This document provides an overview of a problem solving module, including its objectives, topics, activities, and scenarios. The module aims to teach students to recognize problems, develop problem solving plans, and evaluate outcomes. It covers defining problems, learning problem solving models, and applying the models to real life scenarios. Students practice with problem solving worksheets and roleplaying scenarios to develop their skills. The instructor materials provide guidance on preparing and delivering the various module elements.
This document provides a list of 39 interactive techniques that can be used in classroom lectures to engage students and assess their understanding of course material. Some of the techniques include having students analyze images, discuss questions in think-pair-share activities, fill in outlines, participate in polls and discussions, and connect course concepts to real-world examples. The techniques aim to make lectures more interactive and help students learn more effectively compared to passive listening. Not all techniques will suit every instructor and some depend on class size.
This document outlines George Polya's four-step problem-solving cycle: 1) Understand the problem by clarifying terms, concepts, and requirements; 2) Devise a plan by considering strategies like working backwards or looking for patterns; 3) Carry out the plan by persisting through calculations or experiments; 4) Look back by checking results, evaluating what worked and didn't, and determining if the problem was solved. The document provides examples of applying this cycle in subjects like math, science experiments, and essays. It encourages readers to consider how Polya's approach could work in their own disciplines.
The document summarizes teaching techniques from the books Teach Like a Champion Chapters 3 & 4. It discusses structuring lessons using the I, We, You framework and provides examples of specific techniques for each part including modeling concepts, having students help teach, and independent practice. It also covers engaging students through techniques like cold calling, call and response, pepper questions, wait time, and having students write responses. The goal is to increase student participation, checking for understanding, and developing independent mastery of the material.
The document discusses problem solving and Polya's model of problem solving. It defines problem solving as applying previously acquired knowledge to new situations. Polya's model includes 4 steps: 1) understand the problem, 2) devise a plan, 3) carry out the plan, 4) look back to confirm the results and assess the solution process. The document provides more details on each step of Polya's model, such as asking questions to fully understand the problem and considering different strategies to devise a plan.
This document provides 40 examples of lesson closure activities that teachers can use to wrap up a lesson. Lesson closure involves having students summarize the key points of the lesson, evaluate what was learned, and preview future lessons. It allows the teacher to assess student understanding and determine if re-teaching is needed. Some suggested closure activities include exit passes where students answer questions before leaving class, journal entries summarizing the lesson, and student-generated review games like Jeopardy. The goal is to facilitate meaningful student participation and review at the end of each lesson.
This document discusses using problem-based learning (PBL) assignments with a wiki learning environment. It outlines the 7 steps of the PBL process: 1) clarifying terms, 2) formulating problem statements, 3) analyzing problems, 4) inventorying problems and solutions, 5) formulating self-study objectives, 6) individual self-study, and 7) concluding by synthesizing findings. An example assignment is provided where students work through the PBL steps in groups to study a topic, form learning questions, conduct self-study, and reach a conclusion.
Problem solving UNIT - 4 [C PROGRAMMING] (BCA I SEM)Mansi Tyagi
The document discusses various problem solving techniques including trial and error, brainstorming, and divide and conquer. It explains the steps in problem solving as understanding the problem, devising a plan, carrying out the plan, and looking back. It also covers algorithms, pseudocode, flowcharts, and complexity analysis. Key problem solving techniques are trial and error, which uses multiple attempts to find a solution, and brainstorming, where a group generates many ideas without criticism. Divide and conquer breaks a problem into subproblems, solves them recursively, and combines the solutions.
This document summarizes key principles from Chapters 5 and 6 of Teach Like a Champion for establishing strong classroom structure and maintaining high behavioral expectations. It discusses the five principles of classroom culture: discipline, management, control, influence, and engagement. It also covers specific classroom management techniques like entry routines, "Do Now" activities, tight transitions, binder control, "SLANT", "On Your Mark", seat signals, props, 100% compliance, "What to Do" directions, using a strong voice, "Do It Again", sweating the details, setting expectations at the classroom threshold, avoiding warnings, and more. The overall focus is on maximizing instructional time through intentional routines and clear behavioral expectations.
This document provides a list of 39 interactive techniques that can be used in classroom lectures to engage students and assess their understanding of course material. Some of the techniques include having students analyze images, discuss questions in think-pair-share activities, fill in outlines, participate in polls and discussions, and connect course concepts to real-world examples. The techniques aim to make lectures more interactive and help students learn more effectively compared to passive listening. Not all techniques will suit every instructor and some depend on class size.
This document outlines George Polya's four-step problem-solving cycle: 1) Understand the problem by clarifying terms, concepts, and requirements; 2) Devise a plan by considering strategies like working backwards or looking for patterns; 3) Carry out the plan by persisting through calculations or experiments; 4) Look back by checking results, evaluating what worked and didn't, and determining if the problem was solved. The document provides examples of applying this cycle in subjects like math, science experiments, and essays. It encourages readers to consider how Polya's approach could work in their own disciplines.
The document summarizes teaching techniques from the books Teach Like a Champion Chapters 3 & 4. It discusses structuring lessons using the I, We, You framework and provides examples of specific techniques for each part including modeling concepts, having students help teach, and independent practice. It also covers engaging students through techniques like cold calling, call and response, pepper questions, wait time, and having students write responses. The goal is to increase student participation, checking for understanding, and developing independent mastery of the material.
The document discusses problem solving and Polya's model of problem solving. It defines problem solving as applying previously acquired knowledge to new situations. Polya's model includes 4 steps: 1) understand the problem, 2) devise a plan, 3) carry out the plan, 4) look back to confirm the results and assess the solution process. The document provides more details on each step of Polya's model, such as asking questions to fully understand the problem and considering different strategies to devise a plan.
