Exploring Process Oriented Teaching and Sheltered Instruction

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Exploring Process Oriented Teaching and Sheltered
Instruction

• Professional Development Workshop
• Dodge City, Kansas
• February 16, 2004
• David S. Allen, Ed.D.
• Assistant Professor, KSU
• Yoli Nunez
• Associate Director Classic
• ESL/DL Program, KSU

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Skills are to mathematics what scales are to
music or spelling is to writing. The objective
of learning is to write, to play music, or to
solve problemsnot just to master skills.
Everybody Counts (1989)
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Math Standards

• Content Standards
• Number and Operations
• Algebra
• Geometry
• Measurement
• Data Analysis and Probability

• Process Standards
• Problem Solving
• Reasoning and Proof
• Communication
• Connections
• Representation

Process Rich Problem
Three Types of PS
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Problem Solving Purpose
To meet new challenges in work, school, and
life, students will have to adapt and extend
whatever mathematics they know. Doing so
effectively lies at the heart of problem
solving. (NCTM, 2001)
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Problem Solving Goals and Objectives

• Problem Solving Requires
• Mathematical Content Knowledge
• Knowledge of problem-solving strategies
• Hueristics (Polya, 1954)
• Effective self-monitoring
• Productive disposition to pose and solve problems

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Problem Solving Goals and Objectives

• Familiarize Students with P.S.
• The four step process
• Strategies for solving problems (Hueristics)
• Communicating thinking involved in solution
  process
• Teacher Behaviors
• Knowledge of the problem
• Knowledge of potential solutions
• Engaging students in the P.S. process
• Guiding the process
• Assessing the students P.S. process

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Problem Solving Goals and Objectives

• 3. Student Behaviors
• Involvement in the PS process
• Knowledge of and identification of potential
  strategies for solving specific types of problems
• Application of knowledge and skills needed to
  find a solution
• Communicating and justifying the solution as well
  as the process used to arrive at the solution
• Appropriate use of knowledge and experience
  gained for future problem solving

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Problem Solving Setting the Stage

• Persistence
• Knowing when to change directions
• Knowing what questions to ask when obstacles are
  met (Think Aloud Model)
• Problem Selection (Enthusiasm)
• Relevant problems create enthusiasm for problem
  solving
• Enthusiasm on the part of a teacher translates to
  a positive disposition for students.
• Now thats an interesting problem, I wonder how
  we can find the answer.

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Problem Solving Setting the Stage
3. Strategies a) Acquiring a variety of
strategies is essential to experiencing
success. b) Students should be provided with
instruction and practice in using a wide range of
strategies that they can draw upon. c) When
students are presented with a problem that does
not fit into the context of what they already
know, they need to know how to develop strategies
based on previously learned skills and concepts.
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Problem Solving Sample
How many rectangles are there on a standard
8 X 8 checkerboard? Count only those rectangles
(including squares) whose sides lie on grid
lines. For example, there are nine rectangles on
a 2 X 2 board.
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Problem Solving Sample

• The Value of this problem
• What determines a rectangle?
• Examine a simpler problem
• Adding sequence of consecutive integers
• Problem lends itself to discovering mathematical
  applications based on number concepts
• Multiple correct solution strategies can be
  applied to arrive at a solution
• Variety of solutions are important

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Problem Solving
Problem solving is at the core of any
mathematics curriculum it is integral to all
mathematical activity. As such, it should
permeate the entire mathematics program. Students
who are consistently presented with challenging
problems learn to develop and apply new
strategies. When they are also given
opportunities to communicate their strategies
with others and reflect on their thinking, their
problem solving abilities are further enhanced.
(Fennell et al. 2000)
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Reasoning and Proof

• Reasoning is a state of mind that causes students
  to explore, to justify, and to validate.
• Students are reasoning when they interpret data,
  when they solve problems, and when they view
  geometric patterns and shapes.
• When students are presented new problems, they
  use reasoning skills to apply previously acquired
  information and to test the validity of their
  solutions.
• Reasoning is the process by which students make
  sense of mathematics.

