Module+3

Since I’m teaching Algebra, of course there is problem solving involved. However, I don’t teach using a problem-centered strategy. That is, I don’t start the unit by giving them a problem and then teaching them how to arrive at the solution. If I were to do that I would begin with a problem such as:
 * __Janet’s Problem Analysis:__**

“There is a new PlayStation 3 game out and you can’t wait to buy it. It costs $59.54 and you really want to play it with a friend but you only have one controller so you decide to buy the new wireless one for $42.94. When you get to the store you tell the cashier you don’t have enough money to pay for all of it and ask if there is any way you can still get it today. She tells you that you can make a down payment of just $20 and then pay $10 a month until it’s paid off. Since you’re under the age of 18, she says she won’t even charge any interest for six months. You decide this is a terrific plan! Will you be able to pay off your new game and controller before you have to pay interest?”

Below I’ve listed the content elements for each component skill in this particular problem:

__Information-about__: students will need to remember the definitions of slope, y-intercept, independent variable, and dependent variable. I will //tell// them what these words mean. __Part-of__: Once students understand the previously mentioned definitions they need to associate them with their place in the slope-intercept form of a line which is y=mx+b where “y” is the dependent variable, “x” is the independent variable, “m” is the slope, and “b” is the y-intercept. I will use direct instruction to //show// them where each piece fits. __Kind-of__: Then I will give them an assignment and //ask// them to label each piece in different examples. Once students understand the slope, y-intercept, independent variable, and dependent variable, they can then apply them to new situations. For example, they will be able to see them in this real world problem. They will be able to label the sum of $59.45 and $42.94 as the dependent variable or the “y”. They will identify $10 a month as the slope or the “m”. They will know that months represent the independent variable “x”. They will also identify the $20 as the y-intercept or the “b”. __How-to__: Once they have identified these pieces of the slope-intercept form of the line, they will then be //shown// the process of how to solve for “x” or the number of months it will take to pay off the total cost which is the “y”. They will set up the problem as follows: 102.39=10x+20 Then be //shown// how to solve it by subtracting 20 from both sides of the equals sign and dividing by 10 again on both sides of the equal sign. So 82.39=10x leads to 8.239=x. __What-happens__: Since they solved to find that x=8.239, they will then be able to understand the consequence of that number. They will conclude that it will take them a little more than eight months to pay off their new game and controller. This will lead them to see that the condition for paying only $10 a month will result in them having to pay interest for a little more than two months. This will lead them to discuss other solutions where perhaps they will go back and wonder what will happen if they paid $12 per month or even $15 per month. If they truly understood the relationship between the “x” and the “y”, they would be able to set x=6 and solve for what “m” (or $ per month) they would need to be able to pay off their game with no interest.

Great analysis of a specific problem. Now the challenge is to find a progression or problems to which these same component skills can be applied. The challenge is to find problems that use the same skills but are really different from the previous problems. There are two ways to find appropriate problems. 1. Start with a specific problem (as you have done) and identify the component skill required -- then find another problem that requires these same component skills (you may have to generalize them a bit). 2. Start with the component skill you want to teach and then find a problem that requires these skills (this may also be how you got your first problem). Then find another problem that requires these same component skills. Eventually we want the progression of problems to increase in complexity while still involving the same skills or involving the same skills plus an additional skill. dm

Janet..Loved the PlayStation example. That would be an awesome way to grab their attention. The nice thing about teenagers is you can apply the same example to a new I-Phone, Laptop, etc. So many possibilities with this age group! Great example.

