ERIC Number: ED346023
Record Type: RIE
Publication Date: 1992
Reference Count: N/A
Adapting STePS, an Adult Team Problem Solving Model, for Use with Sixth Grade Students.
Sheive, L. T.; And Others
Structured Team Problem Solving (STePS) is a problem solving model for shared decision making. This project uses the model to discover if children can learn using this method, and what adaptations would be necessary for child use. Sixth grade students in their social studies class worked together in teams (6-8) to identify what they already think they know about a social studies topic. They then identify what they need to know, how they will approach this new learning, and how they will present their findings to other classmates. Students learn the six STePS procedures of brainstorming, clarifying, clustering, prioritizing, diagramming, and action planning. They learn and use the fifteen STePS techniques that include role sharing among facilitator, recorder, and checker. Students were observed using this model over a three year period. Findings from the project include the following: (1) students learn as much about a content area when they are learning via STePS as they do in a conventional teacher dominated classroom; (2) sixth grade students can assume responsibility for their own learning in social studies and when they are allowed to do they express more interest in the subject; and (3) this model can be used by sixth graders with few or no changes to the model. However, the training process used with adults needs modification to meet the needs of younger children and to match the structure of the school day. (KM)
Publication Type: Guides - Classroom - Teacher; Speeches/Meeting Papers
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A
Identifiers: Structured Team Problem Solving
Note: Paper presented at the Annual Conference of the Eastern Educational Research Association (Hilton Head, SC, March 5, 1992).