Development of problem solving

Differentiation using different strategies

• The strategies are ordered in levels of development from one, "Act it Out" to eight "Working Backwards". Number nine, "Thinking Bit" is implicit throughout the other eight strategies.
• When selecting a strategy to use in a lesson, it is possible to differentiate by looking at the previous strategy for the less able problem solvers and the next strategy for the more able problem solvers.

Example

• Strategy for lesson: "Use Equipment" (Strategy 3)
• Less able problem solvers use "Draw it Out" (Strategy 2)
• More able problem solvers use "Draw a Diagram" (Strategy 4)

Differentiation of one strategy at different levels

• It is possible to differentiate using just one strategy, if the main focus of the lesson is teaching a new strategy to solve problems.

Example

• Strategy for lesson: "Draw a Table"
• Less able children could be given a simple two column table to head and complete to solve a given problem.
• Average Learners could be given a simple problem requiring them to draw their own two or three column table.
• More able learners could be given a complex problem requiring them to build one or more tables with more than three columns. Then compare the results of the tables to solve the final problem.

Classroom Management

• Children can be grouped in ability groups where the above ideas for differentiation can be applied.
• Children can work in mixed ability groups where problems are given to solve using one or more strategies. Ensure there is a role for each of the levels of learners in the group.
• Children can work in mixed ability pairs. It can occur that an able problem solver is not always the most able numerically.
• As children can be visual, auditory or kinaesthetic learners, different strategies will allow different children to excel depending on the strategy focus.
• Children can be given a general problem and allow them to select the strategy they feel most confident and appropriate to use. This is a useful assessment to judge how efficient a child is at problem solving.