A Problem Centered Classroom
Role of The Teacher in a Problem Centered Classroom
In a problem-centered classroom, you will see a more student-focused class involving valuable discussions, partner turn-and-talks, and other variables that are contrary to what many of us experience in our elementary years. The teacher would be re-voicing what a student may say to the class during a discussion,rephrasing, reasoning (explaining the reason a student did or said what they did), patiently waiting without pressuring students (giving appropriate and adequate time for student responses), questioning at a higher level than the basic or normal questions teachers may duel, and strong focus on targeting, pattern of questioning, and response.
There is a strong correlation between a problem centered classroom, and a problem solving class; both are centered around engaging tasks. The engaging tasks at hand are always related to the objective, and the problems require justifications and explanations of answers. Metacognition (conscious monitoring of our thoughts), gauges how much we tell our students vs. how much we don't tell them when doing a lesson
There is a strong correlation between a problem centered classroom, and a problem solving class; both are centered around engaging tasks. The engaging tasks at hand are always related to the objective, and the problems require justifications and explanations of answers. Metacognition (conscious monitoring of our thoughts), gauges how much we tell our students vs. how much we don't tell them when doing a lesson
Role of The Student in a Problem Centered Classroom
The student is consistently collaborating with peers in a problem centered classroom. This can include, but is not limited to, re-voicing, rephrasing sentences for each other, drawing pictures, looking for patterns, implementing the guess-and-check logic for answers, tables, charts, organizing questions, analyzing patterns of thinking, and trying to simplify formats of mathematical equations and problems for means of solving them. In this format of learning, students take ownership of their learning, as they become more involved in it. Students are engaged and involved in movement, which supports their metacognition skills so that they may learn to reason, and receive enough information to get kick started. Problem centered classrooms allow for conceptual building at different paces.
The Four Step Problem-Solving Process
Like the picture demonstrates, there are four parts of the problem-solving process including: understand, plan, solve, and check. Here is a brief explanation in addition to the characteristics described in the image:
1) Understand: be engaged in figuring out the problem, identify the question or problem being posed.
2) Plan: Devise a plan and think about how to solve a problem. This can be in steps, or be one swift calculation that does not require steps.
3) Solve: Carry out your plan by implementing the approach of choice.
4) Check: Look back at your problem. This is the most crucial step in the problem-solving process. Some questions you should ask yourself are- Does the answer make sense? Do I need to fix anything?
1) Understand: be engaged in figuring out the problem, identify the question or problem being posed.
2) Plan: Devise a plan and think about how to solve a problem. This can be in steps, or be one swift calculation that does not require steps.
3) Solve: Carry out your plan by implementing the approach of choice.
4) Check: Look back at your problem. This is the most crucial step in the problem-solving process. Some questions you should ask yourself are- Does the answer make sense? Do I need to fix anything?