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I think that a really cool way to use Type 2 activities would be to have a group of students do an Escape the Room-type activity (specifically aimed towards kids). It would be a great way to do group problem-solving, with visual clues that require a level of interpretation. The activity could maybe be centered around a theme related to what the class has been learning.

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I think it would be really interesting to use the Type II model in reading. Maybe have groups of students read different novels, and when the group of students reaches the problem or conflict of the book, they can work together to research and solve the problem for the characters in the book. In order to successfully implement this, the teacher would have to select books that would have a deep and meaningful problem. Students working through a conflict together would be a great way for students to not only learn problem-solving skills, but learn how to work in a team and listen to each other to create a meaningful solution.

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For Elementary German class, I would use a type II activity to introduce 3rd person verb conjugation. We would play some charades as a whole class to introduce verbs, but break into groups where the goal is for the students as a group to discover the verb conjugation formula on their own.

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After viewing the slideshow and and studying other week 12 resources about SEM Type 2, I instantly thought of a problem/solution activity in third grade Colonial America studies. Third graders study New England colonies, middle colonies, and the southern colonies. After I introduced the characteristics and geography of these colonies and after the kids have begun researching and/or participating in colony learning activities, I would have them choose the colony cluster that interests them the most. Then I would give them the assignment of a “Life in the New England Colonies” project. They could team up with friends or work alone to investigate problems of colonial times and brainstorm solutions to follow. I would have project guidelines/rubric and plenty of choices (video spark, piktochart, etc.) so they could tap into a plethora of Type 2 thinking skills (creative, critical, communication, so on). -Laura N.

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One way that I could implement type 2 of this model into a general classroom is by doing a classroom problem solving activity. Since I am math certified, I would like to do something related to a real world math problem and then we could solve the problem using math.

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I could implement Type 2 of the SEM into my classroom by providing multiple opportunities for students to research a topic. Because my students will have already been exposed to a number of various topics, they should have developed an interest in one of those topics. So if my students had a general interest in killer whales, I would first teach some basic research skills to the entire class. I would then place them in flexible groups based on ability and

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I am always a proponent for games in the classroom to support interest and motivation as well as facilitate problem solving and critical thinking exercises. I am lucky to be able to teach English because there are so many ways in which I can implement activities that involve critical thinking. I like to focus on empathy and decision making when reading novels and have students make problem solving decisions for characters or have the students put themselves into stories. I also love games and puzzles for historical fiction. For example, I have been trying to create an activity for a book that takes place in WWII where the students will embark on an oregon trail like game through the school that helps students put themselves into the shoes of the characters.

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A type 2 activity could involve learning about real world applications of the mathematics that we are currently studying. We could then find a related real world problem and use our mathematical knowledge to solve the problem.

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Because Type 2 focuses on problem solving, I could incorporate type 2 through problem solving activities. I would give the students a survey to see what sorts of problems they are interested in. Then, I would place students in small groups based on what problems the students indicated are interesting to them via the survey. The students would work together to research their problem and brainstorm solutions. Then each group would present their findings to our class! This activity as a could take as long as needed (week, month, etc), through providing a chunk of time dedicated to their problem solving projects each day.

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One way I could incorporate a type 2 activity in my classroom would be by having some sort of class discussion on a topic we are learning. For example if we were doing a unit on community helpers, specifically a veterinarian, we could have a class discussion thinking about how vets would solve specific problems and exploring some of their day to day jobs. This lesson could come after a type 1 lesson with having a vet come into the classroom to speak. Students can explore different problems vets may come across and what a typical day may look like for them.

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A way that I could use Type 2 in my classroom is to solve a problem while class. As a class I would have students decide on a problem they have noticed either in the classroom or in the school. Then we will brainstorm and come up with creative ways to solve the problem. Students will work in small groups and present their solution to the class and we will then decide as a whole which plan or parts of multiple plans to use. The students will then present the plan for solving to me if it is a classroom problem or invite the principal to our classroom for a presentation if it is a school noticed problem.

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One way I could incorporate type 2 of the SEM triad model could be through a class wide problem solving lesson/activity. For example, if we were learning about ecosystems, I could incorporate the problem of global warming, deforestation, or something else into the lesson. Students could work in groups or individually to research problems existing in our ecosystems, some possible solutions that have been suggested and some solutions that they thought of on their own. This problem solving component to my instruction could last a week, two weeks or a month depending on student interest in the concept!