thinking about my thinking working with friends to solve problems prep students working together
DESCRIPTION
Problem Solving Is there a situation or process that has some major constraints or limiting condition? Is there a situation or process that could be better understood if constraints or limiting conditions were placed on it?TRANSCRIPT
Thinking About My Thinking
Working With Friends to Solve Problems
Prep students working together
Students were focusing on their problem solving skills as a group
and as individuals to find a solution to a seemingly simple problem
Develop a drawing to represent the game “Cat and Mouse”
Problem Solving
• Is there a situation or process that has some major constraints or limiting condition?
• Is there a situation or process that could be better understood if constraints or limiting conditions were placed on it?
Problem Solving Organiser Goal:
Constraining/limiting conditions:
Possible solution Possible solutionPossible solution Selected solution
Try another solution
Did not work well
Problem solved
Worked well
Problem Solving Organiser Goal: Draw the game cat and mouse
Constraining/limiting conditions: Has to be an accurate drawing in terms of positional concepts.
Student 1 solution Student 3 solutionStudent 2 solution Selected solution
Try another solution or adopt one of the original plans.
Did not work well
Problem solved
Worked well
We all played Cat and Mouse
We then had to draw us playing the game.
“I drew my circle first so I would not forget what the game looked like. Then I can draw my friends around the outside” - Chelsea
“You have to make sure the children you draw are on the circle; otherwise they are not in the game” - Alana
We talked about our drawings“You have to draw some of the people upside down; they are the ones on the other side to me.” - Daffy
“I did that too, but they are not really upside down; you just have to draw them that way so you know how they really look.” - Nick
Deciding which drawings were the best and why
Our Thinking
“Greta’s drawing looks best because everyone is on the line, but we are not really
upside down” – Daffy
“I think Kelsie’s drawing is right, because nobody is
upside down in her drawing” – Matt
Daffy’s Picture
“This is my game of cat and mouse. Everyone
is in the circle and they are holding
hands”.
Checking our ideas Re-enacting the drawings
• The students had a go of Matt’s drawing first. They agreed that Matt who was the only one with his legs facing inwards was probably drawn wrong. Then they all stood up to see what it really looked like. After lots of giggles they realised that Matt was the only one that was drawn correctly “This isn’t right, we are all the
wrong way except for Matt” - Chelsea
What about this drawingStudents decided to have a go at Kelsie’s drawing next. They were asked to predict if this was more
accurate and why: “Yes it is a better drawing because we
all have our legs facing downwards like Matt did before” – Nick
“Nobody is upside down doing it this way”- Daffy
The students then stood up.
Maybe this one is right!Students decided they wanted to
have a go at Nick’s drawing to see if it was right. They were
asked if they thought there was any difference between Nick
and Kelsie’s drawing, but they were not sure.
When the students stood up they were surprised again that this picture
was not right.
Thinking about their drawings“Everyone is wrong here; I had a few
people right in my drawing” - Kelsie
“Maybe we have to draw everyone differently and think about where
our faces are” – Greta
“Maybe we can draw it while we are standing up so we can see where we
should be” - Daffy
Proof
Prediction: If legs face away from circle, when you stand up you will be facing the wrong way.
Prediction: When you can see each other you must be facing the same way.
Conclusion or Final Prediction:Drawing must have legs facing inwards and faces looking at each other.
Legs have to all face towards the middle of the
circle.
Faces have to be looking towards middle of circle.
Proof
YesNo
No conclusion – new theory
NoYes
No conclusion – new theory
What type of thinkin
g is this?
Teacher Direction
• It is suggested the each individually take turns standing outside the circle and drawing the position of only one person considering, the body, head, legs as well as any distinguishing facial features e.g. could they see the nose or eyes.
Individual Drawings
Profiles
Front and Back
Students then cut and pasted their drawings onto a poster
“It was easy drawing my position as I could look closely at how they were standing” – Matt
“Everyone was standing differently, we just had to look carefully” - Daffy
Final Team Drawing
Us playing Cat and Mouse
Self-assessment
Children compare their initial drawings with their final drawings and try and explain the
changes they have made
Zone of proximal developmentLearners advance their understanding
Vygotsky
Reflecting on Predictions
Students reflected on their initial drawings and to talk
about what they have learnt.
Reflection & Feedback “ Your ring-around the rosy is great!
The second drawing is a lot more Ring-around-the-rosy!
“See that line? That was my first Ring-around-the –rosy but it was not right!
Giovanni helped me get a picture of a ring-around-the-rosy in my mind…it was just like
I was seeing it, so copying from my mind I got it right”
Our Reflections
“This was easy when we did everyone one at a time, we could really think about where everyone was
standing” - Daffy“I didn’t look at where our faces and our legs where
when I first did my picture. That really helped me when I did” – Kelsie
“We are all different when we stand in different spots, we just need to look” – Matt
“Drawing people upside down is not right, as we are never playing with our feet in the air” - Greta
“Language shapes the way we think, and determines what we can
think about.”Benjamin Lee Whorf
American linguist noted for his hypotheses
regarding the relation of language to thinking and cognition 1897-1941.
Daffy’s Projection
“I would like to be able to draw ring around the rosie by myself”.
Final Drawing – (produced with guidance and advice from her
friends)
More Than Just Play…..Learning process through problem solving:• Development of vocabulary
• Development of verbal language through communication of ideas
• Development of spatial concepts
• Deductive thinking as a process of refining thinking
• Fine tuning of visual representation
• Construction of hypotheses
• Formulation of theories
• Strategies of action
• Team work and cooperative thinking
Children become smart by being treated as if they already are
intelligent.Resnick & Hall, 1998Pressed to
raise questions
Accept challenges
Risk take
Make predictions
Justify reasons
Seek information