Problem Solving In The Collaborative Classroom

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This session will look at how to encourage a problem-solving approach which permeates all the outcomes rather than as a separate element. It will look at strategies to promote collaborative learning and how this can be used to create an atmosphere of achievement to promote the four capacities.

http://www.ltscotland.org.uk/slf/previousconferences/2007/seminars/aproblemsolvingapproachinthecollaborativeclassroom.asp

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  • Good afternoon and welcome to this seminar – you deserve extra points for coming to this one at 4.45pm!! I hope you will find it worthwhile. Introduce Amy and self.
  • Problem Solving In The Collaborative Classroom

    1. 1. A PROBLEM SOLVING APPROACH IN THE COLLABORATIVE CLASSROOM Barbara Gray & Amy Sinclair Learning & Teaching Scotland
    2. 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
    3. 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
    4. 4. A PROBLEM SOLVING APPROACH IN THE COLLABORATIVE CLASSROOM <ul><li>Problem Solving Attributes </li></ul><ul><li>‘ Have a go’ attitude </li></ul><ul><li>Making links </li></ul><ul><li>Teamwork </li></ul><ul><li>Accept setbacks as learning </li></ul><ul><li>experiences </li></ul><ul><li>Take calculated risks </li></ul><ul><li>Independent learner </li></ul><ul><li>Perseveres </li></ul><ul><li>Self-motivated </li></ul><ul><li>Flexible </li></ul><ul><li>Creative and resourceful </li></ul>
    5. 5. ...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
    6. 6. “ 9 out of 10 companies believe that soft skills are as important as academic qualifications.” TES Nov 1997
    7. 7. A PROBLEM SOLVING APPROACH IN THE COLLABORATIVE CLASSROOM <ul><li>Approaches to Learning and Teaching </li></ul><ul><li>Allow for choice </li></ul><ul><li>Encourage independence </li></ul><ul><li>Give children ownership </li></ul><ul><li>Encourage children to explain their thinking </li></ul><ul><li>Provide meaningful, relevant contexts, including the </li></ul><ul><li>world of work </li></ul><ul><li>Help children to make connections </li></ul><ul><li>Embed principles of AifL </li></ul>
    8. 8. A PROBLEM SOLVING APPROACH IN THE COLLABORATIVE CLASSROOM
    9. 9. A PROBLEM SOLVING APPROACH IN THE COLLABORATIVE CLASSROOM P ractical A pplications of C ontextualised T eaching
    10. 10. 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.
    11. 11. 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.
    12. 12. 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.
    13. 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.
    14. 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.
    15. 15. 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.
    16. 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
    17. 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
    18. 18. A PROBLEM SOLVING APPROACH IN THE COLLABORATIVE CLASSROOM Peruvian Lunch Café
    19. 19. 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.
    20. 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.
    21. 21. 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.
    22. 22. 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.
    23. 23. 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.
    24. 24. 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.
    25. 25. 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.
    26. 26. A PROBLEM SOLVING APPROACH IN THE COLLABORATIVE CLASSROOM The big event!
    27. 27. A PROBLEM SOLVING APPROACH IN THE COLLABORATIVE CLASSROOM PUPIL COMMENTS
    28. 29. 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......
    29. 30. “ This boy shows great originality which must be curbed at all costs” Sir Peter Ustinov
    30. 31. A PROBLEM SOLVING APPROACH IN THE COLLABORATIVE CLASSROOM Contact details Amy Sinclair Barbara Gray Development Officer Development Officer Numeracy Curriculum for Excellence [email_address] b.gray @LTScotland.org.uk 01382 443 640 01382 443 632 0777 577 1357 0777 092 7117

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