![]() ![]() ![]() This method is a type of visual representation that show relationships between facts,ideas, or aspects of a situation (problem) that is intended to be used to guide the user's thinking. | Effective Problem Solving Instruction Graphic Organizers (Note: The topic must be different than one of the topics presented in the video if you have never used visualizations.) If you have never used visualizations please give and example of how you would use them in your classroom and why you would use it for the topic that you chose. After you watch the videos please go to Visualizations and share an example of a way that you have used visualizations in the past even if you used it incorrectly and example how it worked for you and if there was anything that you would change now that you are more informed. Below are two videos which show teachers using visualizations to show students how to work through problems in a math classroom. A good way to use this approach to solving a problem would be to have students read the problem and determine the important information (step 1 in the method described in Unit 1), then the students create the visual representation of the problem, finally the students can write their number sentence or equation and solve the given problem. When using visualizations students are taking a problem that is in words and make some sort of pictorial version of a problem whether it is drawn out to represent the problem at hand or there are manipulatives that are used to represent that material in the problem. This strategy could be especially useful when working with proofs in order to better understand the relationships and meanings of different theorems, axioms, and postulates. This method draws on prior knowledge and allows students to make connections between different and seemingly unrelated topics. This is another strategy that can be used to support other problem strategies because it allows students to recall content specific vocabulary and apply it in the proper place and manner. The Frayer Model is a strategy that is used for vocabulary construction. Outside of the math classroom by using familiar terms to remember an unfamiliar concept. While this is not a complex problem solving strategy it can be helpful in supporting other strategies because it allows for students to have quickly be able to recall prior formulas or processes to solve a mathematical problem. As you can see from the examples given this strategy can use letter strategies or sentence mnemonics. Some common examples of mnemonic devices that are used in the math classroom are "FOIL", "SohCahToa", " All Students Take Calculus", and there are many more. This is the step where the students will begin step 2 of the problem solving method described in unit 1 which is when the plan is devised.Ī mnemonic device is a tool in the form of an acronym that is intended to help a person to recall a topic. The question section has students deterring what the problem is asking of them or what they are trying to find.įinally the read section is where the students will reread the problem if necessary to pinpoint the exact material that is necessary. To find their way to the solution in a more effective and efficient manner.ĭuring the survey section of this method the students are reading and summarizing what the problem is telling them. This allows that students to categorize information as important or extraneous in order This allows students to dig deeper into the meanings behind information in the problem that is being worked on. This method is a discussion based method where students and teacher go back and forth expanding on the problem at hand. The language used in these posts should be language that would be used in a discussion being conducted in a face-to-face environment. Please remember to use proper online etiquette and be respectful and formal in your postings and responses to your peers posts. This should help to prepare you to determine what you will be writing and teaching your formal lesson on at the end of this unit. Using the Discussion tab of this page talk amongst one another about some topics that lend themselves to using problem solving skills more than others. Additionally, you will be asked to submit a video of yourself teaching this lesson which will be peer reviewed. At the end of this unit you will be asked to write a formal lesson plan that implements at least one of the strategies described below in the correct manner. ![]() ![]() During this unit there will be an in-depth explanation of the problem solving strategies discussed in Unit 1. ![]()
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