1. Creative Problem Solving Projects At Key Stage 3
Thomas Ng
Miles Berry
John Stout
Roger Davies
Peter Marshman
Peter Dickman

2. Thomas Ng
West Berkshire Council
3. Setting the scene
students expect lessons to be fun
management expects lessons to be engaging
parents expect lessons to be demanding
universities expect lessons to be motivating
society expect lessons to be about problem solving
4. The Panel
the building block of knowledge Miles Berry
Scratch and BOYB John Stout
Star Logo TNG Roger Davies
Googe Apps Inventor Peter Marshman
Google's view of problem solving Peter Dickman
5. Miles Berry
Roehampton University
6. Learning
Images NASA, Wellcome
7. Learning Computing
Images PCNews, Wellcome
8. Learning Styles
Images River Beach, Beppie K, Hans and Carolyn
9. Three Wise Men
10. Froebel Gifts
Image Falling Water Museum Store
11. Lego
Image Andy Carol, Lego, Gadgetreview
12. The Craft of Construction
Images US Dept. of Defense, Photozou
13. Pinnacles of achievement
Image Aheilner
14. Papert & Logo
15. Microworlds
More is needed than an intuitive, seat of the pants experience. The student needs to conceptualize and capture this world.Papert, 1980
With scientific method, we took things apart to see how they work. Now with computers we can put things back together to see how they work, by modelling complex, interrelated processes, even life itself. This is a new age of discovery, and ICT is the gateway.Adams, 1999
16. Stepping stones
17. Problem Solving
The key skill of problem solving involves pupils developing the skills and strategies that will help them to solve the problems they face in learning and in life. Problem solving includes the skills of identifying and understanding a problem, planning ways to solve a problem, monitoring progress in tackling a problem and reviewing solutions to problems. All subjects provide pupils with opportunities to respond to the challenge of problems and to plan, test, modify and review the progress needed to achieve particular outcomes.
DfES/QCA 1999
18. Case based instruction
Teaching begins not with a theoretical exegesis of domain concepts but with a real problem rather than learning (and forgetting) all about a field before being allowed to solve a meaningful problem, case-based instruction is based on the belief that what you learn while trying to solve a complex problem you will better comprehend and retain much longer The most important rationale for case-based instruction is that it at least simulates the kind of activity that students are preparing for.
Jonassen 2004, pp 52-53
19. Troubleshooting
Troubleshooting is among the most commonly experienced kinds of problem solving in the professional world the problems that are most completely and accurately recalled are those that are most difficult to solve, because the problems solver was more conceptually engaged in the process.
Jonassen 2004, p13
20. John Stout
King George V Sixth Form College
21. BYOBBuild Your Own Blocks

is Scratch (BYOB runs Scratch projects)

22. has a few (a very few) new concepts 23. encourages students to design blocks,creating a new language for each problem

can be used at any age / education level

24. encourages higher level thinking (abstraction)