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Big Ideas & Problem Solving A look at Problem Solving in the Primary Classroom

Big Ideas & Problem Solving A look at Problem Solving in the Primary Classroom. Lindsay McManus. AGENDA. What is a “Big Idea”? How “Problem-Solving” helps with the understanding of big ideas Classroom Structures that Support Problem-Solving;

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Big Ideas & Problem Solving A look at Problem Solving in the Primary Classroom

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  1. Big Ideas & Problem SolvingA look at Problem Solving in the Primary Classroom Lindsay McManus

  2. AGENDA • What is a “Big Idea”? • How “Problem-Solving” helps with the understanding of big ideas • Classroom Structures that Support Problem-Solving; • The importance of communication in problem-solving; • FOUR STEP PROBLEM-SOLVING MODEL • Observing and Assessing Students as they Problem-solve • Suggestions for learning how to use the problem-solving process in the classroom

  3. What is a Big Idea? • According to Van de Walle, "Big ideas are really just large networks of interrelated concepts...whole chunks of information store and retrieved as single entities rather than isolated bits." • Teaching that uses big ideas or key concepts allows students to make connections instead of seeing mathematics as disconnected ideas • Students are better able to see connections in mathematics and to learn mathematics when it is organized in big, coherent "chunks.“

  4. How Does Problem Solving Help? • is the primary focus and goal of mathematics in the real world; • helps students become more confident mathematicians; • allows students to use the knowledge they bring to school and helps them connect mathematics with situations outside the classroom; • helps students develop mathematical knowledge and gives meaning to skills and concepts in all strands;

  5. How Does Problem Solving Help? • allows students to reason, communicate ideas, make connections, and apply knowledge and skills • offers excellent opportunities for assessing students’ understanding of concepts, ability to solve problems, ability to apply concepts and procedures, and ability to communicate ideas • promotes the collaborative sharing of ideas and strategies, and promotes talking about mathematics • helps students find enjoyment in mathematics • increases opportunities for the use of critical-thinking skills (estimating, evaluating, classifying, assuming, noting relationships, hypothesizing, offering opinions with reasons, and making judgments)

  6. Classroom Structures that Support Problem-Solving • promotes positive beliefs and attitudes towards mathematics; • • values prior knowledge • • makes connections between that knowledge, the world of the child, and the strands and actions of mathematics; encourages the establishment of a community of mathematics learners; • • focuses on important mathematical concepts or big ideas; • • explores concepts through problem solving • • includes a variety of learning resources; • • is supported by the strong roles of teacher, principal, and senior administrator • • is supported by home

  7. The Important of Communication in Problem Solving • Having students communicate mathematically helps teachers to: • gauge students’ attitudes towards mathematics • understand student learning, including misconceptions that students have • helps students make sense of what they are learning • recognize and appreciate another perspective.

  8. Strategies for Promoting Oral Communication Think-Pair-Share Show and Tell Math Reader’s Theatre Math Forum Cooperative Problem Solving Catch the Mistake and Make It Right

  9. Strategies for Promoting Written Communication Mind Mapping Math Word Wall Model Writing Shared Student Writing Think-Talk-Write Group Solution Writing Poster Projects Graphic Organizers Math Strategy Wall Individual and/or Class Journals/Logs Math Picture Books Place Mat Math Creative Writing Gallery Walk

  10. Four Step Problem Solving Model

  11. Ideas for Implementing the 4 Step Process • Use the Planning template http://www.eworkshop.on.ca/edu/pdf/Mod18_lesson_template.pdf Watch the Problem Solving Video http://www.eworkshop.on.ca/edu/core.cfm?p=videoBrowser.cfm&L=1&modID=18&c=0&navID=videoBrowser

  12. Observe Students and Assessing Their Work as They Solve Problems • providing appropriate and challenging problems; • supporting and extending student learning • encouraging and accepting students’ own problem-solving strategies;• questioning and prompting students • using think-alouds to model how a problem is tackled; • anticipating conceptual stumbling blocks, noticing students who encounter these blocks, and helping them recognize and address their misconceptions.

  13. Some examples • daily challenges that can be utilized to engage students in regular problem solving • a problem-solving corner or bulletin board that provides a place in the classroom where interesting problems can be posted. • an activity centre that can be included as part of a rotation of centres in which students participate during the consolidation phase of a unit. The teacher provides a problem for students to solve collaboratively (e.g., with a partner or group).

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