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Reasoning and Proof

• 5. Reasoning begins with intuition.
• 6. Intuition is used by even the youngest
  children as they begin to make sense of
  mathematics and should be encouraged at all
  levels.
• 7. Reasoning and proof can be incorporated in
  the mathematics classroom through questioning.
• How did you get your answer? Tell me how you
  thought about that. Why does your solution work?
  Do you think that strategy will always work?

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Reasoning and Proof (Example)

• What is 75 of 80?
• Find the solution to this problem.
• Share your answer with your neighbor.
• Did you get the same solution?
• Did you use the same solution strategy?
• Share solution strategies.

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Frozen Yogurt A Manager who operates a
frozen yogurt shop has a vending machine with
three buttons. When these buttons are pushed,
each one dispenses a different flavor of frozen
yogurt. One of the buttons dispenses chocolate,
another button vanilla, and one button dispenses
todays special. When the shop operator is
extremely rushed, the manager uses chocolate or
vanilla as the special. Suppose that it is a
hectic day, all the buttons are mislabeled, and
the manager offers you a free carton of yogurt if
you can push one button and determine how to
correct all the labels. Which button would you
push? Process
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Communication

• The communication skills of reading, writing,
  listening, and speaking provide the means for
  sharing ideas and promoting mathematical
  understanding.
• Provides students the opportunity to clarify
  their thinking and reinforce their comprehension
  of the concepts they are working with.
• By listening to their peers students are exposed
  to ideas they may not have thought of.
• Vygotsky and Piaget believed that to develop
  their reasoning students must engage in social
  interaction.

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Communication

• In middle school, mathematics begins to become
  more abstract. New concepts need to be introduced
  conceptually, but students need to move from
  concrete representations to symbolic notation
  more quickly than in elementary school. Effective
  communication of ideas becomes even more
  important.
• Putting ideas down on paper is another means of
  helping students organize their thinking.
• Written reflection can be an important tool for
  teachers in assessing their students
  mathematical understanding.

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Problem Solving Sample
A string is stretched corner to corner on a
floor tiled with square tiles. If the floor is 28
tiles long and 35 tiles wide, over how many tiles
does the string pass?
Remember the task involves communicating
your problem solving process and the reasoning
that drove that process.
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Connections

• There are three aspects to making connections in
  mathematics.
• Connections are made when one mathematical idea
  is used to build another.
• How is counting related to addition, addition to
  subtraction, addition to multiplication,
  multiplication to area?
• Connections are made among different mathematical
  ideas.
• Teachers need to know what mathematics students
  learned previously in order to build on that
  knowledge. Teachers should also be aware of what
  their students will be studying in subsequent
  grades.

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Connections

• c) Connections are made between mathematics
  and contexts outside the field of mathematics.
• Mathematics permeates other curriculum areas
  and is found in the everyday experience outside
  of school. The use of shapes and patterns is
  prevalent in art and architecture measurement
  skills and classification skills are important in
  science measurement skills and knowledge of
  fractions are utilized in cooking and in building
  models and measurement skills, data gathering,
  and statistics are applied in the social
  sciences.
• (Fennell et al. 2000)

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Representation

• Representations provide vehicles for expressing
  and internalizing mathematical thought.
• Include physical objects, pictures, symbols
• Mental images, words, and ideas
• Formal/Informal representations-
• Conventional symbols, graphs, diagrams
• Informal forms are often invented by students as
  a way of making sense of mathematical ideas and
  communicating those ideas to classmates or the
  teacher.

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Representation

• How can you communicate the idea that
  adding more salt to the popcorn at the movie
  theatre increases drink sales?
• Students do not always see the
  mathematics the way we see it. Our formal
  education has caused us to see mathematics in a
  traditionally abstract or symbolic manner. We
  need to help students access mathematics as a
  product of their environment.

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Tug-O-War
Acrobats, Grandmas, and Ivan Round 1 On one side
are four acrobats, each of equal strength. On the
other side are five neighborhood grandmas, each
of equal strength. The result is dead even. Round
2 On one side is Ivan, a dog. Ivan is pitted
against two of the grandmas and one acrobat.
Again its a draw. Round 3 Ivan and three
grandmas are on one side, and the four acrobats
are on the other. Who will win the third
round? Process
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• Kansas Resources
• Mr. Allens Kansas History Class was
  working in groups to do research on Kansas
  history. The numbers below reflect the number of
  resources each group used.
• 5, 7, 10, 5, 14, 12, 7, 13, 5, 12
• Which statement is true for the given set of
  data?
• The mean is less than the median.
• The mode is less than the median.
• The mode equals the mean.
• The range equals the sum.

