Problem Solving in the Classroom
10 Week Professional Learning Program
Partner with our expert team to implement a 10-week self-paced full school professional learning program
This series of workshops aims to challenge existing definitions of Problem Solving. Participants learn what problem solving is, and importantly what problem solving is not, by analysing the literature, sorting problem-solving examples, creating criteria for good problem-solving tasks and generating a shared definition of a problem. The workshops conclude with participants applying what has been learnt to problematise everyday situations.
Audience: Full primary school program (minimum 5)
Cost: $500 (inc. GST) per school
- WHAT'S INCLUDED
- Full school program
- 10 week self-paced professional learning course
- 4 key topics at 2 week intervals
- Videos, tasks, content and support resources provided
- Ongoing guidance from ORIGO Education (3 x one-on-one sessions)
- Professional learning certificate highlighting and linking to relevant AITSL standards on completion for all attendees
- Access to Stepping Stones for the duration of the course (10 weeks)
- Discount for schools who already use Stepping Stones to supplemental resources
Course Overview
20-minute chat with ORIGO Education Senior Author and Writing Manager, Peter Stowasser and your nominated school facilitator.
Walk through of content and goals for first two workshops.
Held via zoom.
Creating a shared understanding of problem solving.
3-5 minute pre-recorded video hosted by Peter Stowasser discussing the topic and providing key direction.
Tasks to follow:
Task 1
Teachers break out into small groups to analyse curriculum documents and literature related to problem solving. They build an understanding of what problem solving is, and what problem solving is not.
Key Questions
- What themes emerge in the literature?
- What types of thinking appear valued?
- Why is problem solving so important?
Sorting problem solving tasks.
3-5 minute pre-recorded video hosted by Peter Stowasser discussing the topic and providing key direction.
Tasks to follow:
Task 1
Teachers become problem solvers themselves. They break out into small groups and sort problem solving tasks into good and not so good categories.
Key Questions
- Tell me about your sorting rule?
20-minute chat with ORIGO Education Senior Author and Writing Manager, Peter Stowasser and your nominated school facilitator.
Walk through of content and goals for final two workshops.
Held via zoom.
Establishing shared criteria for good problem-solving tasks.
3-5 minute pre-recorded video hosted by Peter Stowasser discussing the topic and providing key direction.
Tasks to follow:
Task 1
Teacher’s revisit their sorting decisions. Together they identify key criteria for good and not so good problem-solving tasks. A shared definition for good problem-solving tasks is then created.
Key Questions
- What are the criteria for good problem-solving tasks? What role does ambiguity play?
- How would you define a good problem-solving task?
- What does success look like?
Creating rich, everyday problem-solving tasks.
3-5 minute pre-recorded video hosted by Peter Stowasser discussing the topic and providing key direction.
Tasks to follow:
Task 1
Teachers create their own problem-solving tasks by “seeing the maths” in everyday situations. These problems are then collated to create a bank of rich, problem-solving tasks for teachers to implement in their classrooms.
Key Questions
- What types of problems do students bring to the classroom?
- How can we help students “see the maths” in their daily applications?
- Why is mathematical modelling so important?
20-minute chat with ORIGO Education Senior Author and Writing Manager, Peter Stowasser and your nominated school facilitator.
Feedback opportunity and discussion of next steps.
Held via zoom.
Course Facilitator
Peter Stowasser | ORIGO Education Senior Author and Writing Manager
Peter is ORIGO’s senior author and the creator of the Language and Literacy in Mathematics and Problem Solving in the Classroom professional learning courses. He has spoken at numerous international math education conferences, covering a range of topics across all primary year levels. Peter is in the final year of his PhD in mathematics education; his doctoral topic is related to fostering critical thinking in primary mathematic classrooms. Peter joined ORIGO in 2009 where he has contributed to the development of national and international mathematics programs, including the award-winning Stepping Stones.
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