What came out very clearly was that different people saw different issues in the image/picture depending on their own skills and expertise. For example an image showing an issue with trains being cancelled caused lively debate about costs, timing, inconvenience, etc. This led on to a discussion as to how problem-solving approaches can be used to support individualized learning.
Context Where do we get ideas as to context to use with our learners? The ultimate goal of problem-solving is to overcome obstacles and find a solution that best resolves the issue, in other words problems are challenges. It is easy to overlook the obvious. In fact many of my learners are the source of my ideas for problem-solving contexts. I ask them to share where they have problems with English, maths and other contexts. This might be paying bills, organising a holiday, shopping, going to an interview or making travel arrangements.
We also look at the English and maths test papers. There are 16 awarding organisations offering functional skills so there is no shortage of papers. What contexts do they use? Will your learners find these accessible? Can your learners rewrite the question but in a different context? The proof that your learners are developing problem-solving skills is seen when they can apply a skill in a range of contexts, that is, when they transfer that skill.
As always when working with colleagues, time just flew by but not before we had a chance to share some of our favourite resources to support problem solving approaches.
Collaboration If your learners have a broad programme of study it is useful for them to see problem-solving in all their studies. Working with your colleagues to have a problem solving approach will help them.
Problem solving games Games are a great way to encourage the development of problem-solving skills. You may choose to use them as an opening activity to your sessions (even if you are not teaching English or maths). Many of the problem- solving games are ones we have used in the past but we sometimes forget. Remember a problem is only a problem when you can't do it – so it is the perfect learning opportunity and a chance to discuss what to do when it looks impossible. The following is an example from Nrich Maths (
http://tinyurl.com/rapalspring4):
Money Measure You have ten identical open topped boxes with 10 visually identical coins in each. In nine of the boxes each of the 10 coins has a mass of 10g. In one box the 10 coins have masses of only 9g each. How can you find which box is the odd one out? You have a normal mass measurer with a single pan and a scale. With just one weighing can you identify the box with the lighter coins? What will you weigh? I am sure that many of you are now thinking: I remember that one. But your learners may not have, and it's fun.
Resources Free resources to support:
www.great-learning.co.uk is where I upload lists of free resources. Contact me at
gaillydon@me.com.
As an example, have a look at the resources her ande here
which were produced as part of the Key Skills Support Programme but are still very useful, and packed full of ideas.
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