What is it?
Problem solving teaching is where teachers guide students to take the knowledge they do have on a subject, and apply it to what they do not know in order solve the problem. Teachers will need to guide and facilitate the process as students learn this support, but it is a skill that can be used outside the classroom as well. The three main objectives for this support are: 1) Gathering information, 2) Coming up with new knowledge, and 3) making decisions on how this information can help solve the problem.
When to use it?
This can be used at any time, though it is best to implement this earlier in the year so that students can become familiar with it and learn to properly use it for their work throughout the year, and their lives outside of school. It can also be used on a per-student basis as some students may respond positively to this support and will be able to apply it to their work.
WHo to use it with?
This could be used with all students, though it may not work as well as other supports with some students. Students who do not know how to start working on a problem, or do not know how to proceed after they have run into something they don't know are great candidates for this support.
How to progress monitor?
Progress monitoring for this support could include observations, grades, narrative data while working with the student, and a self-rated rubric.
Implementation:
In order to implement this support, the teacher needs to be able to teach and model it before the students before allowing the students to engage in the process themselves. Students will need to work on the support in a safe environment before using it on their own in order to check their understanding and application of the support. Below are two different charts to visually show different ways to problem-solve a question. By laying out the process, students can interact and refer to the chart in order to help them apply the process to their own work. Be prepared to spend time on explaining, modeling, and then giving feedback to students on their application of this model.
Citations:
Cos D. Fi, & Katherine M. Degner. (2012). Teaching through Problem Solving. The Mathematics Teacher, 105(6), 455–459. http://doi.org.www2.lib.ku.edu/10.5951/mathteacher.105.6.0455
May, L. (1997). Teaching problem-solving. Teaching Pre K-8, 27(4), 15.
Roberts, S. K.. (2010). The Important Thing about Teaching Problem Solving. Mathematics Teaching in the Middle School, 16(2), 104–108. Retrieved from http://www.jstor.org.www2.lib.ku.edu/stable/41183576
May, L. (1997). Teaching problem-solving. Teaching Pre K-8, 27(4), 15.
Roberts, S. K.. (2010). The Important Thing about Teaching Problem Solving. Mathematics Teaching in the Middle School, 16(2), 104–108. Retrieved from http://www.jstor.org.www2.lib.ku.edu/stable/41183576