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


“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


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


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



Practical Applications of Contextualised Teaching


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.


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.


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.


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.


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.


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.


“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


“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


Peruvian Lunch Café


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.


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.


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.


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.


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.


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.


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.


The big event!


PUPIL COMMENTS


“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


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

mailto:[email protected]

mailto:[email protected]

Problem Solving In The Collaborative Classroom

Education

learning experiences

good learning

world of work help children

complete work

different areas of learning

children ownership

everyday contexts

organisational skills