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Uncategorised 0 CommentsLearn to conjecture, invent and solve problems. When used explicitly and consistently, Visible Thinking routines will promote active thinking and deep learning. If they are, our students will be constantly making judgments, testing them, revising them, and drawing meaningful conclusions about the important mathematical work of the classroom. She had never done problem solving with her students before, but with its prominence in the recently revised British Columbia curriculum, she felt it was time. Jennifer Piggott shares some of her thoughts on creative teaching, and how it can encourage creative learners. Room organization: The classroom should be de-fronted, with desks placed in a random configuration around the room—away from the walls—and the teacher addressing the class from a variety of locations within the room. There will be patterns and trends in the strategies and tools that individual students use that further differentiate more “unique” or “divergent” work which will perhaps “more” creative. As much as possible, the teacher should encourage this interaction by directing students toward other groups when they’re stuck or need an extension. Formative assessment: Formative assessment should be focused primarily on informing students about where they are and where they’re going in their learning. This continued for the whole period. Assessment does not merely occur at the end of a unit or course. Students use two sets of 0-9 numbers to fill in the empty boxes. How questions are answered: Students ask only three types of questions: proximity questions, asked when the teacher is close; “stop thinking” questions—like “Is this right?” or “Will this be on the test?”; and “keep thinking” questions—ones that students ask in order to be able to get back to work. Inquiry to me means: asking good questions. Focus on the mathematical skills embedded within activities. Many students gave up quickly, so June also spent much effort trying to motivate them to keep going. The star below the achievement chart is a footnote explaining that critical and creative thinking are present in some, but not all, . I don’t buy this false binary. The key thing is that students are becoming more confident in their judgements as young mathematicians. Ultimately, mathematical tasks should be worthy of student discussion and emphasize important mathematical concepts. 14. Here is a acronym to help students remember the strategies involved in solving such rigorous problems. Originally posted on Matthew’s Olridge’s blog, here. Further compounding the problem, critical and creative thinking are, at best, ill-defined. The data need to be analyzed on a differentiated basis and focused on discerning the learning a student has demonstrated. The focus is meant to be on the experience of the problem solving process - the thinking, the connections, and the understanding. I want them to be able to use their mathematical thinking tools to decide “what’s best,” or “what’s fair.” I want them to justify their thinking. Without the ability to solve problems, learning is ‘academic.’ Problem-solving, creative thinking, and critical thinking are both skills and habits that allow students to apply and transfer academic knowledge into real-world application. Creativity is there to be found in the math classroom. 8. Creative problem solving: An introduction, “Loving the Math, Living the Math” on LearnTeachLead is, Real World Math: The Garden Stone Problem, DICI – Differentiated Instruction & Collaborative Inquiry, http://thelearningexchange.ca/projects/loving-the-math-living-the-math-part-1/, Creativity is the engine of progress in fashionable society—and our greatest bulwark in opposition to automation – High Broadcast, How design thinking powers progress in healthcare, engineering, science, and more — Quartz, Creativity is the engine of progress in modern society—and our best bulwark against automation | all new, 9 Best Free 4th Grade SubtractionWorksheets in 2019- Download Now, This website will no longer be available after August 31, 2021, Fostering Innovation & Creativity Through Student Summits. This sequence is presented as a set of four distinct toolkits that are meant to be enacted in sequence from top to bottom, as shown in the chart. I have a dislike for overly complicated frameworks and definitions that clutter and obscure important concepts. 10. Assessment for a Thinking Classroom ; Vertical Surfaces [docx from Rob Cop] Delta School District, Delta (May 9, 2017) Building Thinking Classrooms ; Good Problems; Global Math Department Recording; Vertical Surfaces [docx from Rob Cop] West Point Grey Academy, Vancouver (May 8, 2017) Building Thinking Classrooms Since they have to explain their thinking, this is a great way to catch any misconceptions and give feedback to individual students. Here is an example I like to come back to. When and how a teacher levels their classroom: When every group has passed a minimum threshold, the teacher should pull the students together to debrief what they have been doing. A visual scan of the classroom confirms an active learning environment. While these problems could be applied to an ESL classroom, I think that these are just as prevalent in high school and university foreign language classes. Busy math teachers can listen to this quick episode to get an introduction to open middle math … Are our students question askers? Age 11 to 14 Posing Questions and Making Conjectures. The notes should be based on the work already on the boards done by their own group, another group, or a combination. The role of teachers in teaching critical thinking is debated- see Daniel Willingham’s piece. Some kids have trouble changing the … A student came up with his own method for predicting the career points scored of several hockey players. When these toolkits are enacted in their entirety, an optimal transformation of the learning environment has been achieved in the vast majority of classrooms. Student notes: Students should write thoughtful notes to their future selves. other, and extend their thinking. When introducing Thinking Blocks, I begin with a simple model and then, with help from my students, work backward to create a word problem. A forest of arms immediately shot up, and June moved frantically around the room answering questions. 