This document provides 40 examples of lesson closure activities that teachers can use to wrap up a lesson. Lesson closure involves having students summarize the key points of the lesson, evaluate what was learned, and preview future lessons. It allows the teacher to assess student understanding and determine if re-teaching is needed. Some suggested closure activities include exit passes where students answer questions before leaving class, journal entries summarizing the lesson, and student-generated review games like Jeopardy. The goal is to facilitate meaningful student participation and review at the end of each lesson.
This document discusses using problem-based learning (PBL) assignments with a wiki learning environment. It outlines the 7 steps of the PBL process: 1) clarifying terms, 2) formulating problem statements, 3) analyzing problems, 4) inventorying problems and solutions, 5) formulating self-study objectives, 6) individual self-study, and 7) concluding by synthesizing findings. An example assignment is provided where students work through the PBL steps in groups to study a topic, form learning questions, conduct self-study, and reach a conclusion.
Problem solving UNIT - 4 [C PROGRAMMING] (BCA I SEM)Mansi Tyagi
The document discusses various problem solving techniques including trial and error, brainstorming, and divide and conquer. It explains the steps in problem solving as understanding the problem, devising a plan, carrying out the plan, and looking back. It also covers algorithms, pseudocode, flowcharts, and complexity analysis. Key problem solving techniques are trial and error, which uses multiple attempts to find a solution, and brainstorming, where a group generates many ideas without criticism. Divide and conquer breaks a problem into subproblems, solves them recursively, and combines the solutions.
This document summarizes key principles from Chapters 5 and 6 of Teach Like a Champion for establishing strong classroom structure and maintaining high behavioral expectations. It discusses the five principles of classroom culture: discipline, management, control, influence, and engagement. It also covers specific classroom management techniques like entry routines, "Do Now" activities, tight transitions, binder control, "SLANT", "On Your Mark", seat signals, props, 100% compliance, "What to Do" directions, using a strong voice, "Do It Again", sweating the details, setting expectations at the classroom threshold, avoiding warnings, and more. The overall focus is on maximizing instructional time through intentional routines and clear behavioral expectations.
Helping the Student Struggling with Math Word ProblemsCarmen Y. Reyes
This document provides alternative teaching techniques for students struggling with math word problems. It suggests visually simplifying problems by highlighting important information, using color coding to sequence steps, and breaking multi-step problems into smaller parts. It also recommends having students verbalize problems, substituting easier numbers, and teaching a structured problem-solving strategy. The overall goal is to make word problems more comprehensible and manageable for students who struggle with language processing and math computations.
Assessment for learning Lars Helle - Sviland Skolevittovolte
Formative assessment, also called assessment for learning, focuses on continuously gathering evidence about student learning to inform instruction. Key principles of formative assessment include students understanding learning goals and criteria, involvement in self-assessment, receiving feedback on work quality and how to improve. Effective feedback is directly linked to learning goals, focuses on tasks not students, provides guidance for improvement, and is tailored to individual student needs. Formative assessment requires a shift from teachers judging learning to coaching students through the learning process.
Assesment for learning lars helle - sviland skoleRenate Furenes
Formative assessment, also called assessment for learning, focuses on continuously gathering evidence about student learning to inform instruction. Key principles of formative assessment include students understanding learning goals and criteria, involvement in self-assessment, receiving feedback on work quality and how to improve. Effective feedback is directly linked to learning goals, focuses on tasks not students, provides guidance for improvement, and is tailored to individual student needs. Formative assessment requires a shift from teachers judging learning to coaching students through the learning process.
This document outlines various teaching strategies:
1. Buzz groups, concept mapping, graffiti, and U-shaped seating arrangements encourage student discussion and debate on topics.
2. Question generation, one minute papers, and 3-2-1 activities assess student understanding and identify areas of confusion.
3. Additional strategies like learning partners, sending problems around the room, paper slams, and mock press conferences engage students and promote collaboration.
Strategies 23 and 6 drogos and beutjer revisedJeremy
This document outlines how to apply strategies 2, 3, and 6 of formative assessment. Strategy 2 involves using examples of strong and weak student work. Strategy 3 is providing regular descriptive feedback. Strategy 6 is teaching students focused revision. The document explains each strategy and provides examples. It also has activities for readers to practice applying the strategies, including analyzing student work samples, revising feedback, and planning instruction around a learning target.
The document outlines Polya's four-phase method for solving problems: 1) Understand the problem by identifying what is known and unknown and considering the problem from different perspectives, 2) Devise a plan by thinking of related problems and ways to restate, transform, or introduce auxiliary elements to the problem, 3) Carry out the plan by working through all the steps and details, and 4) Look back by considering if the solution could be simplified, arrived at differently, or if it provides new insights or sub-results. Key aspects within each phase like visualizing, isolating principles parts, considering from various angles, and scrutinizing results are discussed.
The document discusses teaching mathematics through problem solving using a three P's framework of purpose, process, and payoff. It emphasizes that important math concepts are best taught by engaging students in thinking about and developing problems of a reflective nature. The teacher's role is to pose thought-provoking problems and facilitate discussion of various solution methods rather than simply demonstrating examples. Effective problem solving lessons involve preparing students mentally, letting them work through problems with guidance, and conducting class discussions to justify and evaluate results.
This module focuses on prioritization strategies. It contains four topics to be covered in three hours: prioritization scenarios, the "who, what, when, where, why, and how" strategy, understanding personal work styles, and prioritization methods. Students will work through scenarios in groups, learn the six elements of prioritization, reflect on their own work styles, and review various prioritization techniques. The goal is for students to recognize essential and non-essential tasks and develop methods for addressing non-essential tasks to avoid missed deadlines.
