Cubes Strategyproblem Solving
2021年3月30日Download here: http://gg.gg/ovc47
Powered by Create your own unique website with customizable templates. Civics mr.o’s curriculum.
Problem solving the new mathematics national curriculum has three aims relating to problem solving reasoning and fluency and as discussed above using well chosen tasks which involve cubes can certainly help to achieve all three it also contains more challenging content compared with the old version so having mental images to draw upon. CUBES Problem Solving Strategy I have been working to refine the CUBES strategy for my classroom. This set includes posters to display in your classroom and a one page handout for students to use as a reference.
*Problem Solving Calculator
*Free Cubes Math Strategy Printable
*Cubes Strategy Problem Solving Solver
*Share your videos with friends, family, and the world.
*“Don’t take the problem solving out of problem solving” (p. Rather, teach through problem solving, and teach students to solve problems with effective processes and strategies. Find tasks that encourage students to practice a particular problem solving.
If you’re looking to take differentiation to the next level, cubing is a strategy that is worthy of researching and implementing. Cubing is an instructional strategy that asks students to consider a concept from a variety of different perspectives. The cubes are six-sided figures that have a different activity (or a number that corresponds to a question) on each side of the cube. A student rolls the cube and completes the activity that comes up. Cubes are extremely versatile, so they can be utilized in pairs, for group tasks, or as independent work. If students are working with others, they take turns rolling the cube and completing activities. You can decide if you want them to always complete whatever they roll or whether you will allow them one additional roll. If they are working with partners or groups, you can also assign roles like scribe, and discussion directions/roller. They can switch after so many rolls to share responsibility.
The beauty of cubing is how easy it is to differentiate for ALL learners. You can group by student readiness, interest, or by their learning preferences. Additionally, by design, cubing allows teachers to differentiate in a very discrete and non-obvious way. Since all students are working with cubes, they are often unaware of the fact that other groups may be doing something a little different. Another big perk is that cubing gives students who like more tactile approaches to learning a chance to use their hands, move around, and feel like they’re “playing” as they learn. It’s so flexible, and it’s a great way to incorporate more depth and complexity in a fun, non-threatening way. If done right, it can also provide students with a chance to look at a concept from a series of different perspectives. When done incorrectly, it can end up being just a glorified worksheet. How can you avoid falling into that category? Aim for the higher levels of Bloom’s Taxonomy or Webb’s Depth of Knowledge. You don’t want to focus merely on basic fact recall… it would be a missed opportunity.
So how can you get started? Begin by deciding which part of your unit lends itself to optional activities and student choice. Decide which concepts are ripe for this kind of an activity. Is it possible to create multiple cubes for different levels, interests, learning preferences, or topics? The answer is almost always an emphatic YES. You can, and once it’s done, it’s always going to be in your teacher’s bag of tricks to adapt or pull from in the future.
Write 6 questions that ask for information on the selected unit of study. You can pull questions from old quizzes, worksheets, or textbook study questions as a starting point, but as aforementioned, use Bloom’s, teacher observations, learning inventories and other resources to consider the needs of all students, and aim high! Really try to provide adequately challenging questions that require your students to truly THINK about what is being asked. You can do this by asking probing questions that ask students to analyze, evaluate, or create, for example. You may want to have one opinion-based question for each cube to really facilitate discussion or debate within each group.
Use the first cube as your “average” or grade-level cube, then adjust up. This Standards Slider is an amazing resource for adjusting your lessons up or down to meet your students’ needs. Create two more using one as a lower level and one as a higher level resource. Remember though, all cubes need to cover the same type of questions, just geared to the level. Try not to water the content down or make it too busy. Label your cubes or color-code them so you know which level you are addressing. I like to use color-coded baskets numbered 1-3. When I print particular resources, I can place them in the appropriate basket and/or color-code them by printing them on green, pink, or blue paper. The cubes would easily fit into that same structure. (If you’re feeling unsure of yourself, ask a colleague or friend to take a peek at the cubes to see if they can determine the levels.)
Always remember to have an easy problem on each cube and a hard one, relative to the levels. Decide on the rules: Will the students be asked to complete all 6 sides? Will they roll and do only 4 sides? How will this look? Will they use a choice menu like the tiered examples below? Make sure that you clearly communicate your expectations to your students.
Students can describe, compare, associate, analyze, apply, argue for or against something, rearrange, illustrate, question, satirize, evaluate, connect, cartoon, change, solve, synthesize, etc. There’s so many directions you can go, but as you can see, we are aiming for something that really requires reflection and deep thinking– questions that don’t have an immediate yes or no answer– that aren’t based solely on the memorization of facts. You might have students arrange something into a 3D collage, make a body sculpture to show a concept, create a dance, present a monologue, build or construct a representation of something they’re learning about, make a living mobile, create sound effects, etc.
