1. Problem Solving Strategies for KS2 and KS3
Dr Cathy Kelly
Miss Alex Edmunds

2. Our Group Project Group members: 8 primary and 4 secondary
Example followed: LeMaps project (Nuffield funded) led by Malcolm Swan
Scope: define problem solving for our group (see diagram)
Reviewed current research literature e.g. MARS, Shell Centre, University of Nottingham, George Polya “How To Solve It”
Discussed Lesson Study Methodology (following Peter Dudley’s conference)
Agreed composition of groups and divided into subgroups
Each subgroup selected and planned their task (material selected from GAIM, nrich, UKMT)
Executed Peter Dudley’s Lesson Study cycle and reviewed results

3. Define problem solving
Can you Zooley?
Small problem to capture the sense of the task – Bongard problems
Capture by yellow sticky:
Culture
Method
Skills

5. Project sub groups
Aiding representation (visualising or writing to help understanding)
Key Stage 3
Aiding resilience in problem solving
Key Stage 2
Interventions to keep problem solving on track

6. Lesson Study cycle
Joint planning of research lesson; predict impact on 3 key pupils
First teacher in the group delivers the lesson
Interview 3 key pupils
Joint modification of lesson
Second teacher delivers the modified lesson
Repeat for third cycle

7. Focus of the sub groups The Devon/Dorset KS3 team
Problem Area to Investigate
Representing ideas in a way that helps
Activity
Painted Cube Problem 
Year Group
High ability Year 9 
Focus Pupils (within high ability group)
Pupil A: Upper middle ability girl, quiet, does not like getting things wrong
Pupil B: Lazy lower-middle ability boy, does not like writing things down
Pupil C: Person we have identified as “best” at problem solving 

8. Focus of the sub groups The Dorset team Problem Area to Investigate
How questioning can promote perseverance and resilience
Activity
nrich: School Fair Necklaces
Year group
Year 3/4 pupils
Focus Pupils
Lower ability
Average ability
More able

9. Focus of the sub groups The Devon team Problem Area to Investigate
When is the most effective time to intervene when children are problem solving?
Which strategies work?
Activity
GAIM: Consecutive Sums
Year Group
Year 3-5 pupils
Focus Pupils
Lower ability, quiet, might struggle
Average ability
High ability

10. The representation team (KS3)
Alex Edmunds

11. Outcomes…learning points and recommendations
Overwhelming conclusion: the biggest effect was the positive impact of the independent observer making focussed recommendations
All subgroups reported increased enjoyment in the lessons
Questioning should be timely and aim to elicit information (not answers)
Intervention at the right time is very effective, and at the wrong time may have a detrimental effect
Prompt cards are a good idea if individual feedback is not available
Pupil interviews are always revealing!
Teacher intervention is less significant than you think…it is what students say to each other that really matters

12. Group members are now:
Sharing good practice amongst the wider school community (the Devon team has rolled the project out into their primary consortium)
Sharing the experience and learning points in school meetings (especially with TAs)
Including problem solving as a specific skill set in the School Improvement Plan and SOWs
Using “pit-stop” plenaries
Practising using effective questioning language