Janet: Looks good. I'll be completely honest this week's module was a little more confusing for some reason. I thought I understood. Reading through yours it makes sense to me. I need to go read the chapters again. -JaNae

__Problem Solving__ My course has many problem solving situations. One of the problems I chose was validating a web page. This is a program that will tell the creator has syntax errors. and find out if you have errors || How-to || to be fixed || Part-of || It seems to me that validating a web page is a component skill of a broader problem, is this the case? You may want to consider the broader problem as the problem to be solved. What is the broader problem? Is it creating web pages? dm
 * Chantel's Module 3**
 * Properties || Validate a web page || Part-of ||
 * Step || How to place your page into a validator
 * Condition || Do you have errors || What-happens ||
 * Properties || Your page is ready to post or

I guess I thought The overall problem could be split into smaller problems. The overall problem would be to create web page. Did I do the bottom part correct? If I was to change above to the overall problem it would be:

I wonder if you are supposed to add the How-to, Kind-Of, What-happens to each step? I don't know. It will be interesting to see what DM says :)

Like I said in Janet's critique... this module was a little harder for me to understand. I don't think I did it right, or maybe I just need to go re-read the chapters to get a better understanding. Sorry I'm not much help this go around. -JaNae


 * Properties || Create a web page || Part-of ||
 * Step || How to create a web page || How-to ||
 * Condition || Did it format correctly || What-happens ||
 * Properties || Post a web site || Part-of ||

__Problem-centered instructional strategy__ My course was almost set-up in this form but I had to make a few changes. Tags Save and display page || Tell-C Show -C || Basic Tags Headings Special Characters Depreciated tags Plus Skills 1 || Tell –c Tell –S Show-S || Insert image Lists Validate pages Plus Skills 1, 2 || Do-C Tell-S Show-S || Do-S || Hyperlinks Same page Different page Web Plus Skills 1,2,3 || Tell –S Show –S Ask –C Do –S above || Image map Image link Email link Plus skills,2,3,4 || Tell –S Show –S Ask –C Do –S above || Do - S || Chantel-I like the way that you organized your information in a table. That goes long with the chapter and makes it clear what basic skills you want to teach. Perhaps you could elaborate a little on how you teach it and what exactly is expected of the students. - Janet In my course I do have content elements of a problem. Below is my activity. Sorry it is so lengthy.
 * Problem || Component || Component Skills ||
 * Beth.htm || **Skills 1**
 * Nyce Paints || **Skills 2**
 * Stores || **Skills 3**
 * shop || **Skills 1,2,3** || Do-c
 * allspice || **Skills 4**
 * cinnamon || **Skills 5**
 * club || **Skills 2,3,5** || Do -C ||
 * Scavenger hunt || **Skills 1-5** || Ask –c
 * __JaNae's Problem Analysis:__**

** Introducing: Mission Impossible **

=

 * __Mission __****: **You’re mission if you choose to except it is to improve challenges that can be found in Latin America. Currently there are many challenges in this area of the world. For example: drug cartels in Mexico, homeless in Haiti, Orphans in Ecuador, political unrest in Cuba, illegal drug trafficking in Columbia, and many, many more. You’re mission is to investigate these areas, understand the challenges, and create possible solutions to these challenges. ======

=

 * __Your role/identity __****: **You are acting as an ambassador from the United States. You will have free access to all countries in Latin America and free reign on all personal, political, and environmental documents that would help aide in your research. The internet is at your disposal in helping you find information on the challenges and also in creating positive solutions. You will be expected to act professionally in all Latin American countries (the library) that you visit and with all political leaders (librarian, other teachers) that you come in contact with. If you encounter any problems along the way please contact your supervisor (your teacher) and she will aide you in your mission. ======

=

 * __Audience: __** You will be presenting your challenge and your solution to the President of the United States. (Your teacher) ======

=

 * __Your Report: __**This presentation will take place at the Ambassador Conference that is on April 11th 2011. (Monday) ======

=

 * __Your performance/presentation: __**Make sure that you have a __strong__ case that __backs up your__ __solutions__ and that those solutions will be __effective in helping__ you in the challenge you have chosen. Be ready for any questions that the President may have regarding your research. You may report your mission to the President using any of the following ways: A poster, power point, oral presentation (must have a paper that goes with it), or a whiteboard. If there is another way that you would like to present your findings you must pass it by the President. ======