*Describe It: Look closely at the subject. Explain it with sensory details.
*Compare It: What is it similar to? What is it different from?
*Associate It: What does it make you think of? What comes to your mind when you think of it?
*Analyze It: How is it made? What are its attributes or traits?
*Apply It: How can it be used?
*Argue For or Against It: Take a stand. Support your opinion with evidence.
I LOVE to keep things simple, so I use the Differentiated Instruction Cubes by Carson Dellosa, and then I number each side. This allows me to distribute the cubes without worrying about switching everything out of the sides. I can simply create three choice boards to correspond to each number. Then I can print them out on paper that corresponds to each cube, file them away in a binder, and have them ready to go the following year. In my opinion, it really simplifies the process rather than worrying about cutting and creating a cube, but many people enjoy creating tangible paper cubes with questions as well. It really depends on your preference. If you are interested, I have included number templates, a cube template, and a choice board template on TpT for free. Click on the image below to check out my Differentiation with Cubing file!
Think of your students needs, and then tailor your questions to suit their needs. Be creative, and have fun with it! Chances are, your students will too!
SaveProblem Solving Calculator
SaveCite this article as: Praveen Shrestha, ’Problem Solving Strategies,’ in Psychestudy, November 17, 2017, https://www.psychestudy.com/cognitive/thinking/problem-solving-strategies.
Problem solving is something that we go through on a daily basis. As problems never end, the need to solve them is also everlasting. From managing your books properly on a shelf to deciding the next step for your career, the problems can be small or big but they need to be solved on daily basis.
Study in cognitive psychology, has definitely made our lives easier to some extent. There are concrete psychological steps involved in problem solving, which if properly followed, can help us tackle every sort of problems.
[Learn more: Psychological steps involved in problem solving]
One of the important aspects of solving a problem is forming a good strategy. A strategy might be well thought of, rigorous and a sure winner but might not be viable given the resources available in hand.
Below given are the core strategies involved in solving every problem.Problem-Solving StrategiesAlgorithms
The step-by-step procedure involved in figuring out the correct answer to any problem is called algorithm. The step by step procedure involved in solving a mathematical problem using math formula is a perfect example of a problem-solving algorithm. Algorithm is the strategy that results in accurate answer; however, it’s not always practical. The strategy is highly time consuming, and involves taking lots of steps.
For instance, attempting to open a door lock using algorithm to find out the possible number combinations would take a really long time.Heuristics
Heuristics refers to mental strategy based on rule-of thumb. There is no guarantee that it will always work out to produce the best solution. However, the rule of thumb strategy does help to simplify complex problems by narrowing the possible solutions. It makes it easier to reach the correct solution using other strategies.
Heuristic strategy of problem solving can also be referred to as the mental shortcut. For instance, you need to reach the other part of the city in a limited amount of time. You’ll obviously seek for the shortest route and means of transportation. The rule of thumb allows you to make up your mind about the fastest route depending on your past commutes. You might choose subway instead of hiring a cab.Trial-and-ErrorFree Cubes Math Strategy Printable
Trial and error strategy is the approach that deals with trying a number of different solutions and ruling out the ones that do not work. Approaching this strategy as the first method in an attempt to solve any problem can be highly time-consuming. So, it’s best to use this strategy as a follow up to figure out the best possible solution, after you have narrowed down the possible number of solutions using other techniques.
For instance, you’re trying to open a lock. Trying to enter every possible combination directly onto the lock for Trial-and-Error method can be highly time-consuming. Instead, if you’ve narrowed down the possible combinations to 20, you’ll have a much easier time solving the particular problem.InsightCubes Strategy Problem Solving Solver
Insight is something that just occurs suddenly. Researchers suggest that insight can occur if you’ve dealt with similar problems in the past. For instance, Knowing that you’ve solved a particular algebra question in the past will make it much easier for you to solve the similar questions at present. However, it’s not always necessary that the mental processes be related with past problems. In fact, most cases of mental processes leading to insight happen outside of consciousness.Conclusion
Every strategy you build for solving a specific problem, be it for buying groceries or deciding your career, can be narrowed down into one of the above strategy techniques. Some strategies are a combination of Algorithms and Heuristics while others are based on trial-and-error. Choose wisely analyzing your resources, collecting information and monitoring progress.Cite this article as: Praveen Shrestha, ’Problem Solving Strategies,’ in Psychestudy, November 17, 2017, https://www.psychestudy.com/cognitive/thinking/problem-solving-strategies.
