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Slide 1: A PROBLEM SOLVING APPROACH IN THE COLLABORATIVE CLASSROOM Barbara Gray & Amy Sinclair Learning & Teaching Scotland
Slide 2: 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
Slide 3: 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
Slide 4: 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
Slide 5: Skills for Scotland – A Lifelong Skills Strategy ...solve problems ...plan and organise ...work with others ...think critically & creatively The ability to ...use initiative ...to learn ...take risks ...lead The Scottish Government, Edinburgh 2007
Slide 6: “9 out of 10 companies believe that soft skills are as important as academic qualifications.” TES Nov 1997
Slide 7: 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 •
Slide 8: A PROBLEM SOLVING APPROACH IN THE COLLABORATIVE CLASSROOM
Slide 9: A PROBLEM SOLVING APPROACH IN THE COLLABORATIVE CLASSROOM Practical Applications of Contextualised Teaching
Slide 10: A PROBLEM SOLVING APPROACH IN THE COLLABORATIVE CLASSROOM I have explored symmetry in my own and the wider environment and can create and recognise symmetrical pictures, patterns and shapes. Symmetry is investigated in “Artists’ Corner”
Slide 11: A PROBLEM SOLVING APPROACH IN THE COLLABORATIVE CLASSROOM I have developed an awareness of where grid reference systems are used in everyday contexts and can use these to locate and describe position. Pupils use a sand tray to complete work on co-ordinates
Slide 12: A PROBLEM SOLVING APPROACH IN THE COLLABORATIVE CLASSROOM 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. Pupils weigh ingredients for a magic spell in the “haunted house”
Slide 13: 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.
Slide 14: 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.
Slide 15: A PROBLEM SOLVING APPROACH IN THE COLLABORATIVE CLASSROOM I can describe, follow and record routes and journeys, using my knowledge of the vocabulary, angles and signs associated with direction and turning. The “Small World” area is used to practise following directions
Slide 16: 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
Slide 17: 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
Slide 18: A PROBLEM SOLVING APPROACH IN THE COLLABORATIVE CLASSROOM Peruvian Lunch Café
Slide 19: A PROBLEM SOLVING APPROACH IN THE COLLABORATIVE CLASSROOM 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. The pupils plan the event and how to organise it as a class
Slide 20: 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.
Slide 21: A PROBLEM SOLVING APPROACH IN THE COLLABORATIVE CLASSROOM 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. Pupils collating the results and display their findings
Slide 22: A PROBLEM SOLVING APPROACH IN THE COLLABORATIVE CLASSROOM I can use the common units of measure, convert between related units of the metric system and carry out calculations when solving problems. Measuring the furniture to plan the layout of the hall
Slide 23: A PROBLEM SOLVING APPROACH IN THE COLLABORATIVE CLASSROOM Having investigated where, why and how scale is use and expressed, I can apply my understanding to interpret maps and plans. Creating scale drawings to work out how to fit the maximum number of people in the hall
Slide 24: A PROBLEM SOLVING APPROACH IN THE COLLABORATIVE CLASSROOM I can use the terms profit and loss in buying and selling activities and can make simple calculations for this. Working out how much it will cost so they can decide how much to charge
Slide 25: A PROBLEM SOLVING APPROACH IN THE COLLABORATIVE CLASSROOM 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. The pupils prepare the food for their guests
Slide 26: A PROBLEM SOLVING APPROACH IN THE COLLABORATIVE CLASSROOM The big event!
Slide 27: A PROBLEM SOLVING APPROACH IN THE COLLABORATIVE CLASSROOM PUPIL COMMENTS
Slide 29: A PROBLEM SOLVING APPROACH IN THE COLLABORATIVE CLASSROOM A school is excellent to the extent that...... “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
Slide 30: “This boy shows great originality which must be curbed at all costs” Sir Peter Ustinov
Slide 31: A PROBLEM SOLVING APPROACH IN THE COLLABORATIVE CLASSROOM Contact details Amy Sinclair Development Officer Numeracy a.sinclair@LTScotland.org.uk 01382 443 640 0777 577 1357 Barbara Gray Development Officer Curriculum for Excellence b.gray@LTScotland.org.uk 01382 443 632 0777 092 7117