1. Module 10: Teaching Problem Solving Skills
Effective Teacher Practices Supporting the North Carolina Foundations for Early Learning and Development 2016
Module 10: Teaching Problem Solving Skills

2. Review of Pre-learning Assignment
Respond to the questions below:
Do you have any AHA thoughts after reading the article?
How do you use problem-solving in your classroom and what challenges do you face?
What is one area you’d like to improve and a strategy you use that is working well? What is an area in which you would like to “grow your brain”?

3. Problems Are Everywhere!

4. Positive Versus Negative Conflict

6. Bert and Ernie at the Movies
Insert video

7. Objectives Participants will: Understand what problem solving is
Know the steps to teach problem solving to young children
Understand how to use visual supports and strategies in teaching problem solving

8. Objectives
Understanding the importance of involving families/caregivers in the teaching problem-solving skills
Be able to articulate the relationship between instructional practices, Foundations for Early Learning and Development, and the North Carolina Professional Teaching Standards in regards to teaching problem solving skills

9. Instructional Practices Checklist
Included in your handouts

10. I Have a Problem….

11. What Would You Do? Find handout titled “What Would You Do?”
Read scenarios and come up with solutions.
Write down your solutions.

12. Toddler Rules
If I want it, it's mine If it's in my hand, it's mine If I can take it away from you, it's mine If I had it a little while ago, it's mine If it's mine, it must never appear to be yours in any way If we are building something together, all the pieces are mine If it just looks like mine, it's mine If I think it's mine, it's mine If I give it to you and change my mind later, it's mine Once it's mine it will never belong to anyone else, no matter what Author: Unknown

13. Want to Share?

14. Problem Solving Steps
Calm down (not always needed, but important when it is)
Clarify/define the problem
Brainstorm solutions
Decide on a solution
Evaluate the solution
Try it out

15. Cool/Calm Down

16. Define the Problem

17. Activity: Clues and Problems
Find handout titled “Clues and Problems.”
Read clues with a partner and determine the problem.

18. Brainstorm Solutions

19. Evaluate the Solution

20. Try It Out!

21. Instructional Practices Checklist

22. Problem Solving Video
Insert video of Lisa B.

23. Visual Supports

24. Solution Kit and Cards

25. Video: Using the Solution Kit
Insert SEFEL video

26. Solution Strategies
Insert video of Doyle

27. Sharing Supports and Strategies
Choose either the Solution Kit or Problem Solving Steps cards.
Cut out the cards.
Punch a hole in upper corner of card.
Attach card to ring.

28. Formative Assessment
Insert video 5a of Winding Springs class

29. Formative Assessment
Find your handout titled, ‘Teaching Problem Solving Skills: Formative Assessment.’
Think about the activity on the video and collaborate with the people at your table to make notes on the worksheet about:
the learning target of the activity,
how you would know the activity was successful (criteria for success),
how you would collect data or document and analyze evidence,
descriptive feedback you could provide, and
the implications for instruction.

30. “Problematize”

31. Proactive Steps
Find handout titled “Proactive Steps to Teaching Problem Solving Skills.”
Discuss your assigned strategy (on the note card) with your group.
Identify an example of your strategy.

32. Family Engagement

33. Message in a Backpack

34. Foundations
Look at each of the 5 domains along with their subdomains, goals, and developmental indicators.
Determine which goals in each subdomain are addressed by teaching problem-solving skills.
Write down the goals in each domain that fit.
Find the goals on the charts on the walls.
Place sticky dots beside the goals you identified for each domain.

35. Relationship between Foundations and NC Standard Course of Study
Kindergarten
Approaches to Learning- Kindergarten:
Students can effectively solve problems by defining goals, describing steps, and evaluating alternative strategies in both academic and social interactions
Older Preschool
ESD-6:
Children use a variety of strategies to solve problems

36. Teaching Standards

37. iPoints Find your iPoints for problem solving.
Choose a partner you do not know.
Assign roles - one will be the teacher, the other will be the administrator.
“Teachers” explain to the administrator how you teach problem solving and how it ties back to Foundations and the Teaching Standards.
“Administrators” ask clarifying questions.
Included in your handouts

38. Conclusion

39. Post-Learning Activity
Based on the self-assessment you completed in the pre-learning activity, select one area you would like to work on. List the three ways you hope to meet your goal.
Examine your daily schedule and decide when you will intentionally teach problem solving skills. Write a lesson plan for teaching problem-solving skills. Include books, role play, puppets, etc. What visual supports will you use in your lesson plan to support children in the problem-solving process?

40. Questions?

41. References
Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. 4, pp ). New York, NY: Academic Press. (Reprinted in H. Friedman [Ed.], Encyclopedia of mental health. San Diego, CA: Academic Press, 1998). Bilmes, J. (2004). Beyond behavior management: The six life skills children need to thrive in today’s world. St. Paul, MN: Red Leaf Press. CSEFEL. (2014, April 9). Center on the Social Emotional Foundations of Early Learning. Retrieved from CSEFEL: Iowa State University Department of Human Development & Family Studies. (2013). Train-Coach-Train. Retrieved from Kreidler, W.J. & Whittall, S.T. (1999). Adventures in peacemaking: A conflict resolution activity guide for early childhood educators (2nd ed.). Cambridge, MA: Educators for Social Responsibility. National Association for the Education of Young Children. (2012). Help your child become a great problem solver. Teaching Young Children, 5(3), 12. Retrieved from National Association for the Education of Young Children. (2013). Solving problems with your child. Teaching Young Children, 7(1), 12. Retrieved from North Carolina Department of Public Instruction. (2012). North Carolina Teacher Evaluation Process. Retrieved from North Carolina Foundations Task Force. (2013). North Carolina foundations for early learning and development. Retrieved from Oertwig, S., & Holland, A. L. (2014). Improving instruction. In S. Ritchie & L. Gutmann (Eds.), FirstSchool: Transforming preK-3rd grade for African American, Latino, and low-income children (pp ). New York, NY: Teachers College Press. Pawlina, S. & Stanford, C. (September, 2011). Preschoolers grow their brains: Shifting mindsets for greater resiliency and better problem solving. Retrieved from Ritchie, S. and Gutman, L. (2014). First School: Transforming PreK-3rd Grade for African American, Latino, and Low-Income Children. New York, NY: Teachers College Press. Sesame Street. (2007). Ernie and Bert at the movies: Tall hat lady. Retrieved from Shure, M.B. & Spivack, G. (1980). Interpersonal problem solving as a mediator of behavioral adjustment in preschool and kindergarten children. Journal of Applied Developmental Psychology, 1, Shure, M.B. & Spivack, G. (1982). Interpersonal problem-solving in young children: A cognitive approach to prevention. American Journal of Community Psychology, 10, Smith, C.A. (1993). The peaceful classroom: 162 easy activities to teach preschoolers compassion and cooperation. Beltsville, MD: Gryphon House. Webster-Stratton, C., & Hammond, M. (1997). Treating children with early-onset conduct problems: A comparison of child and parent training interventions. Journal of Consulting and Clinical Psychology, 65(1),