Download here: http://gg.gg/ovc47
https://diarynote.indered.space
Powered by Create your own unique website with customizable templates. Civics mr.o’s curriculum.
Problem solving the new mathematics national curriculum has three aims relating to problem solving reasoning and fluency and as discussed above using well chosen tasks which involve cubes can certainly help to achieve all three it also contains more challenging content compared with the old version so having mental images to draw upon. CUBES Problem Solving Strategy I have been working to refine the CUBES strategy for my classroom. This set includes posters to display in your classroom and a one page handout for students to use as a reference.
*Problem Solving Calculator
*Free Cubes Math Strategy Printable
*Cubes Strategy Problem Solving Solver
*Share your videos with friends, family, and the world.
*“Don’t take the problem solving out of problem solving” (p. Rather, teach through problem solving, and teach students to solve problems with effective processes and strategies. Find tasks that encourage students to practice a particular problem solving.
If you’re looking to take differentiation to the next level, cubing is a strategy that is worthy of researching and implementing. Cubing is an instructional strategy that asks students to consider a concept from a variety of different perspectives. The cubes are six-sided figures that have a different activity (or a number that corresponds to a question) on each side of the cube. A student rolls the cube and completes the activity that comes up. Cubes are extremely versatile, so they can be utilized in pairs, for group tasks, or as independent work. If students are working with others, they take turns rolling the cube and completing activities. You can decide if you want them to always complete whatever they roll or whether you will allow them one additional roll. If they are working with partners or groups, you can also assign roles like scribe, and discussion directions/roller. They can switch after so many rolls to share responsibility.
The beauty of cubing is how easy it is to differentiate for ALL learners. You can group by student readiness, interest, or by their learning preferences. Additionally, by design, cubing allows teachers to differentiate in a very discrete and non-obvious way. Since all students are working with cubes, they are often unaware of the fact that other groups may be doing something a little different. Another big perk is that cubing gives students who like more tactile approaches to learning a chance to use their hands, move around, and feel like they’re “playing” as they learn. It’s so flexible, and it’s a great way to incorporate more depth and complexity in a fun, non-threatening way. If done right, it can also provide students with a chance to look at a concept from a series of different perspectives. When done incorrectly, it can end up being just a glorified worksheet. How can you avoid falling into that category? Aim for the higher levels of Bloom’s Taxonomy or Webb’s Depth of Knowledge. You don’t want to focus merely on basic fact recall… it would be a missed opportunity.
So how can you get started? Begin by deciding which part of your unit lends itself to optional activities and student choice. Decide which concepts are ripe for this kind of an activity. Is it possible to create multiple cubes for different levels, interests, learning preferences, or topics? The answer is almost always an emphatic YES. You can, and once it’s done, it’s always going to be in your teacher’s bag of tricks to adapt or pull from in the future.
Write 6 questions that ask for information on the selected unit of study. You can pull questions from old quizzes, worksheets, or textbook study questions as a starting point, but as aforementioned, use Bloom’s, teacher observations, learning inventories and other resources to consider the needs of all students, and aim high! Really try to provide adequately challenging questions that require your students to truly THINK about what is being asked. You can do this by asking probing questions that ask students to analyze, evaluate, or create, for example. You may want to have one opinion-based question for each cube to really facilitate discussion or debate within each group.
Use the first cube as your “average” or grade-level cube, then adjust up. This Standards Slider is an amazing resource for adjusting your lessons up or down to meet your students’ needs. Create two more using one as a lower level and one as a higher level resource. Remember though, all cubes need to cover the same type of questions, just geared to the level. Try not to water the content down or make it too busy. Label your cubes or color-code them so you know which level you are addressing. I like to use color-coded baskets numbered 1-3. When I print particular resources, I can place them in the appropriate basket and/or color-code them by printing them on green, pink, or blue paper. The cubes would easily fit into that same structure. (If you’re feeling unsure of yourself, ask a colleague or friend to take a peek at the cubes to see if they can determine the levels.)
Always remember to have an easy problem on each cube and a hard one, relative to the levels. Decide on the rules: Will the students be asked to complete all 6 sides? Will they roll and do only 4 sides? How will this look? Will they use a choice menu like the tiered examples below? Make sure that you clearly communicate your expectations to your students.
Students can describe, compare, associate, analyze, apply, argue for or against something, rearrange, illustrate, question, satirize, evaluate, connect, cartoon, change, solve, synthesize, etc. There’s so many directions you can go, but as you can see, we are aiming for something that really requires reflection and deep thinking– questions that don’t have an immediate yes or no answer– that aren’t based solely on the memorization of facts. You might have students arrange something into a 3D collage, make a body sculpture to show a concept, create a dance, present a monologue, build or construct a representation of something they’re learning about, make a living mobile, create sound effects, etc.
