Problem Solving In The Collaborative Classroom
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Transcript of Problem Solving In The Collaborative Classroom
A PROBLEM SOLVING APPROACH IN THE
COLLABORATIVE CLASSROOM
Barbara Gray & Amy Sinclair
Learning & Teaching Scotland
A PROBLEM SOLVING APPROACH IN THE COLLABORATIVE CLASSROOM
“To emphasise that problem solving is fundamental to good learning and teaching in all aspects of mathematics and its applications, problem solving will be addressed within all lines of development rather than appearing as a separate element.”
Building the Curriculum 1
A PROBLEM SOLVING APPROACH IN THE COLLABORATIVE CLASSROOM
“The curriculum needs to include space for learning beyond subject boundaries, so that learners can make connections between different areas of learning. Through interdisciplinary activities of this kind, young people can develop their organisational skills, creativity, teamwork and the ability to apply their learning in new and challenging contexts.”
A Curriculum for Excellence: Progress and Proposals
A PROBLEM SOLVING APPROACH IN THE COLLABORATIVE CLASSROOM
Problem Solving Attributes
• ‘Have a go’ attitude• Making links• Teamwork• Accept setbacks as learning experiences• Take calculated risks• Independent learner• Perseveres• Self-motivated• Flexible • Creative and resourceful
...solve problems
...plan and organise
...work with others
...think critically & creatively
...use initiative
...lead ...to learn
...take risks
The ability
to
The Scottish Government, Edinburgh 2007
Skills for Scotland – A Lifelong Skills Strategy
“9 out of 10 companies believe that soft skills are as important as academic qualifications.”
TES Nov 1997
A PROBLEM SOLVING APPROACH IN THE COLLABORATIVE CLASSROOM
Approaches to Learning and Teaching
• Allow for choice• Encourage independence• Give children ownership• Encourage children to explain their thinking• Provide meaningful, relevant contexts, including the
world of work• Help children to make connections• Embed principles of AifL
A PROBLEM SOLVING APPROACH IN THE COLLABORATIVE CLASSROOM
A PROBLEM SOLVING APPROACH IN THE COLLABORATIVE CLASSROOM
Practical Applications of Contextualised Teaching
A PROBLEM SOLVING APPROACH IN THE COLLABORATIVE CLASSROOM
Symmetry is investigated in “Artists’ Corner”
I have explored symmetry in my
own and the wider environment and can create and
recognise symmetrical
pictures, patterns and shapes.
A PROBLEM SOLVING APPROACH IN THE COLLABORATIVE CLASSROOM
Pupils use a sand tray to complete work on co-ordinates
I have developed an awareness of
where grid reference systems
are used in everyday contexts and can use these
to locate and describe position.
A PROBLEM SOLVING APPROACH IN THE COLLABORATIVE CLASSROOM
Pupils weigh ingredients for a magic spell in the
“haunted house”
I can estimate how long or heavy an object is, or what
amount it holds, using everyday things as a guide, then measure
or weigh it using appropriate
instruments and units.
A PROBLEM SOLVING APPROACH IN THE COLLABORATIVE CLASSROOM
Zoo keepers, calculate the feeding times for animals
in their charge
I am aware of how routines and
events in my world link with times and seasons, and have explored ways to
record and display these using clocks,
calendars and other methods.
A PROBLEM SOLVING APPROACH IN THE COLLABORATIVE CLASSROOM
Budding scientists measure out quantities of “chemicals”
in the water tray
I have experimented with everyday items
as units of measure to investigate and
compare sizes and amounts in my
environment, sharing my findings with
others.
A PROBLEM SOLVING APPROACH IN THE COLLABORATIVE CLASSROOM
The “Small World” area is used to practise
following directions
I can describe, follow and record routes and
journeys, using my knowledge of the
vocabulary, angles and signs associated
with direction and turning.
A PROBLEM SOLVING APPROACH IN THE COLLABORATIVE CLASSROOM
“My pupils have a new enthusiasm for maths and can
readily recall concepts that they have covered in this way.
I’ve also noticed they are far better at co-operating and
working together. There were lots of silly squabbles
amongst groups at the beginning but these have not
happened for a long time. The children now work as a
team and learn from each other.”
Teacher Comment
A PROBLEM SOLVING APPROACH IN THE COLLABORATIVE CLASSROOM
“I am not finding that practical maths gives me any
greater workload. On the contrary, the challenges are
quite simple to prepare and set up, and once this has
been done the children are able to complete them without
any teacher help. There is in fact less preparation (and
marking!) than there is when textbooks and workbooks
are used.”
Teacher Comment
A PROBLEM SOLVING APPROACH IN THE COLLABORATIVE CLASSROOM
Peruvian Lunch Café
A PROBLEM SOLVING APPROACH IN THE COLLABORATIVE CLASSROOM
The pupils plan the event and how to organise it as a class
I have used a range of ways to collect
information and can sort it in a logical,
organised and imaginative way using my own and others’
criteria.
A PROBLEM SOLVING APPROACH IN THE COLLABORATIVE CLASSROOM
Pupils work together to devise a questionnaire
I have carried out investigations and
surveys, devising and using a variety of methods to gather
information and have worked with others to collate, organise and
communicate the results in an
appropriate way.
A PROBLEM SOLVING APPROACH IN THE COLLABORATIVE CLASSROOM
Pupils collating the results and display their findings
I can display data in a clear way using a suitable scale, by
choosing appropriately from an
extended range of tables, charts,
diagrams and graphs, making effective use
of technology.
A PROBLEM SOLVING APPROACH IN THE COLLABORATIVE CLASSROOM
Measuring the furniture to plan the layout of the hall
I can use the common units of measure, convert between
related units of the metric system and
carry out calculations when solving problems.
A PROBLEM SOLVING APPROACH IN THE COLLABORATIVE CLASSROOM
Creating scale drawings to work out how to fit the maximum number of people in the hall
Having investigated where, why and how
scale is use and expressed, I can
apply my understanding to
interpret maps and plans.
A PROBLEM SOLVING APPROACH IN THE COLLABORATIVE CLASSROOM
Working out how much it will cost so they can decide how
much to charge
I can use the terms profit and loss in
buying and selling activities and can
make simple calculations for this.
A PROBLEM SOLVING APPROACH IN THE COLLABORATIVE CLASSROOM
The pupils prepare the food for their guests
Having determined which calculations are needed, I can solve problems involving
whole numbers using a range of methods,
sharing my approaches and
solutions with others.
A PROBLEM SOLVING APPROACH IN THE COLLABORATIVE CLASSROOM
The big event!
A PROBLEM SOLVING APPROACH IN THE COLLABORATIVE CLASSROOM
PUPIL COMMENTS
A PROBLEM SOLVING APPROACH IN THE COLLABORATIVE CLASSROOM
“Young people often engage in co-operative learning and discussion with other learners. These activities are designed so that independent thinking by each learner contributes to the group’s work. Young people build on each other’s contributions to reach a common understanding while respecting minority viewpoints.”
Journey to Excellence HMIE March 2006
A school is excellent to the extent that......
“This boy shows great originality which must be curbed
at all costs”
Sir Peter Ustinov
A PROBLEM SOLVING APPROACH IN THE COLLABORATIVE CLASSROOM
Contact details
Amy Sinclair Barbara GrayDevelopment Officer Development OfficerNumeracy Curriculum for [email protected] [email protected]
01382 443 640 01382 443 6320777 577 1357 0777 092 7117