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• Kansas Resources
• A farmer buys seed in May for 29.95 a
  bag. A month later he goes to the same seed store
  and buys the same seed for 17.86 a bag. What is
  the percent of decrease for the cost of the seed?
• -40.37
• 0.4037
• 0.6769
• 40.37
• 67.69

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• Kansas Resources
• Which of the following procedures would
  provide a one-step solution to the equation
  below?
• y/5 30
• Multiply both sides by five
• Multiply both sides by 30
• Subtract thirty from both sides
• Subtract five from both sides

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Kansas Resources If you know the odds
against an event happening, how can you determine
the odds of the event happening? If you
know the odds for an event happening, how can you
determine the probability of the event
happening?
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• Kansas Resources
• Mrs. Hill is sitting on the Dunk A
  Teacher tank at the schools scholarship fund
  raiser. The diameter of the entire target is 36
  inches and the diameter of the bulls-eye in the
  center of the target is 12 inches. Harry throws a
  ball that hits the target. What is the
  probability that the ball hits only the bulls-eye
  and dunks his teacher?
• .11 D. .33
• .13 E. .50
• .25

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• Kansas Resources
• A 6 feet tall student is standing next to a
  flagpole on a sunny day. The students shadow is
  10 feet long while the flagpole shadow is 23 ft.
  6 in. long. How tall is the flagpole?
• 13.8 ft.
• 14.1 ft.
• 18 ft. 6 in.
• 19 ft. 6 in.

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• Kansas Resources
• Access to a subway station can be reached
  by escalator or by an elevator. At ground level
  the floor of the elevator is 20 feet directly
  behind a person stepping on to the escalator. The
  subway platform is about 16 feet below the ground
  level. A person standing on the escalator covers
  a distance of about 32 feet as he rides down to
  the subway platform. How far from the base of the
  escalator is the door of the elevator to the
  nearest foot.
• 28 ft. C. 55 ft.
• 48 ft. D. 64 ft.

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• Kansas Resources
• The equation of a line is -3x y -8. The
  equation of another line is -3y x 24. Which
  of the following is true about their slopes?
• The slopes are additive inverses of each other.
• The slopes are equal.
• The slopes are negative reciprocals of each
  other.
• The slopes are reciprocals of each other.

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Kansas Resources Make a list of at least 10
different statements you could make about a line,
if the only information you knew about the line
were the coordinates of two points on the line.
Give an example of a real world situation when it
would be important to know this information.
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Problem Solving Defined!
Problem Solving means engaging in a task for
which the solution method is not known in
advance. (NCTM, 2000) A problem is a
situation in which a person is seeking some goal
and for which a suitable course of action is not
immediately apparent. (Marilyn Burns, 2001)
Solving problems takes place when students think
flexibly, creatively, and analytically to define,
examine, diagnose, and unravel complicated
problems. There must be some blockage on the part
of the potential problem solver. That is a
mathematical task is a problem only if the
problem solver reaches a point where he or she
does not know how to proceed.
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Three Problem Solving Approaches

• Teaching for problem solving.
• Teaching about problem solving.
• Teaching via problem solving.

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Teaching for Problem Solving

• Uses real-life problems as a setting in which
  students can apply and practice recently taught
  concepts and skills.
• The painter mixed the green paint using a 2 to 5
  ratio of blue to yellow paint. How much yellow
  paint is there in 1 gallon of green paint.
• Traditional problem-solving experiences familiar
  to most adults.