(Beutjer & Drogos) The Rest of the 7 Student-Centered Strategies of Assessmen...Jeremy
This document discusses strategies for student-centered formative assessment. It outlines that the learner will be able to define and apply Strategies 2, 3, and 6 which involve using examples of strong and weak work, providing descriptive feedback, and teaching focused revision. The document then provides details on each of these three strategies, including key ideas, implementation, examples, and activities to apply the strategies. It relates the strategies to questions about where the learner is going, where they are now, and how to close the gap.
This document provides tips for succeeding in first-year chemistry courses. It notes that these courses move faster and require more application of concepts than high school chemistry. Key recommendations include spending at least 9 hours per week studying outside of class using effective strategies like the continuous learning process, intense study sessions, getting the most from lectures, homework, help resources, and managing test anxiety. Students with GPAs over 3.7 typically studied over 30 hours per week using these techniques, while those with GPAs under 2.0 studied less and did not implement as many effective strategies.
The document outlines the classroom format for teaching CHEM 12171, which involves students presenting problems for 40 minutes and then working in groups for 30 minutes. It explains that having students present problems is meant to encourage active learning and collaboration. When presenting, students are required to meet with a TA beforehand to ensure they understand the problem without providing too many details. They should read part of the problem and set it up by addressing the background, concepts, and big picture ideas involved. This format aims to address past issues with students not being prepared, working well in groups, or using office hours.
Better mathematics secondary workshops spring 2015Ofsted
The document discusses approaches to teaching the formula for calculating the area of a rectangle. It describes five different approaches used by teachers, identifying strengths in two approaches that helped develop conceptual understanding by showing how the formula arises from repeated addition and that length times width is the same as width times length. Weaker approaches are noted that did not help conceptual understanding or assumed one dimension was always longer. The document provides examples of how to strengthen understanding of area concepts.
Robert Gagne - 9 Events of Instruction ExplainedMissyKrupp
The document outlines Robert Gagne's 9 Events of Instruction model for developing effective lesson plans. The model includes 9 steps: 1) gaining learner attention, 2) informing learners of objectives, 3) stimulating recall of prior knowledge, 4) presenting content, 5) providing guidance for learning, 6) eliciting performance, 7) providing feedback, 8) assessing performance, and 9) enhancing retention and transfer. Each step is described in detail with examples of strategies that can be used to implement that step in a lesson plan.
Provide feedbackandguidanceasneeded.
I DO: Checkthe workof eachstudentandprovidefeedback.
Ask: How didyoufindthe problems?What strategydidyouuse?
WE DO: Let'scheckone problemtogetheronthe board.
YOU DO: Now youwill do the lastproblemontheirown.
I wantyouto self-assessyourworkby checkingthe following:
1. Did I showall myworkclearly?
2. Did I use the correctstrategy/method?
3. WasI ableto arriveatthe rightanswer?
4. WasI ableto verifymyanswercorrectly?
Turn in yourworkandself-assessment.Great
Dr. Michelle Dalrymple gave a presentation on improving math education. She discussed common myths about math ability and the importance of teachers not giving up on students. Effective teaching requires focusing on student progress, making mistakes part of the learning process, and supporting positive relationships between teachers and students. Technology should only comprise a small portion of math class time, as mastery of core skills is more important. Differentiated instruction and hands-on activities can help engage students at different levels.
Assessment & Feedback in Mathematics Colleen YoungColleen Young
Assessment for learning involves using formative assessment to check student understanding and provide feedback to improve learning. It focuses on giving constructive feedback that informs further learning rather than comparing students or grading. Research shows feedback on errors and getting students to correct mistakes significantly improves performance. Feedback also positively influences motivation and self-esteem. For feedback to be effective, students must use it to further their own learning. The quality of relationships between teachers and students impacts how students engage with feedback.
This document outlines the weekly schedule and lessons for a classroom. It includes:
- The daily schedule which divides the day into subjects like math, science, history, and includes times for activities like lunch and circle.
- An overview of the key lessons, activities, homework and essential questions for each subject each day of the week. Lessons focus on skills like sequencing, data analysis, regions of Pennsylvania, multiplication and division.
- On Wednesdays, the morning includes open-ended math problems and power hour followed by lunch and smaller blocks for social studies and science.
Effective Multidisciplinary Active Learning Techniques for StudentsIzzah Dan
The document discusses effective active learning techniques for freshmen polytechnic students across various disciplines. It analyzes the typical personality profile of polytechnic students as introverted, sensing, thinking, and judging (ISTJ) based on Myers-Briggs testing. For engineering, techniques like muddiest point, true/false questions, and props are recommended. Cooperative learning is also discussed. Examples for mechanical design and circuit analysis classes are provided. For mathematics, techniques like clarification pauses, wait time, and cooperative groups are suggested. For languages, the focus is on moving students from repetition to directed dialogue to independent communication through classroom arrangement changes.
The document discusses various strategies for effective classroom management including establishing clear expectations and routines, using positive reinforcement, and implementing a recognition program. It describes Brewster's recognition system which awards points in various areas to earn privileges. Effective use of the system includes clearly linking classroom activities to recognition scores, providing weekly feedback, and establishing a ritual for sharing feedback. Mrs. Sunshine's frequent public acknowledgment of students earning high scores is evaluated as a good use of the system, while Mrs. Terminator threatening lower scores as punishment is not.
NCTM 2016- Seeing is Believing- Using Video Reflection Techniques to Strength...Boakes, Norma
This session was presented at the annual National Council of Teachers of Mathematics (NCTM) Annual Conference & Exposition held in San Franciso, CA from April 13-16, 2016.