1. The type of tasks used: Lessons should begin with good problem solving tasks. Further, Poincare said something to the effect that mathematical creativity is simply discernment, or choice. 12 Strategies For Creating A Culture Of Problem-Solving In Your Classroom. This should begin at a level that every student in the room can participate in. But if you are a student, and you are doing a mathematical problem or task, you are making something new every single time. Click your grade level below to get Solve and Explain problem solving tasks for your classroom. (2006). Under such conditions it was unreasonable to expect that students were going to be able to spontaneously engage in problem solving. Reporting out: Reporting out of students’ performance should be based not on the counting of points but on the analysis of the data collected for each student within a reporting cycle. Solving multi-step word problems is a requirement with Common Core Math standards. One day in 2003, I was invited to help June implement problem solving in her grade 8 classroom. Below are 100 questions from mathematics expert Dr. Gladis Kersaint to help you address these core areas and promote mathematical thinking and discourse in the classroom. This one page worksheet is on math terminology. In the math classroom, students can get on Sum Dog to practice learned skills independently after a mini-lesson. How groups are formed: At the beginning of every class, a visibly random method should be used to create groups of three students who will work together for the duration of the class. This makes the work visible to the teacher and other groups. Register for our mailing list; Here are my personal working definitions of each: Yes, these are deliberately economical. Questions lead to answers, leading to more questions (I once called this the “inquiry tumbleweed”). Since, I have been watching for more subtle evidence of creativity. Further compounding the problem, critical and creative thinking are, at best, ill-defined. I am starting from the presumption that all kids are capable of critical and creative thinking. See: Treffinger, D. J., Isaksen, S. G., & Stead-Dorval, K. B. Thus, my early efforts to build thinking classrooms was oriented around problem solving. 3. Since critical thinking doesn’t end when an individual project does, you will want to give students sufficient time to evaluate their thinking strategies. There a nice quote in this book excerpt about how the “best way to think critically is to think critically.” We are risking circular logic there, but think about it: the best way to learn to think, is to think. I was waiting to be bowled over by stunningly divergent solution paths. In his judgment, here they are: Here’s a nice quotation on critical and creative thinking: “These two ways of thinking are complementary and equally important. Though computational thinking is often associated with computer science, its process guides problem solving across a variety of different contexts. We redesigned Thinking Blocks and packed it full of new features! Nov 12, 2020 - This board includes resources and materials to promote critical thinking and problem solving in your math classroom. 2. My second presumption is that mathematical knowledge and skill gained as children grow older allows them to think creatively and critically. Robert Kaplinsky, a math teacher and author on the “open middle math” talks about how math teachers can unlock student thinking and interest in how problems are posed to students. Numeracy is often defined as the ability to apply mathematics in the context of day to day life. They should have autonomy as to what goes in the notes and how they’re formatted. After I had exposed my class to several different types of “thinking” questions while doing math problems together, it was their turn to start asking the questions instead of me. Your turn What she wanted from me was simply a collection of problems she could try with her students. I wanted to build what I now call a thinking classroom—one that’s not only conducive to thinking but also occasions thinking, a space inhabited by thinking individuals as well as individuals thinking collectively, learning together, and constructing knowledge and understanding through activity and discussion. When I think of the 6 Cs, it touches on most of them: Critical Thinking, Creativity, Character (because being in a time-sensitive situation really is a test of character), Communication, and Collaboration. I want them always probing the mathematical world around them with their confident judgments. If they are, our students will be constantly making judgments, testing them, revising them, and drawing meaningful conclusions about the important mathematical work of the classroom. Step 3: Engage Students in Math Talk during Whole Group Instruction. Introducing math games into the classroom is a great way to make learning fun, engaging and motivating for … Student work space: Groups should stand and work on vertical non-permanent surfaces such as whiteboards, blackboards, or windows. Why Students Need to Write About Their Thinking. Treffinger, D. J., Isaksen, S. G., & Stead-Dorval, K. B. It did not go well. Here is an example of a student finding a new use for Minecraft as a thinking tool to represent data: Inquiry is also hidden in that little line in the picture from the curriculum above. They can use the progress reports to reflect on their learning and set their own pace. New understandings emerge and are recorded in sentences next to drawings of their simple machines. Student work lines the walls, and books, art prints, science materials, mathematics manipulatives, and technology are evident 2h/week. They need to use their basic math vocabulary and thinking process to answer the questions correctly. The power of their thinking led them to this