ED656: revised Lesson Plan & Ancillaries for Problem Solving

Lesson Plan

Instructional Strategies Name: ED656 Advanced Techniques for Students with Learning Disabilities
Date: July 16, 2008
Introduction Subject: Problem Solving Strategies
Lesson time; 30 minutes
Grade: 7th & 8th grade students (at 4th & 5th grade functioning)
Problem solving is an important skill for all students. The methods learned in this lesson can be applied to all areas of students’ lives & will be referred to throughout the school year to encourage problem solving as part of their cognitive process.
Primary Instruction Method Implicit Instruction
Previous Lesson/Material Related to Lesson Prior Knowledge: Present typical math & social problem solving in daily life. We will dissect that strategy & apply it to other areas of learning for us & our students
GPSS Standards 4th & 5th: Determine & justify correct operation to solve problems.
Middle School: Solve realistic problems having consumer & realistic applications (5.MS.11)
Behavioral Objectives 1. In groups of three or four, students will solve one written academic problem (handout #4) with 80% accuracy.
2. In one large group, students will solve one fun & interactive problem requiring social interaction (sheet #5) with 80% accuracy.
Materials (resources needed to support the lesson) Brainteaser, academic, & social problem handouts. For ten students, five pieces of long (approximately 1.5 – 2 feet) rope, computer with problem solving test
Technology Integration four pieces of 1.5 – 2 feet rope, computer for computerized Problem Solving test
Classroom Layout Tables are parallel to each other with 3-4 students per table so each student is facing each other and has easy view of the instructor at the front of the class. (see Sheet #1, seating chart layout)
Anticipatory Set & Motivational Activity Present a computerized math reasoning problem that would impact students with a math disability. Have student groups (by table) determine a solution to the problem in four minutes (two 2-minute sessions). Read Sheet #2. Ensure the problem is downloaded on each computer at each table prior to students arriving.
Lesson steps 1) Download the “Frog Test” from Listserv files to each computer on each table prior to students arriving
2) Change up the seating arrangement (see seating chart, sheet #1) (1 min.) Script is found on the sheet #1
3) Complete the anticipatory set & motivational activity (“Frog Test”): read the instructions found on the teacher notes/Script of sheet #2 (5 mins.), including instructions)
4) Distribute handout #3 (four pages of Steps to problem solving)
5) Review the Problem solving concepts (see teacher notes & script on the teacher handout). Present this to the students in terms of questions so they may attempt to apply or define it or come up with solutions (9 mins.)
a. What do we consider a problem?
b. Step 1: How do we define it
c. Step 2: How do we analyze it
d. Step 3: How do we approach it
e. Step 4: How do we solve it & ensure the solution sticks
6) Let’s test it! Distribute handout #4 (academic word reasoning problem) and allow students, in groups by table, to find a solution using the problem solving steps. Let one group present their findings in one minute (4 mins.)
7) Let’s test it again! Have student move the tables toward the walls so there is an open space at the center of the class. Place the six pieces of rope in the center, one over the other at the center of each rope so it looks like a flower or sparkle (see example on sheet 5) Read sheet #5 aloud and have students start the activity. (9 mins.)
8) Distribute the homework activity handout #6 and announce the instructions found on the teacher notes (1 min.)
9) Ask motivating questions to close found on Sheet #7 (1 min.)
Modifications for students with SLD Modifications are embedded within the lesson for ALL to benefit (UDL concept). Handouts of steps are given to each student for review. All student groups included students at different levels of learning, activities include social & academic content, reminders of time are given, opportunities to use the Problem Solving steps throughout the week (w/reminders)
Check for Understanding Informal: Students answer questions within lesson
Formal: Final production of last problem solving activity & fun activity homework sheet they can work as a group or with family (Handout #6)
Assessments/Evaluation Test on the Problem Solving steps at the end of the week with group activity
Closure (Review, preview, transition) Motivating Questions: How can we use this in our daily lives? At school? At home? With parents? With friends? Peer pressure? Easier to find solution with by yourself or with the group?
Personal Reflection on this lesson This is an excellent lesson for students with varied levels of skill. Problem solving applies to all aspects of one’s life hence, a student with a reading problem can figure out solutions to social scenarios and apply that experience to reading. Also, these skills offer students an option to solve problems in all areas of their life. I enjoyed preparing this lesson and finding ways to bring the usefulness of problem solving to light. Ironically, I used the strategies I learned about problem solving to assist with the lesson & presentation of lesson itself!
Handouts
(All handouts & sheets come with teacher instructional versions) Sheet #1: Seating chart diagram
Sheet #2: Anticipatory Set & Motivational Activity Computer Problem
Handout #3: Steps to Problem Solving Sheets (four sheets: generic & for reading, math, social)
Handout #4: Academic Problem
Sheet #5: Final Problem solving group activity w/rope instructions
Handout #6: Motivational Homework that can be done as a group and with family
Sheet #7: Motivating Questions for closure
References Vaugh, S. & Bos, C. Strategies for Teaching Students with Learning & Behavior Problems, 7th
Ed. Upper Saddle, NJ: Pearson
Guam Public School System Content Standards
National Institute of Environmental Health Sciences: National Institutes of Health (NIH)
Department of Health and Human Services (DHHS) KIDS PAGES
http://kids.niehs.nih.gov/braintpics.htm
Using the Coping Model to teach Reading:
http://web.utk.edu/~dickinso/coping.htm