=

 * __How will you be judged? __** When you are reporting your mission to the President you must have the following: ======

 **Check off these steps:**

 * ======**S**hare what country you did research on and why you chose that country. ======
 * ======<span style="font-family: 'Times New Roman','serif';">Explain what challenges this country is facing. ======
 * ======<span style="font-family: 'Times New Roman','serif';">What methods you used to find your research. ======
 * ======<span style="font-family: 'Times New Roman','serif';">Share the solutions that you came up with for your challenges. ======
 * ======<span style="font-family: 'Times New Roman','serif';">Solutions should be well thought out and you should have reasons why you chose those solutions and good back up to why they could be successful. ======
 * ======<span style="font-family: 'Times New Roman','serif';">The presentation of your mission should be professional, organized, and well thought out. ======

=

 * Information-about**: Student will need to know the geographical locations in Latin America, political, physical, and economical. I will //tell// them through the help of power point presentation and our text book about these specific concepts. We will also define as a class what challenge and solution mean. I will //tell// the students why these definitions will be important in our activity. During this time is when I will hand out the above activity.======
 * Part-of:** After the students have a good grasp on what the above things mean and are familiar with Latin America I will //show// them an example of how you can look at a country's political, physical and economical characteristics to determine what certain challenges that country might be facing. I will //show// my students that once I was able to highlight certain challenges and their origin it becomes somewhat easier to brainstorm solutions to the challenge. I will use the United States as my example.
 * Kind of:** In this step I will let them do a practice run to make sure I can see that they are understanding the concept of challenges and solutions as well as being able to identify the political, physical, and economical characteristics of a country. I will //ask// them what their challenges are and their determined solutions.
 * How-to:** Students will have to demonstrate that they were able to identify a country, find challenges, and create solutions to those challenges before moving on the the next step. Which is to present it to the "Ambassador Committee".
 * What-happens:** After students have demonstrated that they can do the steps to the activity that as a class we will predict what solutions would be most affective and why. How were some solutions different than others? What could the students have done better to come up with better solutions to their challenges?

The different types of component skills are not necessarily a series of steps for solving a problem. Table 6- 2 identifies the instructional events necessary for teaching problem solving. I think that your problem is a very good problem. I would suggest that you demonstrate the type of report that you hope students will make. I would first demonstrate the report without interruption. Then I would go back through the presentation and identify the parts you want them to include and define each of these. I would then give other examples of each of these component parts of the presentation along with how-to find the information instruction. I think that this is what Table 6-2 is trying to summarize. dm

Your lessons make me want to learn more! In the crazy world we live in, I think it is healthy for kids to see there are solutions and organizations that may help the problems. I wonder if the steps listed in the "How will you be judged section," could be the conditions (with individual steps leading to the condition) that lead to the final grade of your report. I am still learning so I am not sure so take it as a suggestion..

JaNae - that is an awesome project! Do you find that students know how to research and effectively problem solve for those countries' difficulties or do they just throw something together that doesn't quite make sense? - Janet