The document outlines the key components of an effective lesson plan: objectives, standards, anticipatory set, teaching input, modeling, checking for understanding, guided practice, lesson closure, independent practice, and assessment. It discusses each component in detail, emphasizing the importance of objectives that address different learning domains, modeling concepts for students, checking for understanding using Bloom's Taxonomy, providing guided practice and feedback, and conducting assessments to improve teaching. The overall message is that effective planning and teaching incorporates all these elements to help students learn.
Helping the Student Struggling with Math Word ProblemsCarmen Y. Reyes
This document provides alternative teaching techniques for students struggling with math word problems. It suggests visually simplifying problems by highlighting important information, using color coding to sequence steps, and breaking multi-step problems into smaller parts. It also recommends having students verbalize problems, substituting easier numbers, and teaching a structured problem-solving strategy. The overall goal is to make word problems more comprehensible and manageable for students who struggle with language processing and math computations.
Assessment for learning Lars Helle - Sviland Skolevittovolte
Formative assessment, also called assessment for learning, focuses on continuously gathering evidence about student learning to inform instruction. Key principles of formative assessment include students understanding learning goals and criteria, involvement in self-assessment, receiving feedback on work quality and how to improve. Effective feedback is directly linked to learning goals, focuses on tasks not students, provides guidance for improvement, and is tailored to individual student needs. Formative assessment requires a shift from teachers judging learning to coaching students through the learning process.
Assesment for learning lars helle - sviland skoleRenate Furenes
Formative assessment, also called assessment for learning, focuses on continuously gathering evidence about student learning to inform instruction. Key principles of formative assessment include students understanding learning goals and criteria, involvement in self-assessment, receiving feedback on work quality and how to improve. Effective feedback is directly linked to learning goals, focuses on tasks not students, provides guidance for improvement, and is tailored to individual student needs. Formative assessment requires a shift from teachers judging learning to coaching students through the learning process.
This document outlines various teaching strategies:
1. Buzz groups, concept mapping, graffiti, and U-shaped seating arrangements encourage student discussion and debate on topics.
2. Question generation, one minute papers, and 3-2-1 activities assess student understanding and identify areas of confusion.
3. Additional strategies like learning partners, sending problems around the room, paper slams, and mock press conferences engage students and promote collaboration.
Strategies 23 and 6 drogos and beutjer revisedJeremy
This document outlines how to apply strategies 2, 3, and 6 of formative assessment. Strategy 2 involves using examples of strong and weak student work. Strategy 3 is providing regular descriptive feedback. Strategy 6 is teaching students focused revision. The document explains each strategy and provides examples. It also has activities for readers to practice applying the strategies, including analyzing student work samples, revising feedback, and planning instruction around a learning target.
The document outlines Polya's four-phase method for solving problems: 1) Understand the problem by identifying what is known and unknown and considering the problem from different perspectives, 2) Devise a plan by thinking of related problems and ways to restate, transform, or introduce auxiliary elements to the problem, 3) Carry out the plan by working through all the steps and details, and 4) Look back by considering if the solution could be simplified, arrived at differently, or if it provides new insights or sub-results. Key aspects within each phase like visualizing, isolating principles parts, considering from various angles, and scrutinizing results are discussed.
The document discusses teaching mathematics through problem solving using a three P's framework of purpose, process, and payoff. It emphasizes that important math concepts are best taught by engaging students in thinking about and developing problems of a reflective nature. The teacher's role is to pose thought-provoking problems and facilitate discussion of various solution methods rather than simply demonstrating examples. Effective problem solving lessons involve preparing students mentally, letting them work through problems with guidance, and conducting class discussions to justify and evaluate results.
This module focuses on prioritization strategies. It contains four topics to be covered in three hours: prioritization scenarios, the "who, what, when, where, why, and how" strategy, understanding personal work styles, and prioritization methods. Students will work through scenarios in groups, learn the six elements of prioritization, reflect on their own work styles, and review various prioritization techniques. The goal is for students to recognize essential and non-essential tasks and develop methods for addressing non-essential tasks to avoid missed deadlines.
(Beutjer & Drogos) The Rest of the 7 Student-Centered Strategies of Assessmen...Jeremy
This document discusses strategies for student-centered formative assessment. It outlines that the learner will be able to define and apply Strategies 2, 3, and 6 which involve using examples of strong and weak work, providing descriptive feedback, and teaching focused revision. The document then provides details on each of these three strategies, including key ideas, implementation, examples, and activities to apply the strategies. It relates the strategies to questions about where the learner is going, where they are now, and how to close the gap.
This document provides tips for succeeding in first-year chemistry courses. It notes that these courses move faster and require more application of concepts than high school chemistry. Key recommendations include spending at least 9 hours per week studying outside of class using effective strategies like the continuous learning process, intense study sessions, getting the most from lectures, homework, help resources, and managing test anxiety. Students with GPAs over 3.7 typically studied over 30 hours per week using these techniques, while those with GPAs under 2.0 studied less and did not implement as many effective strategies.
The document outlines the classroom format for teaching CHEM 12171, which involves students presenting problems for 40 minutes and then working in groups for 30 minutes. It explains that having students present problems is meant to encourage active learning and collaboration. When presenting, students are required to meet with a TA beforehand to ensure they understand the problem without providing too many details. They should read part of the problem and set it up by addressing the background, concepts, and big picture ideas involved. This format aims to address past issues with students not being prepared, working well in groups, or using office hours.
Better mathematics secondary workshops spring 2015Ofsted
The document discusses approaches to teaching the formula for calculating the area of a rectangle. It describes five different approaches used by teachers, identifying strengths in two approaches that helped develop conceptual understanding by showing how the formula arises from repeated addition and that length times width is the same as width times length. Weaker approaches are noted that did not help conceptual understanding or assumed one dimension was always longer. The document provides examples of how to strengthen understanding of area concepts.