conclusion. I also maintain that, provided we don’t oversimplify our mathematical tasks to take students’ judgements away, they will be constantly hypothesizing, choosing, testing, and revising their work. Question askers are typically critical thinkers. When businesses hire employees, the employee will never be given a math problem to be solved. More information and examples of … One of the best parts of really getting to know your students is starting to see inside their idiosyncratic mathematical thinking. Summative assessment should not in any way have a focus on ranking students. If we can explain the quantum world without jargon, we can explain educational concepts without jargon, so here goes. Over more than a decade, the author has developed a 14-point plan for encouraging students to engage deeply with math content. If we are thinking creatively about the mathematical experiences we offer our pupils we can open up opportunities for them to be creative. They will be given a PROBLEM to be solved. A balanced math program with strong foundations and a spirit of questioning will always lead to interesting lines of inquiry-questions, leading to more questions. And there is an optimal sequence for both teachers and students when first introducing these pedagogies. How tasks are given to students: As much as possible, tasks should be given verbally. In the beginning of the school year, these tasks need to be highly engaging, non-curricular tasks. Here is a video where we analyze the student work in our LearnTeachLead project. Kady Dupre has worked as a classroom teacher, instructional coach, and intervention teacher in elementary grades. It does not elaborate which! To solve critical thinking problems, math teachers should model the way they think when solving a problem. This motivated me to find a way to build, within these same classrooms, a culture of thinking. June, as it turned out, was interested in neither co-planning nor co-teaching. Assessment is at the heart of teachers’ work as it focuses on paying attention to students’ mathematical thinking and acting accordingly. This will require a number of different activities, from observation to check-your-understanding questions to unmarked quizzes where the teacher helps students decode their demonstrated understandings. You can assess whether your students can apply higher-level thinking skills. They will pick the best representations for their mathematical work, and their own idiosyncratic mathematical voice will come out. Fast forward to the employment years. This is a subtle departure from my earlier efforts in Ms. Ahn’s classroom. That the students were lacking in effort was immediately obvious, but what took time for me to realize was that the students were not thinking. By Matthew Oldridge | October 5, 2015. However, the term ‘critical numeracy’ implies much more. Here is the lone reference to critical and creative thinking in the Ontario curriculum: The star below the achievement chart is a footnote explaining that critical and creative thinking are present in some, but not all, math processes. I found some very precision judgements happening, like students telling me a cup of pop was worth exactly $1.26. In mathematics, the obvious choice for this is problem solving tasks. 11. It also had us collaborating and working as a team. 13. One of the most basic reasons for learning mathematics is to be… How can we harness these two powerful types of thinking? That is why our classrooms should be open thinking spaces. Later these are gradually replaced with curricular problem solving tasks that then permeate the entirety of the lesson. Over the course of three 40-minute classes, we had seen little improvement in the students’ efforts to solve the problems, and no improvements in their abilities to do so. If there are data, diagrams, or long expressions in the task, these can be written or projected on a wall, but instructions should still be given verbally. examples, and applicable classroom handouts can be found on these websites. The first one I gave her was a Lewis Carroll problem that I’d had much success with, with students of different grade levels: If 6 cats can kill 6 rats in 6 minutes, how many will be needed to kill 100 rats in 50 minutes? There are some astounding numbers floating around about the ratio of students asking questions, to teachers asking questions, in a typical math classroom. (Given a classroom culture of math talk, our students will find their voices. Yet I believe both are relatively unexplored areas with our young student mathematicians. Thinking Strategically. Obviously, this is not helpful – if the math processes are the actions of doing math, it makes sense then that these actions will, at times, encompass critical and creative thinking. The role of teachers in teaching critical thinking is debated- see Daniel Willingham’s piece here. 5. They need to work together in harmony to address perceived dilemmas, paradoxes, opportunities, challenges, or concerns (Treffinger, Isaksen, & Stead-Dorval, 2006). Textbooks and workbooks usually show problems vertically. 7. See more ideas about math, math classroom, education math. To help teach computational thinking in the classroom, this article will review four project examples in math, English language arts, science, and social studies. Third, I don’t buy the typical (and somewhat ill-defined) notion that creativity and critical thinking are only typical of “higher order thinkers.” It depressed me to no end when I did my literature review on these two topics and found that much of the work on these two types of thinking were done with gifted learners. 9. In addition, students will become capable of thinking independently and communicating effectively. Use these three strategies to get kids thinking and talking about their problem solving strategies while building that “oh-so-important” confidence, and you CAN conquer math word problems! 12. The range and variety of the student work, with all its understandings and misunderstandings will lead us to that point. 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