Julie's Problem Analysis: How to find a Book in the Library 1) I picked a book I would like to find. 2) I used the online book catalog to find the books location. 3) I successfully found the correct book. || What-Happens || Kind-Of || 2) Make sure you have a scrap paper and a pencil or pen. 3) If it is for leisure, make a list of books you may possibly want to read. 4) If it is for class assignments make a list of the different criteria that has to be met? For example, are there a certain number of pages required? Does the book have to be by a British Author? 5) Using a piece of notepaper, write down the possible books you may want to read so you can write the books you find and their call numbers next to them. || How-To Kind-of || Kind-Of || 2) Choose Keyword Search 3) Find a book that is close to what you are looking to. 4) Click on it to open its description. 5) Look at the number of pages, its description, whether it’s available or not, and decide of this may be a book you want to find in the library. 6) Locate the books Call Number in the description. 7) Write down the book name and call number on your list. || How-To || 1) Locate the relevant “Area Code” as it pertains to the call number on the book. 2) Using the appropriate number sequence or alphabetical order after the “Area Code” find your book in the library. || Parts-Of Kinds-Of How-To || What Happens || How To || Julie
 * Show-Q || Show students a book of Where’s Waldo. Tell them you have finished this one and want to find a different one in the library. Using the library Smartboard and projection system, look up the book Where’ s Waldo while the students watch, walk over and get the book from the appropriate section and come back. || Kind-Of ||
 * Show-C || Using the Projection System and Library have students watch as you successfully implement the following three conditions.
 * Show-S || 1) While students watch look up Where’s Waldo on the online catalog. With them watching, choose keyword search, find the correct book, and point at the call number. Then walk over to the shelves and find the next Waldo book. || How-To ||
 * Tell-C || The first thing you need to do in order to find a book in this library, is to decide what kind of book you are looking for and make a list of possible choices. || How-To
 * Show-C || Show a list of books or book ideas on the projection system such as History of Pirates, a Harry Potter Book, and a Mind’s Eye Book. || Kind-Of ||
 * Tell-S || 1) First you have to decide the purpose of your reading.
 * Show-S || Have students help you make a list of for fun books in the library. Type the list so it is displayed on the overhead projection system. || How-To
 * Tell-C || Tell the students we are going to look up the first book on the list on the card catalog in order to find its description. || How-To ||
 * Show-C || Type in Magic Eye into the catalog search bar and hit keyword. Locate the book, click it, and look at the information provided. || How-To ||
 * Tell-S || 1) Type in the subject or book title you want to look up.
 * Show-S || Have students watch as you execute the steps above on their computers as you look up the next book on the list, “Ripley’s Believe it or Not”. || How-To ||
 * Tell-C || Successfully Find the Correct Book || How-To ||
 * Show-C || Walk over and locate a copy of “Ripley’s Believe it or Not” || How-To ||
 * Tell-S || Explain the different areas of the library and the distinguishing features of each. Teach students about the different “area codes” of the library. Have a student stand at the different sections of the library. Have students watch as you look up the appropriate call number for Magic Eye Gallery. 760 MAG. Use the following two skills to locate your book in the library from the call number.
 * Do1-S || Tell the students the first one back with the book Magic Eye Gallery gets a candy bar. || How-To ||
 * Do1-C || Did the students return with the correct book? Have the students determine why or why not? So many of the students get the wrong area code on this example. Instead of looking at the area code 760 which tells them non-fiction they run to the last half of the area code MAG magazines. || Kind Of
 * Do2-S || Play Jeopardy with the students. Have them locate different books in the library using clues from the game (you have to lay down ground rules in the beginning, like if anyone gets hurt, game is over so be careful) Give money to the winners and auction off pops at the end. || Kind Of
 * Do2-C || Students as a group successfully find books in the library and monitor their individual progress based on each question. || What Happens ||
 * Do2-S || Students use the library system to find an appropriate book for their book report. || How To ||
 * Do2-C || Teacher approves their book for their book report. || What Happens ||

Thanks for your careful attention to the prescribed learning events in the chapter. Did you find this exercise useful? Did you feel that each of the prescribed learning events made sense? Did this help you to plan activities that you might otherwise have overlooked? Keep up the good work. dm

It seems like you did a great job and gave me a good example to follow. I don't think I fully understood everything. This module was confusing to me. Looks like Merrill enjoyed yours though so I will use it to help mine be better. -JaNae

Julie-nice job being explicit! Way to go. Is this something that could go along with the teacher workshop you were describing in earlier modules? - Janet <span style="display: block; height: 1px; left: -10000px; overflow: hidden; position: absolute; top: 1001px; width: 1px;">What-happens