Robert Gagne - 9 Events of Instruction ExplainedMissyKrupp
The document outlines Robert Gagne's 9 Events of Instruction model for developing effective lesson plans. The model includes 9 steps: 1) gaining learner attention, 2) informing learners of objectives, 3) stimulating recall of prior knowledge, 4) presenting content, 5) providing guidance for learning, 6) eliciting performance, 7) providing feedback, 8) assessing performance, and 9) enhancing retention and transfer. Each step is described in detail with examples of strategies that can be used to implement that step in a lesson plan.
Provide feedbackandguidanceasneeded.
I DO: Checkthe workof eachstudentandprovidefeedback.
Ask: How didyoufindthe problems?What strategydidyouuse?
WE DO: Let'scheckone problemtogetheronthe board.
YOU DO: Now youwill do the lastproblemontheirown.
I wantyouto self-assessyourworkby checkingthe following:
1. Did I showall myworkclearly?
2. Did I use the correctstrategy/method?
3. WasI ableto arriveatthe rightanswer?
4. WasI ableto verifymyanswercorrectly?
Turn in yourworkandself-assessment.Great
Dr. Michelle Dalrymple gave a presentation on improving math education. She discussed common myths about math ability and the importance of teachers not giving up on students. Effective teaching requires focusing on student progress, making mistakes part of the learning process, and supporting positive relationships between teachers and students. Technology should only comprise a small portion of math class time, as mastery of core skills is more important. Differentiated instruction and hands-on activities can help engage students at different levels.
Assessment & Feedback in Mathematics Colleen YoungColleen Young
Assessment for learning involves using formative assessment to check student understanding and provide feedback to improve learning. It focuses on giving constructive feedback that informs further learning rather than comparing students or grading. Research shows feedback on errors and getting students to correct mistakes significantly improves performance. Feedback also positively influences motivation and self-esteem. For feedback to be effective, students must use it to further their own learning. The quality of relationships between teachers and students impacts how students engage with feedback.
This document outlines the weekly schedule and lessons for a classroom. It includes:
- The daily schedule which divides the day into subjects like math, science, history, and includes times for activities like lunch and circle.
- An overview of the key lessons, activities, homework and essential questions for each subject each day of the week. Lessons focus on skills like sequencing, data analysis, regions of Pennsylvania, multiplication and division.
- On Wednesdays, the morning includes open-ended math problems and power hour followed by lunch and smaller blocks for social studies and science.
Effective Multidisciplinary Active Learning Techniques for StudentsIzzah Dan
The document discusses effective active learning techniques for freshmen polytechnic students across various disciplines. It analyzes the typical personality profile of polytechnic students as introverted, sensing, thinking, and judging (ISTJ) based on Myers-Briggs testing. For engineering, techniques like muddiest point, true/false questions, and props are recommended. Cooperative learning is also discussed. Examples for mechanical design and circuit analysis classes are provided. For mathematics, techniques like clarification pauses, wait time, and cooperative groups are suggested. For languages, the focus is on moving students from repetition to directed dialogue to independent communication through classroom arrangement changes.
The document discusses various strategies for effective classroom management including establishing clear expectations and routines, using positive reinforcement, and implementing a recognition program. It describes Brewster's recognition system which awards points in various areas to earn privileges. Effective use of the system includes clearly linking classroom activities to recognition scores, providing weekly feedback, and establishing a ritual for sharing feedback. Mrs. Sunshine's frequent public acknowledgment of students earning high scores is evaluated as a good use of the system, while Mrs. Terminator threatening lower scores as punishment is not.
NCTM 2016- Seeing is Believing- Using Video Reflection Techniques to Strength...Boakes, Norma
This session was presented at the annual National Council of Teachers of Mathematics (NCTM) Annual Conference & Exposition held in San Franciso, CA from April 13-16, 2016.
The document outlines the key components of an effective lesson plan: objectives, standards, anticipatory set, teaching input, modeling, checking for understanding, guided practice, lesson closure, independent practice, and assessment. It discusses each component in detail, emphasizing the importance of objectives that address different learning domains, modeling concepts for students, checking for understanding using Bloom's Taxonomy, providing guided practice and feedback, and conducting assessments to improve teaching. The overall message is that effective planning and teaching incorporates all these elements to help students learn.
1) The document discusses a session on solution focused approaches, including principles of the approach and elements of practice.
2) Participants were divided into triads to do an activity where one person describes a challenging situation, one person interviews them about positive steps taken, and one observes.
3) Scaling is introduced as an element of practice where participants rate situations on a 1-10 scale and discuss what would move the situation one point higher.
This presentation was delivered on the 11th June 2010 as part of a workshop for Economics in the University of Ulster
It included an overview of the work of the Viewpoints project (helping Ulster staff with curriculum design) and an interactive workshop to let staff redesign their assessment and feedback strategy for a course.
Problem solving in teaching english djelfa march 29 meeting 2017Mr Bounab Samir
Salam;
Djelfa Meeting ; ¨PROBLEM SOLVING IN TEACHING ENGLISH
Djelfa meeting tackled the following questions
Questions :
1- What is a problem ?
2- What is problem solving situation?
3- Why problem solving in teaching?
4- Is problem solving new in our teaching system?
5- How to plan problem solving lesson?
6- Barriers to problem solving teaching?
7- What are the classroom problem solving activities ?