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Teaching About Problem Solving

• Refers to instruction that focuses on strategies
  for solving problems
• Polya, 1954
• Four Step Method
• Heuristics
• Process vs. Procedure
• Critical Thinking
• Examples

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Pedagogical Approach to Problem Solving

• Four Step
• Process
• Understanding the problem
• Choosing a strategy
• 3. Implementing a strategy
• 4. Finding and reporting a solution

• Blooms
• Taxonomy
• Knowledge
• Comprehension
• Application
• Analysis
• Synthesis
• Evaluation

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The value of a tool is in its usefulness.
Being able to do pencil-paper computation will
not serve students without the ability to
interpret a problem, analyze what needs to be
done, and evaluate the solution.
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Step 1 Understanding the Problem

• Correctly identify the problem situation or the
  question which is being asked.
• What is known? What is missing?
• Is there any mathematical language being used
  which I dont understand?
• Could I use a diagram to help clarify the
  problem? Could I paraphrase the problem and
  summarize what is being asked in my own words?
• Can I determine what a reasonable answer might
  look like?
• Have I ever solved a similar problem?

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Dealing In Horses!
A man bought a horse for 50 and sold it for 60.
He then bought the horse back for 70 and sold it
again for 80. What do you think was the
financial outcome of these transactions?
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If the only tool you have is a hammer,
everything around you looks like a nail.

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Step 2 Choosing a Strategy

• Explore, identify, and choose a problem solving
  strategy.
• Can I identify a series of steps which are needed
  to solve the problem?
• Are there one or more sub-problems to solve? How
  can I organize data to assist in solving the
  problem?
• Is there more than one strategy which I could use
  to solve this problem?
• Does choosing one strategy over another make the
  implementation easier?

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Step 2 Choosing a Strategy

• Develop a model of the problem using a picture
• Make an organized list or a table
• Solve a simpler problem
• Guess and check
• Work backwards
• Look for a pattern
• Act out the problem
• Use concrete objects
• Draw on other strategies developed by the student

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Step 3 Implementing a Strategy

• Correctly implement the strategy you have chosen.
• What is the sequence of steps which I need to
  implement? Have I performed the required
  computations accurately?
• Have I shown an adequate amount of work to
  demonstrate which strategy I have used?
• Have I carefully checked steps where I have
  previously made mistakes before?
• Would choosing an alternative strategy make the
  solution process easier?

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Step 4 Finding and Reporting a Solution

• Find and report a conclusion from the strategy
  you implemented.
• Is my solution reasonable and does it solve the
  problem according to my understanding?
• Can I check or verify my solution by substituting
  the results from the original problem?
• Do I need to reinvestigate the appropriateness of
  my problem solving strategy?
• Does my solution make sense? Is it reasonable? Is
  my conclusion similar to what I predicted
  earlier?

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Recommendations for Teaching About Problem Solving

• Heuristics
• Strategies taught in isolation are not meaningful
  to students.
• Allow students to identify or create meaningful
  solution strategies.
• Post strategies and refer to them often.
• Demonstrate the need to draw upon a wide variety
  of solutions strategies.
• Be selective with problems less is more
  quality over quantity

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Sure-Fire Rules For Problem Solving

• Most problems are addition.

2. If more than two numbers are given, it has
to be addition.

• When only two numbers are given and they are
  about the same
• subtract.

4. Consider subtraction when money is involved,
particularly if one amount is a round
figure like 50 or 10.00.

• If two numbers are given and one is much larger
  than the other,
• try division.

• Very few problems involve division with a
  remainder. When you
• get a remainder, cross out the division
  and multiply instead.

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Sure-Fire Rules For Problem Solving
7. If you see a fraction, invert it.
8. If you see a decimal, move it.
9. If you see a negative or positive sign, change
it.
10. If the Rules 1-9 do not seem to work, make
one last desperate attempt. Take the set of
numbers in the problem and perform about
two pages of random operations using these
numbers. You should circle about five or
six answers on each page just in case one
of them happens to be the answer. You might get
some partial credit for trying hard.

• Never, never spend too much time solving
  problems. This set of
• rules will get you through even the longest
  assignment in no
• more than 10 minutes with very little
  thinking!

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Exploring Process Oriented Teaching and Sheltered
Instruction
Professional Development Workshop Dodge City,
Kansas February 16, 2004 David S. Allen,
Ed.D. Assistant Professor, KSU Yoli
Nunez Associate Director Classic ESL/DL Program,
KSU