ED656 Adv. Tech. LD, Problem Solving Ancillary documents
SHEET #2: Anticipatory Set & Motivational Activity, Teacher copy

1) Pull up the “FROG TEST” on the computers

2) SCRIPT:

“We are going to have a lot of fun today and learn at the same time. So if you get a bit excited I will help you manage yourself alright? Let’s start with our fun activity. On your computers is a test, it’s a fun test you can work on as a group! So you will have some time to figure the problem out. When OR IF you finish just raise your hand so we can all see how your team did it. So right now everyone at your table is your teammate and should be able to see the computer screen from where they are sitting. Are we all able to see the screen? Excellent Job! Now double-click on ‘Frog Test’ that is found on your desktop and start. You have four minutes. Begin.”

3) Start timing the students immediate & STICK TO THE TIME!
4) If a group finishes before time is up, have them show it to the class and allow the other groups to attempt to complete the test.
5) Congratulate the winning team & the other teams for trying hard and working together
6) Answer: Move the brown frog up once. Move green frog up once. Move second green frog up once. Move each brown frog up once. Move each green frog up once. Move each brown frog up once, again. Move each green frog up once, again. There you go. The goal is to keep each color frogs at an interval pattern (green-brown-green-brown-green, etc)

ED656 Adv. Tech. LD, Problem Solving Ancillary documents
HANDOUT #3: Steps to Problem Solving; Teacher Copy
1) Distribute the attached student copies to each student prior to Problem Solving instruction. You will be focusing primarily on the first page (generalized steps to problem solving)
Four pages: Page 1: Generic Problem Solving Steps
Page 2: Example of Math Problem Solving steps
Page 3: Example of Reading Problem Solving steps
Page 4: Example of Social Problem Solving Steps
2) SCRIPT:

“As you probably guessed we will be learning about problem solving today. Every single one of you have done this at some time in your lives. What we will be doing today is going over the fundamental steps to solve any type of problem then apply it – or try it out – on some reading and social problems. You’ve already done the math problem with the frog test. How did you guys like it? (Allow for one or two short responses). Good. Let’s actually dissect what you did as individuals and as a group to get the solution. Turn to page one of you handout that reads, ‘steps to problem solving: generalized.’”

“Step 1: You identified the problem. At this step we need to be very specific and attempt to state the problem very clearly in one sentence. The problem, in most cases relates to the goal or outcome. So you had to get all the same colored frogs to the other side of the lily pads. That was the goal. The problem is HOW do we do it, step-by-step? So the problem, stated clearly is what? (wait for attempts to respond; provide encouraging feedback even if the answer is wrong). The problem is in the goal: Each group of colored frogs needs to be at the opposite side of the lily pads moving only one frog at a time, one jump at a time utilizing only one open stone at a time. You may not have said it that way, but generally that is what you were all figuring out. In most cases, we need to specifically state the problem to we can solve it. Right?”

“Step 2: Next, we need to analyze the problem. When we do this we are looking at the problem from all angles and coming up with a multitude of possible solutions. We may throw out most of the solutions, but we brainstorm them nonetheless. At this stage we take a look at how realistically the options are as solutions.”

“Step 3: This is the approach stage. After searching the angles and determining the best and most realistic approaches. We try it out. In some cases, when the problem is difficult or if we have the time, we may conduct brief trial and error approaches here. These trial and error sessions do not provide the solution they provide the reality of an approach to the solution. These trial and error sessions help us determine the long-lasting solutions to the problem.”

“Step 4: After solving the problem, check and double check the solution. Is it consistent? Can it hold? Can it be permanent? Is it, in fact, correct?”

“These are the basic fundamental steps to problem solving. If you briefly look at the Reading, Math, & Social problem solving steps you will see that they are very similar in design. Despite little differences, the problem solving steps follow a similar structure. How many of you have been doing this your whole life? How many will start using this method when the going gets tough – even with friends & family? Good for all of you.”