NB : Special thank to all the people who welcomed us , for their great hospitality , to Aziz , team of Riassla School , Mr Sadek and my friends Nourddine Yadade, Yacine Gabes, Boualem Ziane for their great contributions
By ; Samir Bounab ( teacher trainer at MONE)
Cognitive and meta cognitive strategies for problem solving in MathematicsJohn Paul Hablado
This document discusses cognitive and meta-cognitive strategies for problem solving. It begins by introducing George Polya's model of the problem solving process, which includes four steps: understanding the problem, devising a plan, implementing the plan, and reflecting on the solution. The document then describes various strategies that can be used within each step of Polya's model, such as the Survey-Question-Read technique for understanding problems, Frayer vocabulary models, mnemonic devices, graphic organizers, and paraphrasing. The goal of these strategies is to help students successfully comprehend and solve problems through planning, monitoring, and evaluating their thinking.
1. The document discusses representing real-life situations using functions, including piecewise functions. It provides examples of relations that are and are not functions based on the definition that a function matches each input to only one output.
2. An activity is included to determine if given relations are functions or not based on checking for repeated inputs. The document also gives an example of deriving a piecewise function to represent a circle equation.
3. In summary, the document introduces representing real-life situations with functions through examples of functional and non-functional relations. It also provides an activity for students to practice identifying functions.
This document provides information about a module on key concepts of functions for grade 11 general mathematics students. It includes an introductory message for teachers and learners, outlines what students are expected to learn, and provides some reminders for using the module. The module is divided into four lessons covering different topics related to functions, including representing real-life situations with functions, evaluating functions, operations on functions, and problem solving with functions.
The document summarizes a workshop about assessment and feedback using the Viewpoints process. The workshop aimed to: 1) introduce participants to Viewpoints resources and examples of their use; 2) have participants work in groups to apply the assessment and feedback tools to challenges at the module and course level; 3) share outputs and plans for improving assessment and feedback strategies. Participants engaged in tasks to analyze assessment methods, select principles, map strategies, and develop implementation plans to address assessment issues. The goals were to help educators strengthen assessment and feedback practices.
The document outlines an agenda for a student representation workshop. The workshop aims to give participants an opportunity to use a reflective tool called "Viewpoints" to consider how to design and deliver their academic programs from the student perspective. The workshop involves groups working through tasks using worksheets, prompts, and examples to identify challenges and develop plans to address them. The goals are to promote effective curriculum design and learner engagement through a reflective process.
The document provides guidance for writing an effective lesson plan using backwards planning. It discusses three key principles: 1) All instruction should be driven by the objective-aligned vision, 2) The sequence of methods should gradually release responsibility from the teacher to the student using "I do, We do, You do", and 3) Lesson methods should be backwards planned to keep the end goal in mind and ensure a seamless flow between components. It evaluates a sample lesson plan against these principles and identifies areas for improvement.
This presentation was delivered on the 28th May 2010 as part of the School of Law First Year Review.
It included an overview of the work of the Viewpoints project (helping Ulster staff with curriculum design) and an interactive workshop to let staff redesign their assessment and feedback strategy for a course, in particular to help them redesign one module so that it fits better with the other modules and helps students with the transition to University.
The document discusses George Polya's four-step process for mathematical problem solving - understanding the problem, devising a plan, implementing the plan, and reflecting on the solution. It provides examples of strategies teachers can use to help students with each step, such as paraphrasing problems, estimating solutions, using logical reasoning and Venn diagrams, and discussing different problem-solving approaches.
1. The document discusses various active learning strategies that can be used in online math courses, including discussion activities, synchronous sessions, and individual active learning.
2. It provides 17 specific examples of active learning strategies, such as discussion board formats, group problem-solving activities, synchronous problem practice, and digital games/activities.
3. The key message is that online learning in math does not have to consist solely of video lectures and problem sets, but can incorporate many active and exploratory learning approaches as well.
Design Thinking | User Experience | Product developmet by Hitesh SubnaniHiteshSubnani
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This document provides an overview of Module 5 which focuses on effective communication skills, including listening, speaking, writing, and interpreting. The module aims to equip students with practical communication abilities that can help them as braille transcribers and small business owners. It consists of six lessons over eight hours covering topics such as active listening, speaking clearly, understanding non-verbal cues, interpreting written information, and writing skills. Activities are designed to be hands-on and allow students to practice their communication skills.
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2. Module # 11 – Problem Solving
Soft Skills Module 11
Strategies for Effective Problem Solving
Summary
Goal:
Apply simple, effective problem
solving approaches to situations.
SMART Objectives:
Specific, Measurable, Achievable, Realistic, and
Time-sensitive
By the end of this module, students should be able
to:
SS11.1: Recognize when a problem
exists and identify possible causes.
SS11.2: Create and implement a plan
or approach.
SS11.3: Evaluate the outcome and
revise as needed.
Instructor:
Delivery Method(s):
Discussion and activities; application
of real life scenarios
Length:
Four Lessons
One hour plus 10 minute and 15-30
minute segments throughout the week
that each activity is introduced
Any Applicable Business and/or Soft
Skills?
Business Skills
Setting the Right Price
Adhering to Regulatory
Requirements
Insuring Against Catastrophes
Corresponding NLS Lesson #
3. Take Away Message(s):
By the end of this module, students should have an improved ability to address
different kinds of familiar and unfamiliar problems in both conventional and innovative
ways, particularly those problems that might occur as a braille transcriber.
4. Module # 11 – Problem Solving
Instructor Preparation
Title of Module: Strategies for Effective Problem Solving
Instructor:
The following is potential introductory remarks as well as relevant context or
background information that may be useful for the instructor.
A critical aspect of learning and/or enhancing problem solving skills is the ability to
identify and ask the right questions and to have adequate reflection and thought about
the responses received to the questions asked.
Solving problems is about clarifying the various known and unknown points of view,
both internal (personal) and external (customer, supplier, family, etc.) that then leads
to better solutions.