*Describe It: Look closely at the subject. Explain it with sensory details.
*Compare It: What is it similar to? What is it different from?
*Associate It: What does it make you think of? What comes to your mind when you think of it?
*Analyze It: How is it made? What are its attributes or traits?
*Apply It: How can it be used?
*Argue For or Against It: Take a stand. Support your opinion with evidence.
I LOVE to keep things simple, so I use the Differentiated Instruction Cubes by Carson Dellosa, and then I number each side. This allows me to distribute the cubes without worrying about switching everything out of the sides. I can simply create three choice boards to correspond to each number. Then I can print them out on paper that corresponds to each cube, file them away in a binder, and have them ready to go the following year. In my opinion, it really simplifies the process rather than worrying about cutting and creating a cube, but many people enjoy creating tangible paper cubes with questions as well. It really depends on your preference. If you are interested, I have included number templates, a cube template, and a choice board template on TpT for free. Click on the image below to check out my Differentiation with Cubing file!
Think of your students needs, and then tailor your questions to suit their needs. Be creative, and have fun with it! Chances are, your students will too!
SaveProblem Solving Calculator
SaveCite this article as: Praveen Shrestha, ’Problem Solving Strategies,’ in Psychestudy, November 17, 2017, https://www.psychestudy.com/cognitive/thinking/problem-solving-strategies.
Problem solving is something that we go through on a daily basis. As problems never end, the need to solve them is also everlasting. From managing your books properly on a shelf to deciding the next step for your career, the problems can be small or big but they need to be solved on daily basis.
Study in cognitive psychology, has definitely made our lives easier to some extent. There are concrete psychological steps involved in problem solving, which if properly followed, can help us tackle every sort of problems.
[Learn more: Psychological steps involved in problem solving]
One of the important aspects of solving a problem is forming a good strategy. A strategy might be well thought of, rigorous and a sure winner but might not be viable given the resources available in hand.
Below given are the core strategies involved in solving every problem.Problem-Solving StrategiesAlgorithms
The step-by-step procedure involved in figuring out the correct answer to any problem is called algorithm. The step by step procedure involved in solving a mathematical problem using math formula is a perfect example of a problem-solving algorithm. Algorithm is the strategy that results in accurate answer; however, it’s not always practical. The strategy is highly time consuming, and involves taking lots of steps.
For instance, attempting to open a door lock using algorithm to find out the possible number combinations would take a really long time.Heuristics
Heuristics refers to mental strategy based on rule-of thumb. There is no guarantee that it will always work out to produce the best solution. However, the rule of thumb strategy does help to simplify complex problems by narrowing the possible solutions. It makes it easier to reach the correct solution using other strategies.
Heuristic strategy of problem solving can also be referred to as the mental shortcut. For instance, you need to reach the other part of the city in a limited amount of time. You’ll obviously seek for the shortest route and means of transportation. The rule of thumb allows you to make up your mind about the fastest route depending on your past commutes. You might choose subway instead of hiring a cab.Trial-and-ErrorFree Cubes Math Strategy Printable
Trial and error strategy is the approach that deals with trying a number of different solutions and ruling out the ones that do not work. Approaching this strategy as the first method in an attempt to solve any problem can be highly time-consuming. So, it’s best to use this strategy as a follow up to figure out the best possible solution, after you have narrowed down the possible number of solutions using other techniques.
For instance, you’re trying to open a lock. Trying to enter every possible combination directly onto the lock for Trial-and-Error method can be highly time-consuming. Instead, if you’ve narrowed down the possible combinations to 20, you’ll have a much easier time solving the particular problem.InsightCubes Strategy Problem Solving Solver
Insight is something that just occurs suddenly. Researchers suggest that insight can occur if you’ve dealt with similar problems in the past. For instance, Knowing that you’ve solved a particular algebra question in the past will make it much easier for you to solve the similar questions at present. However, it’s not always necessary that the mental processes be related with past problems. In fact, most cases of mental processes leading to insight happen outside of consciousness.Conclusion
Every strategy you build for solving a specific problem, be it for buying groceries or deciding your career, can be narrowed down into one of the above strategy techniques. Some strategies are a combination of Algorithms and Heuristics while others are based on trial-and-error. Choose wisely analyzing your resources, collecting information and monitoring progress.Cite this article as: Praveen Shrestha, ’Problem Solving Strategies,’ in Psychestudy, November 17, 2017, https://www.psychestudy.com/cognitive/thinking/problem-solving-strategies.
Download here: http://gg.gg/ovc47
https://diarynote.indered.space
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