2

Click here to load reader

study group: developing problem solving skills  · Web viewThe illustrator helps the group to visualise the problem by discussing with the group what needs to be included in a visual

  • Upload
    vubao

  • View
    212

  • Download
    0

Embed Size (px)

Citation preview

Page 1: study group: developing problem solving skills  · Web viewThe illustrator helps the group to visualise the problem by discussing with the group what needs to be included in a visual

STUDY GROUP: DEVELOPING PROBLEM SOLVING SKILLS

You will be allocated a role that will be used to help in solving this problem of the clarifier, predictor or illustrator.

CLARIFIERThe clarifier helps the group to determine what the question is asking.

QUESTIONS THAT THE CLARIFIER COULD ASK AND ANSWER INCLUDE:1. What is the question asking?

2. How could you simplify the question into three short dot points?

PREDICTORThe predictor helps the group to draw on relevant background knowledge and use only the required information from the question.

QUESTIONS THAT THE PREDICTOR COULD ASK AND ANSWER INCLUDE:1. What concepts do you predict are being tested in the question?

2. What information do you predict is important information in the question?

ILLUSTRATORThe illustrator helps the group to visualise the problem by discussing with the group what needs to be included in a visual representation or flow chart drawing of the problem.

FLOW CHART

SUMMARISING THE PROCESSOnce you have completed this process, as a group identify the main steps that are involved in solving the problem.

Teacher Notes: Complete a pre-test to evaluate the student’s base line skills in problem solving. It is important to choose

problems for the pre- and post-tests that are of comparative difficulty. Model the process first, discussing what the clarifying, predicting and illustrating roles are for a sample problem.

I also spend time talking about how sports people improve their skills by slowing down the process and evaluating their technique. For example, a golfer will video their golf swing and then review the footage in slow motion in order to improve their game. This is the same in this problem solving process where we are slowing down the process in order to gain insights into problem solving skills.

The students then allocate roles and complete each section, summarising the steps required to solve the problem and then complete the calculation.

With consecutive problems ask the students to switch roles. The effectiveness of the technique can be determined by completing a post test and comparing results. The

effect size can be determined for 15 or more students by using the formula below, where the average of the pre-test is subtracted from the post test and divided through by the spread (sd), which is the standard deviation of the pooled results.