Agenda – topics to be covered in the module and length of each item
Topic: Problem Solving Time Allotted: 1.75 Hours
A. Defining what a problem is (30 minutes)
B. Becoming Familiar with Problem Solving Models (30 minutes)
C. Problem Solving Activities (10 minutes each)
D. Real Life Scenarios (15-30 minutes each)
Materials & Supplies – items needed in order to carry out the agenda and classroom activities
1. Handouts: The Etiquette of Brainstorming (11.A.1), Solving a Problem Simply
(Funnel Graphic) (11.B.1), Problem Solving Made Easy (Three Linear Steps)
(11.B.2), IDEAL Strategy (Word Format and/or Picture Format) (11.B.3), APIE
5. Model (Word-Visual Imagery Format) (11.B.4)
2. 13 straws per student (Problem Solving Worksheet Activity, 11.C.1) and 10
straws per student (Problem Solving Worksheet Activity, 11.C.2)
3. Real Life Scenarios
6. Module # 11 – Problem Solving
Classroom Preparation – steps to follow when setting up the learning environment
1. Students configured to facilitate group discussion as groups of two and three as
needed
2. Wrting paper and pencils for students
3. Flip chart/pad with markers or board/markers for instructor
4. Document Reader to show the Problem Solving Models and the Activity Worksheets
7.
8. Module # 11 – Problem Solving
Curriculum Content
A. Defining a Problem (30 minutes)
Objective SS11.1: Recognize when a problem exists and identify possible causes.
CONTENT PRESENTATION AND LEARNER PARTICIPATION
Note: Make sure students understand the rules of brainstorming. Use The
Etiquette of Brainstorming (11.A.1) as a reference.
Brainstorm with students to get their ideas as well as an indicator of level of knowledge
by asking the following three questions, one at a time.
Write their responses on the board/flipchart paper.
“What is a problem?”
“What are the common causes of problems?”
“How do you know when a problem is yours or belongs to someone else?”
Next, present the five common ways to respond when a problem exists:
1. Give in to the problem/situation 2. Demand it be solved in your way
3. Ignore the problem/situation 4. Compromise
5. User your problem solving skills
Generally ask students to reflect on which of the five common ways they tend to use or
think they use and then connect to the Problem Solving Skills Models available in
section B.
B. Becoming Familiar with Problem Solving Models (30 minutes)
Objective SS11.2: Create and implement a plan or approach.
CONTENT PRESENTATION AND LEARNER PARTICIPATION
9. There are four models presented; chose two models to present to students that
instructors think most closely align with their learning styles and general processing
modes.
Solving a Problem Simply (Funnel Graphic) (11.B.1)
10. Module # 11 – Problem Solving
Problem Solving Made Easy (Three Linear Steps) (11.B.2)
IDEAL Strategy (Word Format and/or Picture Format)
(11.B.3) APIE Model (Word-Visual Imagery Format) (11.B.4)
Note: If instructors have time, they might present all four and have students vote on
the two they like best. Ultimately, instructors want to work with just two models as
three or four are too many and could overwhelm students.
Have students choose one of the two models for this next activity.
The steps for this activity are:
Think about a problem you experienced sometime in your past (one you are
comfortable sharing).
Briefly explain the problem.
Identify the cause of the problem.
Describe the approach you used to solve the problem.
Tell how you selected/choose the approach.
Describe the outcome.
Was the outcome what you expected or wanted? Why or why not?
Now ask students to look at the model they choose and ask them to compare
and evaluate:
Does your story match the steps described in Model outline/description?
Did they miss anything?
Did they add anything?
11. C. Problem Solving Activities (10 minutes)
Objective SS11.2: Create and implement a plan or approach.
CONTENT PRESENTATION AND LEARNER PARTICIPATION
12. Module # 11 – Problem Solving
Depending on time available, these activities can be done as a part of the module
sequence on the day presented or throughout the week that you are focusing on
Problem Solving Skills Strategies.
Problem Solving Worksheet Activity (11.C.1)
Give each student 13 straws (full size cut in half or smaller stirrer straws work
nicely).
Have students arrange them according to the picture on the worksheet.
Ask students to solve the problem and record their problem solving steps below
the picture on the worksheet.
Answer (remove top middle straw)
Problem Solving Worksheet Activity (11.C.2)
Give each student 10 straws (full size cut in half or smaller stirrer straws work
nicely).
Have students arrange them according to the picture on the worksheet
(attached).
Ask students to solve the problem and record their problem solving steps below
the picture on the worksheet.
Answer (remove left bottom and side straws)
13. D. Real Life Scenarios (15-30 min. each)
Objective SS11.2: Create a plan or approach and implement.
14. Module # 11 – Problem Solving
Objective SS11.3: Evaluate the outcome and revise as needed.
CONTENT PRESENTATION AND LEARNER PARTICIPATION
Pick one of the scenarios featured at the end of this module (11.D.1) and present it to
the students. Ask them to solve the scenario using their chosen model (or a new model
if they want to be exposed to different methods). After providing adequate thinking
time, ask students what outcome they are looking for and their approach/steps might
be to solving the problem and achieving the outcome.
Pick one of the scenarios and have a small group of students role-play the problem.
Ask them to do a “think out loud” describing to their peers how/what they are thinking
about in their mind as they work to put a problem solving strategy together. Make sure
they clearly articulate the problem, identify the outcome desired and role-play specific
problem solving steps. The remaining students are asked to be observers and after the
role-play is complete, to give open feedback about the methods and thinking processes
used.
ASSESSMENT
Giving Feedback – student should always highlight 2-3 positive comments about the
process before adding 1-2 areas for improvement.
