Teaching Problem Solving

Teaching Problem Solving-59
The teacher asks you how to handle the situation with that preferred toy and how to support children to solve common social problems.

It involves overcoming obstacles by generating hypo-theses, testing those predictions, and arriving at satisfactory solutions.

Problem-solving involves three basic functions: Problem-solving is, and should be, a very real part of the curriculum.

Due to the restricted funds of the child care program, the teacher could buy only one.

The teacher observed one boy trying to forcefully grab the toy from a girl.

In fact, students cannot fully meet the math standards without understanding how to effectively approach the unknown. Evaluate your resources (integration of knowledge). You might have to save money or get a job so you can afford the one you've chosen.

Consider the Common Core State Standards for Mathematical Practice that overlay all grade levels K-12: Don't these sound like great strategies for everything, not just math? Or, you might decide to settle for a cheaper version.Our job as teachers is to provide the skills necessary for them to make wise, effective decisions. It starts with a habit of inquiry in all classes -- math, language arts, history, science, any of them.I constantly ask students questions, get them to think and evaluate, provide evidence that supports process as well as product.But for deep learning, hands-on authentic experience is required. _________________________ Jacqui Murray has been teaching K-8 technology for 15 years.Let's say, for example, the class is investigating the purchase of an MP3 player. She is the editor of a K-8 technology curriculum, K-8 keyboard curriculum, K-8 Digital Citizenship curriculum, and creator of technology training books for how to integrate technology in education.The question becomes: How do students learn to use the steps? All it requires is that as they play and think about what they're doing: This is how students become the problem solvers required of their future.Certainly, as they accomplish their grade-level math curriculum, you as teacher remind them they aren't doing a multiplication problem (or an algebra one); rather they're reasoning abstractly or using appropriate tools strategically, or expressing regularity in repeated reasoning. You'll be surprised how much you know on a variety of topics. Future employers and schools want you to think, to use your intelligence and your knowledge to evaluate and solve problems. What advice do knowledgeable friends have (perspective taking, collaboration)? Your friends will think whatever they own is the best, because they're vested in that choice, but listen to their evidence and the conclusions they draw based on that. When they solve a problem that affects the direction their life takes (college, career, marriage, children, a tattoo), they'll be happy to have strategies that make it easier.What if everyone's watching and he can't do it -- isn't it better not to try?What if it works, but not the way everyone wants it to?We want risk-takers, those willing to be the load-bearing pillar of the class.And truthfully, by a certain age, kids want to make up their own mind.


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