Slide 1

CPD – Problem solving

teaching strategy

HANDOUT

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Slide 2

HANDOUT – section 1
21st century skills
• 1997 White paper ‘Excellence in schools’ - main focus was raising standards in literacy and numeracy but, they also recognised that this would
not be enough to meet the challenges in education. They stated that ‘if we are to prepare successfully for the 21st century we will have to do
more than just improve literacy and numeracy skills. We need a broad, flexible and motivating education that recognises different talents of all
children and delivers excellence for everyone.’ (DfE, 1997)
• The four critical 21st century skills for development are:
- Collaboration – teamwork, working in groups and working cooperatively with others.
- Creativity – exploration of new ideas or new use of ideas.
- Critical thinking – individuals ability to use their cognitive processing skills.
- Communication – understanding and sharing ideas.
(Kivunja, 2015)
It is stated by many educators and workforce experts that children need improved 21 st century skills and that without these skills, they will not be
able to successfully participate in global economy. (Envision, 2017)

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Slide 3

HANDOUT – section 2
Strategy used to achieve aims and objectives of
the session:
• The session has been split into sections: assessment of prior knowledge, subject learning and assessment of progress.
• Geoff Petty (2009, p.8) cites Benjamin Bloom an educational psychologist in 1956, who stated to create a successful learning
experience with learning objectives split learning into a ‘spectrum of tasks or skills which he called a ‘taxonomy’. At the bottom the
skills are relatively easy for example in this session there is a ‘assessment of prior knowledge and then may get more difficult and more
useful towards the top for example in this session the ‘assessment of progress’ and finally the completion of the objective of the
session where you will be expected to create a new idea (synthesise) and make a judgement about the session (evaluate).
• Fred Fawbert (2004, p.109) cites Bruner who in 1966 argued that learning involves three almost simultaneous processes. 1- refinement
of existing knowledge (assessment of prior knowledge), 2 – transformation of knowledge ( subject learning) and 3 – learner checks the
accuracy of gained information through evaluation of its usefulness in relation to the current problem or task (assessment of progress
and completion of learning objectives).
• Teachers standard 4 – Plan and teach well-structured lessons – promote a love of learning and children's intellectual curiosity.
(Standards from the DfE, 2013)
• A research paper written by Neil P Morris (2010, p. 6) concludes his research ‘blended learning has beneficial effects for students both
in improvements to academic performance, diversity of learning opportunities and enhancements to the student experience.

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Slide 4

HANDOUT – section 3
Assessment of prior knowledge – True or false?
Inclusion and diversity
• From the British Dyslexia Association website
they advise pastel coloured paper and
whiteboards to support those with dyslexia.
• Supporting other needs – Using coloured paper
can support learners with visual impairments.
Speaking must be loud enough for all learners to
hear especially those who have a hearing
impairment, questions could also be on a piece of
paper to aid the learning for these learners. For
learners with English as a second language a tick
and a cross could be used instead of T/F. Using
whiteboards can support learners who are
selected mute to be included in the task. Those
who are not confident to speak in front of their
peers gives them an opportunity to be included.
• Adapting this strategy can assist with the
assessment of prior knowledge for all learners
Theory/standards/legislation
• Every child matters – Schools should support children with
SEN by tailoring learning to their needs and that the interests
and aspirations of each individual tackle barriers in learning
21st century
which are in turn central to allowing each child to achieve their
potential. (Boateng, 2003)
skills used –
• Teachers standard 2 – Promote good progress and outcomes
by pupils – be aware of pupils capabililties and their prior
- Critical
knowledge and plan teaching to build on these. (Standards thinking
from the DfE, 2013)
• Teachers standard 5 – Adapt teaching to respond to the
skills
strengths and needs of all pupils – know when and how to
differentiate appropriately using approaches which enable
pupils to be taught effectively. (Standards from the DfE, 2013)
• Fred Fawbert (2009, p.115) cites Banduras social learning
theory where he argued that ‘learners can observe and imitate
others.’ Its easy to copy, then there is less fear of failure.
Whiteboards are good for the use in this problem solving task
as it encourages own responses.

