I will probably use the the pasta suggestion instead of candy with my students and group the in teams of fours using strong and struggling students together.
In this lesson specifically I had two tasks for students. First they had to solve the candybar problem in the original form then they had the option to solve the problem in the most effective number of breaks.
I have my students that are more advanced in different groups. I have them work out the problems and then when finished circulate to the other groups that need help figuring out the problem. I also give the more advanced groups more or less info depending on the activity in order to challenge them. For exampleā¦ I have them create a problem much like the shaking hands activity, but they have to come up with something different that works out the same way. They are very creativeā¦ I have had problems that involve coins, fish, and even antsā¦ If you are wondering, our school mascot is the Chargers and they havenāt came up with anything to do with horses yetā¦ there is still next semester, lol!
I challenge them by changing their group and partners. Sometimes I will let them choose. I am constantly changing the dynamics. Those that talk a lot are put together, and those on the opposite spectrum are put together.
I challenge the students who work faster in class to create lesson plans for next semester that will enhance the lesson and make it more difficult. Because this is my first time teaching the course, any and all suggestions are welcome and who better to ask than the students!
Iām starting to identify now those students who are struggling with basic reading, writing and problem solving skills as we move forward with the curriculum.
I have students from all learning styles and levels of learning. Therefore, I currently differentiate learning in my class by using visuals (pictures, sounds, supplementary audio clips, if possible). I have few students who are struggling with the online activities and I have paired them with a classmate who may have completed the stage(s) that they are struggling with. I articulate projects in steps and increments because I have noticed students becoming overwhelmed when they see a project as a whole or long version. Also, I scaffold, a great deal so that concepts can be retained not to mention that I try to give a pre and post test for the lesson that we cover and use this as an indicator in to tell whether students or learning or not informally assess throughout problem solving activities with questions and constant feedback.
To make this activity a little more fun, I had them print off there favorite candy bar. We then discussed how to measure liquids with having different container but no the exact measurement container needed.
I would have students record their own problem solving ideas. Next I would ask them to partner with another students and come up with a new and original solutions together.
I would ask the pair to partner with another set of partners and create a complete solutions that includes all individual ideas. Of course the ideas would differentiate based on the skill level.
Last I would then ask students to look at their solutions and, individually, explain how these solutions could be use for other problems based on their personal experiences. The goal is to challenge students to use ideas (new background knowledge) from each other to solve another problem.
Jermaine,
Great to have students share their thinking process with other students - and, as we all know, you retain information better when you have to teach it/explain it. Nice work!
Brad
By Grouping and giving them examples of how they already solve problems with their everyday experiences.
Iāve taken to heart the suggestion that we should frequently regroup the students. I find that it is a great way to allow for students to learn from each other with little intervention from me. Once I describe the problem, the groups of 4 get busy. I circulate helping the groups clarify the task, answering questions, and settling disputes.
I tend to put students in groups and assign a struggling to student to each group to get support from peers. I make sure that each person is participating to their fullest potential as much as possible.
I change up the groups often. We also problem solve with the special education students in our building. We have also worked on projects with our high school. I am teaching a Carnegie Unit to 8th graders. The will get HS credit for IDT/ECS.
1 way we can challenge the students is by having them create their own problem solving challenge after we have completed several in class
The best answer I can give here is that establishing a culture of trial and error and valuing mistakes as part of the learning process is critical. I try to get kids to understand that you learn more by screwing something up and trying to fix it than you do by nailing it and getting it right the first time.
Students are used to high stakes learning environments where a wrong answer can have many implications for student, the teacher and the school community. I like the word ācultureā; it really calls for a mindset change beyond the classroom.
Andrea
First of all, it depends on the culture of the teacherās classroom. In my case, I only have four ECS students. I am laid back and prefer discussions so the students are more open on their thoughts. This allows them to work through the problem whether their process is correct or not.
Students can share their experiences and gather input from others who havenāt shared the experience. Students can allow peers to share how they think they wouldāve addressed the problem. This allows students an opportunity to see into the worlds of each other discovering that although they may meet at the same location daily, their other experiences could be very different from whatās normal to someone else.
I started off by letting the students place themselves into groups and watched their interactions. I then grouped different skill levels and interests within different groups and encouraged talking through and figuring out ways to explain their own ideas.
I also change groupings often. Groups can be given different challenges and present solutions to the class. I agree with the assertion that itās important to have a culture that celebrates learning through mistakes.