Trust yourself that you can handle the change in direction, and that if a student comes up with a great way to get to the same place, then be brave enough to go with it.
How you handle the change in direction is the best example of problem-solving there is.
If played well (it can be a fine line at times), creating a space where the class is not able to assume what is presented to them is straight forward, or accurate, begins an unmistakable increase in student awareness, and brain activity.
Examples include getting students to remember everything around the room they see that is the color of white, and then, ensuring they don’t look up, get them to write down everything in the room that is the color green; writing 4 random words on the board and getting students to rank them in order; add a word to board and have students design a question where the word is the only possible answer; adding deliberately wrong info within an activity and getting students to spot it; and of course, riddles – which every student seems to love. Helps Students Focus On The Solution Instead Of The Problem Teach students what Patch Adams had to learn: to focus on the solution rather than the problem in front of them.
They are people who flourish in the right conditions, and who grow with challenge and inquiry.
These qualities are not unique to a select group of people defined by hereditary–they are outcomes of having to consistently solve problems.They first consider simple cases before trying something more complicated, yet they will readily consider a more sophisticated analysis.As with any other component of the mathematical tool kit, strategies must receive instructional attention if students are expected to learn them.Students will have the chance to thrive as a result! Ask Students What Problems Matter To Them Then use inquiry, self-direction, collaboration, and more to help them solve those problems for themselves. Teaching should always be motivated by a need to create amazing people.Amazing people, by definition, are active sort of people, inspiring, creative and resilient.Perfect–And Actually Use–The Gradual Release Of Responsibility Model Gradually reduce the scaffolds on tasks, increasing the amount of autonomy with the approach to a task.Explain that in the previous task you helped in this way, but that in this task you are not.Encourage the habit of revisiting the instructions, emphasizing to students that the brain is now able to process the next parts of the task. Have Students Articulate Learning To Others Get students to make connections between their learning more often.A great way to do this is to get students to go around the school and describe to another teacher or school leader the activity or activities involved, and ask them what they think the real world learning is for the task/s.Fully integrating problem solving in the classroom gives students "the chance to solidify and extend what they know and …can stimulate mathematics learning" (National Council of Teachers of Mathematics2000, p.