Instructor:
NOTE: Thinking out loud (above reference to Think Out Loud) requires the instructor to
verbalize thoughts that would typically be the “silent thoughts of the mind.” The process
of “thinking Out Loud” may need to be modeled by the instructor prior to the students
role-playing the scenario using the method. Elements inherent in “Think Out Loud” are:
making predictions
describing scenarios and thoughts/images
applying prior knowledge
15. chatting with self about a confusing point
describing possible approaches or solutions
16. Module # 11 – Problem Solving
Module 11
Strategies for Effective
Problem Solving Handouts
17. Module # 11 – Problem Solving
The Etiquette of Brainstorming (11.A.1)
Put off and withhold judgment of ideas
Do not judge others’ ideas and thoughts.
Do not suggest that an idea or thought will not work.
All ideas are potentially good; there is no such thing as a bad idea.
Avoid discussing ideas, which includes not criticizing and not complimenting ideas.
Evaluation of ideas takes up valuable brainpower; devote such to idea creation.
Encourage natural and spontaneous thinking
It is much easier to shape an idea later than to think of a perfect idea first off.
Think creatively.
Be innovative.
Quantity at this stage is important
The more creative ideas to choose from, the better.
Keep each idea short; do not describe it in detail.
Think fast, reflect later.
Go for quantity of ideas at this point; narrow down the list later.
Build on ideas put forward by others
Build and expand on the ideas of others.
Use others’ ideas as inspiration for your own.
Explore new possibilities.
Every student and every idea has equal worth
Every student has a valid viewpoint and a unique perspective.
Participate, even if you write ideas on a piece of paper and hand it to the instructor.
Each idea presented belongs to the group, not to the student stating it.
All participants should feel able to contribute freely and confidently.
19. Module # 11 – Problem Solving
Solving a Problem Simply (11.B.1)
1.
2. Identify
Understand
Problem
4. Carry Out the Plan
5. Look Back & Evaluate
11.B.
1
20.
21. Module # 11 – Problem Solving
Problem Solving Made Easy (11.B.2)
Step 1
Step 2 Step 3
Problem Apply
SuccessIdentification Solution
• Desired • Problem • Evaluate
Outcomes/ Solved?
Goals
• Celebrate• Generate • Yes
Strategies
• Consider
NoSolutions
• Choose one
Solution
Outline your process following the above
steps…
23. Module # 11 – Problem Solving
IDEAL
Problem Solving Strategy (11.B.3)
I = Identify problem
D = Describe
problem
E = Explore possible
solution A = Act on solution
27. Module # 11 – Problem Solving
APIE
Problem Solving Model
Assess situation
Plan approach
Include desired outcome (what
does success look like?)
Implement plan
Evaluate
29. Module # 11 – Problem Solving
Problem Solving Worksheet #1 (11.C.1)
Arrange the 13 straws to make four equal sized squares like the figure below. Remove
only ONE straw and make three equal-sized squares.
As you try to solve this problem, what you are thinking? Write it down. What are you
thinking? Your mind is doing something to solve the problem – what is it? Make notes
below…
11.C.1
30.
31. Module # 11 – Problem Solving
Problem Solving Worksheet #2 (11.C.2)
Arrange the 10 straws to make two equal sized squares like the figure below. Remove
TWO straws and make three equal-sized squares.
As you try to solve this problem, what you are thinking? Write it down. What are you
thinking? Your mind is doing something to solve the problem – what is it? Make notes
below…
11.C.2
32.
33. Module # 11 – Problem Solving
Real Life Scenarios (11.D.1)
1. As a new braille transcriber, you need a braille agency contact sheet that will have
contacts for resources and possible employers, such as AMAC or NBP. Using one
of the Problem Solving Models, describe a plan to solve this problem.
2. You have made contact with the American Printing House for the Blind who wants
you to submit a portfolio with graphics as a part of your contents. This will give you
contract labor opportunities. While you have done the type of work they are asking
to see you do not have any examples because you were not allowed to carry work
created in prison outside. At this point in time you do not have access to the
equipment (Perkins Braille Writer, etc.) that you need to create tactile graphics.
Using one of the Problem Solving Models, describe a plan to solve this problem.
3. You have located a few jobs through organizations but need to fill out a vendor
profile. The profile is done on-line via the internet. You have tried twice, only to
time-out both times. You also need to complete a bid packet (required by state
agencies) listing how much you will charge per page. If your bid packet is accepted
you will receive an award letter and an outsource agreement which you need to
review and sign. That means you will be liable for work you have agreed to do and if
it is not properly completed within a set time frame the agency may end up
spending more money having it reproduced by another vendor – a loss of work for
you. Using one of the Problem Solving Models, describe a plan to solve this
problem.
4. You are trying to adjust to the electronics and technology needed to operate your
microenterprise. In the prison setting internet access was not available and there
were limitations in the amount of technology training and familiarity you received
while incarcerated. Using one of the Problem Solving Models, describe a plan to
solve this problem.
34. 5. You need to obtain valid identification (social security card, birth certificate, driver's
license or identification card). Using one of the Problem Solving Models, describe a
plan to solve this problem.
Lesson 11.D.1
35. Module # 11 – Problem Solving
Real Life Scenarios (11.D.1 cont.)
6. The Prison Braille Forum in Louisville is coming up in a couple months. This
conference will be a great source of networking and updated information. It is
critical you be able to attend. However, you have significant restrictions on your
travel/movement abilities while on parole. Using one of the Problem Solving
Models, describe a plan to solve this problem.
7. It’s tax time and you need to complete your taxes; you have all these 1099s but
you have no earthly idea what to do. Using one of the Problem Solving Models,
describe a plan to solve this problem.
8. You have had a difficult time acquiring the necessary equipment to keep your
microenterprise going. Your resources and money are still in short supply. You think
you heard about an equipment lending library and some other resources. You are
also wondering if you should apply for small business loan. Using one of the
Problem Solving Models, describe a plan to solve this problem.