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Slide 5

HANDOUT – section 4
Subject learning – Letter scavenger hunt
Theory
Inclusion and diversity • Geoff Petty (2009, p.320) cites Professor Hattie a researcher in Standards from the
Education who researched methods best to raise attainment. He
DfE (2013)
• The picking of buttons found that the best ones were those that set students challenging
tasks not attainable tasks. The use of the problem solving tasks - Standard 1 – Set high
can help to pick teams allows learners to be challenged instead of giving them the content
or tasks to complete at
to remember. expectations which
• Fred Fawbert (2004, p.117) cites Belbin a British researcher and inspire, motivate and
random or can be used management theorist who argued ‘that for teams to be successful
to separate high they must contain particular roles. The roles suggested by Belbin all challenge pupils
have different functions to perform, which will be compatible with
achievers with those the individuals abilities and their current disposition towards a task
and the others in the team.’ In this task teams were created using • 21st century skills used
who may need extra the roles suggested by Belbin taking into account abilities regarding –
support so that teams learning needs to encourage learning for all and successful
completion of the tasks. • Collaboration
have mixed abilities. • Fred Fawbert (2004, p.126) cites Johnson and Johnson who in • Communication
1990 researched into the relationship between learning and
cognition in cooperative educational environments. Their research
has shown that collaborative learning is the superior method and if
• Critical thinking
correctly implemented can promote higher achievement as working
in small groups like those in the task maximises own and each • creativity
other's learning.

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Slide 6

HANDOUT – section 5
Assessment of progress – Kahoot! (https://kahoot.com)

• Theory/standards/legislation
Inclusion and • Fred Fawbert (2004) cites how Vygotsky recognised that learning 21st century skills
diversity was a social process. He explains how Vygotsky stated that
‘activities such as group learning and engagement with other used –
• Technology is now learners during tasks allows learners to refine their construction
of new knowledge and ideas and this allows individuals to ‘test’
integral to students their connections against the thinking of others. He also cites
how Tuckman in 1965 created a theory on the development of
• Collaboration
learning and is teams and how he recognised four stages to team development –
important that forming, storming, norming and performing. • Communication
teaching strategies • The Governments white paper ‘21st century skills, realising our
move forward into potential, recognises that ICT is a ‘skill for life’. Our learners
have grown up with technology and we must learn to use this to
• Critical thinking
the 21st century and support their learning. (DfE, 2003)
use e-learning as a • Teachers standard 2 – Promote good progress and outcomes by • creativity
pupils – guide pupils to reflect on the progress they have made
teaching strategy. and their emerging needs. Completing plenaries to assess the
progress each individual has made meets this standard.
(Standards from the DfE, 2013)

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Slide 7

References
• Boateng, P. -. C. S. t. t., 2003. Every Child Matters, London: Her Majesty's Stationary Office.
• British Dyslexia Association, n.d. Resources. [Online]
Available at: http://www.bdadyslexia.org.uk/educator/additional-resources-for-educators
[Accessed 13th January 2018].
• Department for Education. (1997). Excellence in Schools. London: Her Majesty's Stationary Office.
• Department for Education, 2013. Teachers’ Standards, London: Department for Education.
• Envision, n.d. 13 Essential 21st Century Skills for Todays Students. [online] Available at:https://www.envisionexperience.com/blog/13-
essential-21st-century-skills-for-todays-students [Accessed 13th January 2018]
• Fawbert, F., 2004. Teaching in Post-Compulsory Education. London: Continuum International Publishing Group.
• Kivunja, C. (2015). Exploring the Pedalogical Meaning and Implications of the 4C’s ‘’Super Skills’’ for the 21st Century through
Bruner’s 5E Lenses of Knowledge Construction to Improve Pedagogies of the New Learning Paradigm. Creative Education.
• Petty, G., 2009. Teaching Today. London: Nelson Thornes Ltd.
• Wikipedia, 2017. Quiz. [Online] Available at: https://en.wikipedia.org/wiki/Quiz [Accessed 13th January 2018].

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