, C., Skiba, R., DeMarie, D., & Anderman, E. M. (2016). Top 20 Psychological Principles for PK–12 Education. Theory Into Practice, 55(2), 86–93. Web.