Composing Problem Solving in your Common Core Classroom Presenters Jennifer Morris and Kristyl Nuckolls

Problem Solving What should it look like?

● Critical Thinking ● Communication ● Collaboration ● Creativity and Innovation “Thinking outside the box” 4 C’s of Common Core

● Scaffolding is a temporary structure which provides help at specific points in the learning process. ● It allows learners to complete a task which they would not be able to accomplish without help. What is Scaffolding?

Zone of Proximal Learning Out of reach at the moment Learns through scaffolding A bit difficult Current understanding. Can work Independently Target Connect to prior knowledge Entry activities Exploration/Inquiry Use visual aids Chunk up the learning Give time to talk Encourage mathematical discussion

Scaffolding Problem Solving? WAYS TO SCAFFOLDING WAYS NOT TO SCAFFOLDING ● Clear Directions ● Manipulatives ● Visuals ● Collaboration ● Hints/clues ● Modeled thinking ● Feedback ● Technology ● Question Stems/Prompts ● Unclear problem to solve ● Copying from the board ● Making it “simple” ● Modeling step by step ● Memorization

Valentine's Day Cupcakes Baldy View has 100 students in the fourth grade. A dad has volunteered to bake cupcakes for the Valentine’s Day party. 37 of the 100 will be vanilla cupcakes. The remaining cupcakes will be chocolate. What is the fraction and decimal for the chocolate cupcakes? With pictures, numbers and words write a fraction and decimal for the chocolate cupcakes. Explain your answer. Visual Scaffolding

Candy Combo Pack The Willy Wonka Candy Factory has asked you to make a candy combo pack to sell at their new store. The combo pack will have 10 pieces of candy. You can choose between candy pumpkins and candy corn. Mr. Wonka wants you to present all the different combinations of candy pumpkins and candy corn you can package. Scaffolding with Manipulatives CGI Direct Modeling Child can use manipulatives to directly model the problem

Candy Combo Pack The Willy Wonka Candy Factory has asked you to make a candy combo pack to sell at their new store. The combo pack will have 10 pieces of candy. You can choose between candy pumpkins and candy corn. Mr. Wonka wants you to present 3 different combinations of candy pumpkins and candy corn you can package. Grade Level Specificity - Kinder

Performance Task Leaves and Caterpillars Collaborative Process ➢ Review problem and vocabulary together for understanding ➢ minutes ➢ independent thinking/work time ➢ Collaborating time ➢ Everyone is responsible for their paper ➢ Teacher circulates the room

Leaves and Caterpillars ● A fourth-grade class needs five leaves each day to feed its 2 caterpillars. ● How many leaves would they need each day for 12 caterpillars? ● Show how you solved this problem with pictures, numbers or words.

● University of Nottingham ● University of California, Berkeley ● Inside the Black Box Dylan Williams ● McKinsey and Co World’s Best Performing Schools Research

1.Clarify, share and understand goals and criteria for learning. 2. Engineer effective classroom discussion, questions and tasks. 3.Provide feedback that moves learning forward. 4.Activate students as owners of their own learning. 5.Activating students as learning resources for one another. 5 Keys Strategies of Formative Assessment

Using Performance Tasks for Formative Purposes Problem Solving Re-Engagement Model ●Give students the problem. ●Sort into 3 Groups - Got it, Partially Got it, Didn’t get it ●Analyze Student Work for Common Misconceptions ●Prepare Re-Engagement Lesson on Poster ●Re-Engage students incorporating class discussion and collaboration

Place Value Task They work independently Formative Assessment tool Depth of Knowledge piece

● Describe the components of the activity that supported students to work at higher cognitive levels? ● How did the teacher facilitate deeper student thinking ? ● How would this model work in your classroom? Re-Engagement Video

Re-Engagement Task

Student Work

Re-engagement vs. Re-teaching Cognitive Level is Higher ✓ Revisit student thinking ✓ Address conceptual understanding ✓ Examine task from different perspective ✓ Critique student approaches/solutions to make connections ✓ The entire class is engaged in the math Cognitive Level is Lower ✓ Teach the unit again ✓ Address basic skills that are missing ✓ Do the same or similar problems over ✓ Practice more to make sure student learn the procedures ✓ Focus mostly on underachievers

● How was the re-engagement activity designed to differentiate instruction and engagement? ● What were the core concepts the students needed to learn and understand? ● How did the students communicate? ● How was the student work used to deepen the understanding of the core mathematical concepts? Discussion Prompts

General Scoring Principles Does the student work show more/less evidence of reasoning and understanding? Anywhere on the student paper counts. (exception is when wrong answer is designed) Only whole number points are awarded and partial credit only when designated by rubric. Evidence is marked with symbols. The total is circled.

Performance Task Candy Party

Candy Party Re-engagement Name____________________________ Teacher___________________________ Candy Party You are having a party and 36 friends have been invited. You surveyed the group and found that 4/9 of them like Jolly Ranchers and 5/12 of them like Hershey Kisses. You want to get the candy that is liked by most guests. Which candy would you buy and why?

Name____________________________ Teacher___________________________ Pizza Party You are having a party and 24 friends have been invited. You surveyed the group and found that 5/6 of them like pepperoni pizza and 6/8 of them like cheese pizza. You want to get the pizza that is liked by most guests. Which pizza would you buy and why? Pizza Party Re-engagement

Resources Inside the black Box Article Best Performing Schools Five Key Strategies of Formative Assessment A86CA523/0/Research_brief_04__Five_KeyStrategies.pdf Tasks

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