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Environments to Occasion Problem Solving

Environments to Occasion Problem Solving . - Peter Liljedahl. CREATIVITY INVENTION DISCOVERY AHA!. 2000. SOME BACKGROUND. CREATIVITY INVENTION DISCOVERY AHA!. PROBLEM SOLVING. 2000. SOME BACKGROUND. AHA!. POSITIVE AFFECT. 2003. DESCRIPTIVE RESULT. PROBLEM SOLVING. POSITIVE

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Environments to Occasion Problem Solving

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  1. Environments to Occasion Problem Solving - Peter Liljedahl

  2. CREATIVITY INVENTION DISCOVERY AHA! 2000 SOME BACKGROUND

  3. CREATIVITY INVENTION DISCOVERY AHA! PROBLEM SOLVING 2000 SOME BACKGROUND

  4. AHA! POSITIVE AFFECT 2003 DESCRIPTIVE RESULT

  5. PROBLEM SOLVING POSITIVE AFFECT 2003 PRESCRIPTIVE INTERVENTION

  6. If 6 cats can kill 6 rats in 6 minutes, how many cats are required to kill 100 rats in 50 minutes? • - Lewis Carroll 2004 PRESCRIPTIVE INTERVENTION

  7. If 6 cats can kill 6 rats in 6 minutes, how many cats are required to kill 100 rats in 50 minutes? • -Lewis Carroll NOTHING 2004 PRESCRIPTIVE INTERVENTION

  8. To build classrooms environments that are: 2003 2013 QUEST

  9. BOTH A MEANS AND AN END

  10. TASKS 2005 2006 EARLY EFFORTS

  11. some were able to do it • they needed a lot of help • they loved it • they don’t know how to work together • they got it quickly and didn't want to do any more • they gave up early • FILTERED THROUGH EXISTING NORMS! assessing problem solving TASKS 2005 2006 EARLY EFFORTS

  12. To build classrooms environments that bypass: 2003 2013 QUEST + BYPASS NORMS

  13. METHODOLOGY: CASTING ABOUT

  14. tasks • hints and extensions • level • how we give the problem • how we answer questions • room organization • how groups are formed • student work space • assessment • … DESIGNED-BASED RESEARCH

  15. FINDINGS

  16. FINDINGS

  17. levelling • assessment • flow • answering questions • oral instructions • defronting the room • good tasks • vertical non-permanent surfaces • visibly random groups FINDINGS – BIGGEST IMPACT

  18. VERTICAL NON-PERMANENT SURFACES

  19. TYPE I: qualitative • written reports • interviews • field notes • TYPE II: quantitative(ish) • five different treatments per class • 5 classes • time measurements • criterion measurements (0, 1, 2, 3) METHODOLOGY

  20. This was so great [..] it was so good I felt like I shouldn't be doing it. • I will never go back to just having students work in their desks. • How do I get more whiteboards? • The principal came into my class … now I'm doing a session for the whole staff on Monday. • My grade-partner is even starting to do it. • The kids love it. Especially the windows. • I had one girl come up and ask when it will be her turn on the windows. QUALITATIVE

  21. QUALITATIVE

  22. PROXIES FOR ENGAGEMENT • time to task • time on task • time to first mathematical notation • amount of discussion • eagerness to start • participation • persistence • knowledge mobility • non-linearity of work VERTICAL NON-PERMANENT SURFACES

  23. QUANTITATIVE(ish)

  24. VISIBLY RANDOM GROUPS

  25. students become agreeable to work in any group they are placed in • there is an elimination of social barriers within the classroom • mobility of knowledge between students increases • reliance on the teacher for answers decreases • reliance on co-constructed intra- and inter-group answers increases • engagement in classroom tasks increase • students become more enthusiastic about mathematics class Liljedahl, P. (in press). The affordances of using visually random groups in a mathematics classroom. In Y. Li, E. Silver, & S. Li (eds.) Transforming Mathematics Instruction: Multiple Approaches and Practices. New York, NY: Springer. VISIBLY RANDOM GROUPS

  26. QUALITATIVE

  27. vertical surfaces random groups tasks THREE PILARS

  28. I've never seen my students work like that • they worked the whole class • they want more • how do I keep this up AND work on the curriculum? • how do I assess this? • where do I get more problems? • I don't know how to give hints? TOGETHER

  29. QUALITATIVE

  30. WHY IT WORKS - THEORIES

  31. 1st PERSON VICARIOUS EXPERIENCE WHY IT WORKS - THEORIES

  32. QUESTIONS • & ABUSE Q & A

  33. THANK YOU! liljedahl@sfu.ca www.peterliljedahl.com/presentations

  34. 3 lessons prior to implementation • 3 weeks after implementation • once every 2 weeks for 2 months • participant observer (Eisenhart, 1988) • field notes from observations, interactions, and conversations • interviews with 12 students and teacher • analytic induction (Patton, 2002) METHODOLOGY

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