Hierarchic: 4 Main Ideas

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Name: LeahTabor

2008 Edwin Ellis, All Rights Reserved Published by Makes Sense Strategies, LLC, Northport, AL www.MakesSenseStrategies.com

Date:

Problem-Solving (based) Model

03/17/2016

Is about

Giving students problems in order to allow them to solve that specific problem and understand the content related to it as
well as develop problem-solving abilities and become self-directed learners.
Main idea

Theory/ Modifications

Theory:
Cognitive Learning Theory:
-The knowledge learners
construct depends on their prior
knowledge and experiences
-Learning is enhanced when
learners experiences are
connected to the real world
Vygotskys Theory:
-More knowledgeable other
when a group cannot get past a
certain point
-Social Interaction is key to
development
-Scaffolding when needed
-Stays within the students ZPD
Modifications:
Dont specify problem as much
for advanced problem solvers

Main idea

Planning

1) Identify Topic:
-Topic must be complex, abstract,
dealing with a large body of
information, or procedure
-Not a model suited for learning a skill
2) Specify Learning Objectives:
-Students need to learn how to think
abstractly and solve the problem
presented
-One goal is to develop problemsolving skills and learn how to be selfdirected
-Another goal is to learn to persevere
while trying to solve problems
3) Identify Problems:
-Good problems must be given (clear,
concise, concrete, and personalized)
-Must consider whether or not your
students have enough background
knowledge to be able to determine
how to go about solving the problem
4) Access Materials:
-Students need to understand how the
materials connect to the task
-An effective teacher would have their
materials pre-organized to save time
where the lesson would go more
smoothly
-The amount of materials you have
access to can determine your group
size

Main idea

Implementation

1) Review and Present Problem:

-It is important to review background knowledge
to ensure the students are all on the same page
as you are
-Once the background knowledge is
reviewed/supplemented, present the problem
-Be specific when presenting the problem
-Well-defined problems are not realistic; this is a
model that wants to make the information
learned by the students applicable to real life
-The more problems you give them, the better
they will get and you can slowly increase the
intensity once you have taught them how to think
about these problems
2) Devise a Strategy:
-Provide enough guidance where students to not
waste time
-This can either go one of two ways:
-Students can start solving the problem
immediately
-Get feedback from you and the class on
strategy before they start solving the problem
3) Implement the Strategy:
-This is where they use what they devised to
solve the given problem
-Scaffold when needed (Important to use
professional judgment: want to challenge
students, but do not want to waste too much
time)
-Try to spend as much time with each group as
possible
4) Discuss and Evaluate Results:
-Critical to eliminate misconceptions
-This is where feedback is important; work with
your students to create meaning for the problems
solved (this will help your students encode
better)

Main idea

Assessment/Motivation

Increasing Motivation:
Awakens curiosity
Presents a challenge
Student interaction
Presents tasks that can be applied
outside of the classroom
Student involvement
Assessment:
-Three objectives of assessment:
1) To increase understanding of
the processes involved
2) To develop students selfdirected learning
3) To acquire deep understanding
of specific topics
Different assessments include:
-Performance Assessments
-Systematic Observation
-Checklists
-Rating Scales

So what? What is important to understand about this?

This is a model that helps develop students problem-solving skills and critical thinking skills. This is something
the students will enjoy because it really does tie to the how will I use this in real life?