Algorithm vs. Heuristics in Solving Problems

II.
Differentiate:
1. Algorithm vs. Heuristics in Solving Problems
Problem solving is the process of identifying a problem and finding its solution that cloud
lead to changes and improvement. It could sharpen the mind of an individual and increase the
level of ones thinking skills. To solve a problem, an individual should use algorithm and
heuristics strategies.
An algorithm is a defined set of specific, step-by-step instructions. This means that if an
individual use algorithm strategy, he must follow the steps to solve a particular problem For
example, last week I wanted to bake a chocolate cake but I didn’t have an oven so what I did was
I searched in the internet “how to make a cake without an oven”. I read and carefully follow the
steps. I never skip any of the steps because if I did, the outcome or the cake would not meet or
may be different from what I expected. It is the same with solving a math problem. If you did not
follow the formula, you will never get the exact answer. Algorithm is a step-by-step process. On
the other hand, heuristic is a general problem-solving strategy. It is used when a problem cannot
be solved through algorithm. Heuristics are informal, intuitive, and speculative strategies that can
provide an effective solution and sometimes do not. This implies that heuristic is efficient but
more error-prone than algorithm because it is more likely a trial-and-error testing.
2. Divergent and Convergent Thinking

Divergent and convergent thinking are both useful in problem solving. Divergent
thinking is the process of generating multiple ideas or possible solutions to a problem. “How can
you motivate your students? – this is an example of question that requires divergent thinking. On
the other hand, convergent thinking is a straight forward process that helps to figure out a best
thought or an answer to a problem. It gives exact or definite answer. “Who is the president of the
Philippines?” – this is an example of a question that allows someone to use convergent thinking.
Both divergent and convergent thinking are important especially in dealing with real life
problems. For instance, I find out that my learning style is no longer effective for the new normal
of class. My problem is what are the effective learning strategies for the new normal? I use
original and flexible thinking to come up with unlimited unique solutions and elaborative
thinking to innovate existing learning strategies. However I need to select the best one because
some strategies are not applicable and effective for me. With that problem, I use divergent
thinking. Convergent thinking is useful especially on answering a problem that needs a definite
answer. For instance, you are new to a particular place and you don’t know where you can find
the buyer of your products. To solve your problem, you must know the exact location of the
buyer through asking her on the phone.
III. Define thefollowingin2or3sentences.

Metaphoric Thinking
Metaphoric thinking requires someone to use analogic thinking and/or metaphor. A metaphor is a
figure of speech in which a word is applied to something to which it is not literally applicable in
order to suggest a parallelism or similarity. Through metaphoric thinking, we can express our
ideas and solve a problem by comparing two things that are not literally related or the same but it
has implicit meaning.
Critical Thinking
Critical thinking is the process of evaluating gathered information or facts to form judgements
which leads to developing reading skills. It allows us to interpret, analyze, and make judgement
whether the information are fake or not. Through critical thinking, one can present accurate and
reasonable judgements.
Creative Thinking
Creative writing is the process of thinking new ideas or creating ideas that is based on one's
imagination and inventiveness. It is a type of divergent thinking that enables someone to produce
an original product. Creative thinking is useful for activities or problems that require creativity.
IV. Complete the statement
Let us teach the content that is meaningful and relevant to every student. Content that is based on
national standards and which responds the needs and interest of the learners. Content that has
balance, self-sufficiency, interest, utility, and feasibility qualities. Content that includes
cognitive, skill, and affective components. Significantly, let us teach the content that is useful for
the future learning and which develops student’ ability to think critically and creatively.
“There are dull teachers, dull textbooks, dull films, but no dull subjects.”
A word dull is defined as uninteresting. Thus, dull teacher refers to a teacher whose
teaching style is boring which leads to failure to motivate students to active learning. Likewise,
dull textbook means a textbook which writing style is monotonous and ideas are not organized
and well structured. Dull film refers to a film that is boring because the actors fail to portray their
character, actions and emotions being displayed do not fit to a particular scene, and the transition
is not good. The teacher, textbook, and film are uninteresting but the subjects being discussed are
not. Subjects are given but how they are organized and presented to the listeners or audience
depends on the speaker or person who tries to discuss it.
When I was in grade 7, I had a classmate who slept when our science teacher began her
discussion. I asked her why she did not listen and she replied to me, “the topic is boring”. Our
science teacher was short and her voice is small. We couldn’t clearly hear what she said. We
were passive learners during her time. She discussed and never gave us a chance to speak or ask
questions until the bell rang. I perceived that science is a boring subject. However, my perception
was changed when we had a substitute teacher. Our science teacher that time was on maternity
leave. The substitute teacher was very cheerful. She always smiled and after she discussed a
lesson, she asked questions that require convergent and divergent thinking. We had experiment
once a week. I realized that at that time, we used cognitive skills to determine the dependent and
independent variables, to interpret and analyze the data, and to make conclusion to our
experiment. We also used psychomotor skills in performing the experiment and affective skills in
participating group activities. My classmates and I enjoyed learning. I realized that science is an
exciting subject that allows us to discover and explore new things.
The way how teachers teach the lesson is important. Once the teacher is boring when it
comes to teaching the lessons, everything becomes dull including the teacher, the lesson, and
even the students and classroom climate. Therefore, a teacher must be creative in presenting the
content in which it allows students to use thinking skills. Also, it would be effective if a teacher
follows the guiding principles in the selection and organization of content. Through this, the
instructional content provides learning that is meaningful and relevant to every student.

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II.

2. Divergent and Convergent Thinking

III. Define thefollowingin2or3sentences.

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