Sunday, November 10, 2013
Donna and Alexis and Problem Types
In Chapter 5 Brookhart states that there are different kinds of "problems" we can have students answer, namely: structured, unstructured and goal free problems. Generally speaking, which types of problems do you feel you rely on mostly in your classroom? Do you use any of the other two problem types OR would you like to be able to use any of other problem types but feel that you cannot do so? If so, why? Have you incorporated any of these problem types into your yearlong curriculum? Which ones? In your estimation, does any one specific problem type give you a better insight into what students have learned? Share your thoughts with us.
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In my fifth grade class, I try to incorporate unstructured and goal free problems, but due to lack of time, such methods are becoming increasingly difficult to implement. Generally, I tend to rely more on structured problems in math. There are certain skills that the students must master for each chapter, and one of the best ways to ensure that they grasp those materials is to have a very structured way of teaching and learning.
ReplyDeleteNevertheless, the standards for Common Core require students to explain their reasoning in math. In chapter 5, Brookhart gives an example of a student who becomes upset that a question that was never discussed in class was on the test. Brookhart explains that this student simply applied solution strategies by rote memorization to the problems she did not truly understand. In order to avoid such problems, I use unstructured and “goal free” problems when we work on various word problems in math. For instance, I present a simple word problem to my class and have students come up with different ways of solving the problem without giving them specific directions. After that, groups get to share and discuss various ways they used to come up with the final answer. By engaging in this activity, students get to have an opportunity to learn through inquiry rather than having particular formulas and answers thrown at them.
I believe that assessing students’ learning through unstructured problems promotes and improves high-order thinking skills. As Brookhart mentions in chapter 5, “Ill structured, open-ended problems require more students input and are more like real-life problems than well-structured problems” (Pg. 122). As I have mentioned previously, using such methods are becoming increasingly difficult to implement due to lack of time. Nevertheless, I think it is imperative that we try to pose unstructured and goal free problems as much as possible in all disciplines in order to provide students more meaningful insights to their learning.
In my 5th grade language arts classroom I touch upon both structured and Goal-Free problems depending on the lesson. If I am assessing grammar skills or multiple choice questions based on a given /type of MC question, which needs to be addressed according to the Common Core Curriculum Standards.
ReplyDeleteIn the event of speculative writing the problems are often goal free. Students are using their writing crafts and skills in an independent writing piece. The story can take shape in a direction the student chooses (within reason). However, the grammar and correct use of figurative language, writing crafts, vocabulary, and sentence structure would certainly be structured and have one correct application within the writing piece.
I would have to agree with Kelly that the push of the new Common Core Curriculum Standards (CCCS)is a push in the direction of structured problems (also less realistic). The standards out forth by in the CCCS allow very little decision making on behalf of the student. CCCS is assessing for specific elements, concepts, and understandings.