ED656 Adv. Tech. LD, Problem Solving Ancillary documents
HANDOUT #4: Academic Problem; Teacher Copy

1) Distribute the attached student copies to each student prior to Academic Problem instruction

2) SCRIPT:

“Each group will be given the same story. Each group must answer the questions and come up with a conclusion to the story that includes a prediction. Ensure you can justify, through the story, your prediction. You will have about three minutes. You may read the story out loud in your group. You may begin.”
(Give a one minute call when there is only one minute left to wrap up. Once the students are done or at three minutes, whichever comes first, choose one group to share their answer for one minute.) (Any answer would be acceptable if the students were able to critically think about the solution and prediction).

3) Here is the story. DO NOT READ IT TO THE STUDENTS, this is merely for your reference.
“Joey was very short for his age and all the other third graders never let him forget it. He always enjoyed coming home with one exception, he was too short to push the elevator button to his 24th floor condo. Arnold, the doorman was usually helpful and really nice about it, but today he was helping Mr. Bags who always demanded attention. So, Joey was on his own today. He was thinking as he walked toward the elevator, ‘I could try jumping – again, or I could use my ruler, or I could stay in the elevator until someone finds my bones, argh!’ As Joey walked into the elevator and started taking his ruler out he saw two large hands open the elevator doors. A large man walked in and didn’t even look at Joey and Joey knew this man was a stranger. He was warned about strangers, but couldn’t move a muscle as the elevator doors closed. The man reached to push button….”

1.What grade is Joey? 2. About how old is Joey?
3. Did he have lots of friends? 4. How was Joey planning to press the elevator button?

ED656 Adv. Tech. LD, Problem Solving Ancillary documents
SHEET #5: Final Problem Solving Large Group Activity; Teacher Copy

1) DO NOT HAND OUT TO STUDENTS

2) SCRIPT:

“Thanks for moving the desks so quietly and efficiently. You all did a great job. Now the hard work begins. See the ropes on the floor. You are all going to make a circle around the ropes then bend down and grab an end, remain down. Don’t try to look for the matching ends. Just grab the ends randomly. Then you will all stand at the same time. The goal is to untangle yourselves so you are one big circle, facing in and/or out is fine. Do you all understand? You’ll have about 9 minutes. Begin.” (Repeat directions is they do not understand. If they still don’t get it, walk them through it step-by-step using the directions.

3) How the ropes should look (using 5 pieces for 10 people):

ED656 Adv. Tech. LD, Problem Solving Ancillary documents
Handout #6: Motivational Homework that can be done as a group and with family; Teacher Copy

1) Distribute the attached student copies to each student prior to Homework instruction

2) SCRIPT:

“Don’t start sighing, this homework is fun and you can complete it with your friends and family. We’ll see who has the most by the end of the week. Have fun with it, you’ll probably stump your family or friends.”




ED656 Adv. Tech. LD, Problem Solving Ancillary documents
Sheet #7: Motivational Questions to Close; Teacher Copy


1) DO NOT DISTRIBUTE TO STUDENTS.

2) READ SCRIPT:

“You’ve done quite a bit in a short time. I will be encouraging and expecting you to use these strategies in your daily life, especially here at school. And an important point to remember is that solving problems is easier with more than one person. So study groups are encouraged as well. These questions should help you determine how to use these steps: How can we use this in our daily lives? At school? At home? With parents? With friends? Peer pressure? Easier to find solution with by yourself or with the group? Have a great day.”






ED656 Adv. Tech. LD, Problem Solving Ancillary documents
HANDOUT #3a: Steps to Problem Solving: Generalized


 Step 1: Identify the problem. At this step we need to be very specific and attempt to state the problem very clearly in one sentence. The problem, in most cases relates to the goal or outcome. We need to specifically state the problem to we can solve it.

 Step 2: Analyze the problem. When we do this we are looking at the problem from all angles and coming up with a multitude of possible solutions. We may throw out most of the solutions, but we brainstorm them nonetheless. At this stage we take a look at how realistically the options are as solutions.

 Step 3: Determine & use the Approach. After searching the angles and determining the best and most realistic approaches. We try it out. In some cases, when the problem is difficult or if we have the time, we may conduct brief trial and error approaches here. These trial and error sessions do not provide the solution they provide the reality of an approach to the solution. These trial and error sessions help us determine the long-lasting solutions to the problem.”

 Step 4: After solving the problem, check and double check the solution. Is it consistent? Can it hold? Can it be permanent? Is it, in fact, correct?”