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Module 10: Teaching Problem Solving Skills

Effective Teacher Practices Supporting the North Carolina Foundations for Early Learning and Development 2018. Module 10: Teaching Problem Solving Skills. Review of Pre-learning Assignment. Respond to the questions below: Do you have any AHA thoughts after reading the article?

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Module 10: Teaching Problem Solving Skills

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  1. Effective Teacher Practices Supporting the North Carolina Foundations for Early Learning and Development 2018 Module 10: Teaching Problem Solving Skills

  2. Review of Pre-learning Assignment Respond to the questions below: • Do you have any AHA thoughts after reading the article? • How do you use problem-solving in your classroom and what challenges do you face? • What is one area you’d like to improve and a strategy you use that is working well? What is an area in which you would like to “grow your brain”?

  3. Problems Are Everywhere!

  4. Positive Versus Negative Conflict

  5. Bert and Ernie at the Movies • Insert video

  6. Objectives Participants will: • Understand what problem solving is • Know the steps to teach problem solving to young children • Understand how to use visual supports and strategies in teaching problem solving

  7. Objectives • Understanding the importance of involving families/caregivers in the teaching problem-solving skills • Be able to articulate the relationship between instructional practices, Foundations for Early Learning and Development, and the North Carolina Professional Teaching Standards in regards to teaching problem solving skills

  8. Instructional Practices Checklist Included in your handouts

  9. I Have a Problem….

  10. What Would You Do? • Find handout titled “What Would You Do?” • Read scenarios and come up with solutions. • Write down your solutions.

  11. Toddler Rules If I want it, it's mine If it's in my hand, it's mine If I can take it away from you, it's mine If I had it a little while ago, it's mine If it's mine, it must never appear to be yours in any way If we are building something together, all the pieces are mine If it just looks like mine, it's mine If I think it's mine, it's mine If I give it to you and change my mind later, it's mine Once it's mine it will never belong to anyone else, no matter what Author: Unknown

  12. Want to Share?

  13. Problem Solving Steps • Calm down (not always needed, but important when it is) • Clarify/define the problem • Brainstorm solutions • Decide on a solution • Evaluate the solution • Try it out

  14. Cool/Calm Down

  15. Define the Problem

  16. Activity: Clues and Problems • Find handout titled “Clues and Problems.” • Read clues with a partner and determine the problem.

  17. Brainstorm Solutions

  18. Evaluate the Solution

  19. Try It Out!

  20. Instructional Practices Checklist

  21. Problem Solving Video Insert video of Lisa B.

  22. Visual Supports

  23. Solution Kit and Cards

  24. Video: Using the Solution Kit • Insert video

  25. Solution Strategies Insert video of Doyle

  26. Sharing Supports and Strategies • Choose either the Solution Kit or Problem Solving Steps cards. • Cut out the cards. • Punch a hole in upper corner of card. • Attach card to ring.

  27. Formative Assessment Insert video 5a of Winding Springs class

  28. Formative Assessment • Find your handout titled, ‘Teaching Problem Solving Skills: Formative Assessment.’ • Think about the activity on the video and collaborate with the people at your table to make notes on the worksheet about: • the learning target of the activity, • how you would know the activity was successful (criteria for success), • how you would collect data or document and analyze evidence, • descriptive feedback you could provide, and • the implications for instruction.

  29. “Problematize”

  30. Proactive Steps • Find handout titled “Proactive Steps to Teaching Problem Solving Skills.” • Discuss your assigned strategy (on the note card) with your group. • Identify an example of your strategy.

  31. Family Engagement

  32. Message in a Backpack

  33. Foundations • Look at each of the 5 domains along with their subdomains, goals, and developmental indicators. • Determine which goals in each subdomain are addressed by teaching problem-solving skills. • Write down the goals in each domain that fit. • Find the goals on the charts on the walls. • Place sticky dots beside the goals you identified for each domain. http://nceln.fpg.unc.edu/sites/nceln.fpg.unc.edu/files/resources/NC%20Foundations%202013.pdf

  34. Relationship between Foundations and NC Standard Course of Study Kindergarten Approaches to Learning- Kindergarten: Students can effectively solve problems by defining goals, describing steps, and evaluating alternative strategies in both academic and social interactions Older Preschool ESD-6: Children use a variety of strategies to solve problems

  35. Teaching Standards http://www.ncpublicschools.org/docs/effectiveness-model/ncees/standards/prof-teach-standards.pdf

  36. iPoints • Find your iPoints for problem solving. • Choose a partner you do not know. • Assign roles - one will be the teacher, the other will be the administrator. • “Teachers” explain to the administrator how you teach problem solving and how it ties back to Foundations and the Teaching Standards. • “Administrators” ask clarifying questions. Included in your handouts

  37. Conclusion

  38. Post-Learning Activity • Based on the self-assessment you completed in the pre-learning activity, select one area you would like to work on. List the three ways you hope to meet your goal. • Examine your daily schedule and decide when you will intentionally teach problem solving skills. Write a lesson plan for teaching problem-solving skills. Include books, role play, puppets, etc. What visual supports will you use in your lesson plan to support children in the problem-solving process?

  39. Questions?

  40. References Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. 4, pp. 71-81). New York, NY: Academic Press. (Reprinted in H. Friedman [Ed.], Encyclopedia of mental health. San Diego, CA: Academic Press, 1998). Bilmes, J. (2004). Beyond behavior management: The six life skills children need to thrive in today’s world. St. Paul, MN: Red Leaf Press. CSEFEL. (2014, April 9). Center on the Social Emotional Foundations of Early Learning. Retrieved from CSEFEL: www.csefel.vanderbilt.edu Iowa State University Department of Human Development & Family Studies. (2013). Train-Coach-Train. Retrieved from https://iastate.app.box.com/s/9rg5sxh5mfh43da7e05k Kreidler, W.J. & Whittall, S.T. (1999). Adventures in peacemaking: A conflict resolution activity guide for early childhood educators (2nd ed.). Cambridge, MA: Educators for Social Responsibility. National Association for the Education of Young Children. (2012). Help your child become a great problem solver. Teaching Young Children, 5(3), 12. Retrieved from http://www.naeyc.org/tyc/files/tyc/file/V5I2/Help%20Your%20Child%20Become%20a%20Great%20Problem%20Solver.pdf National Association for the Education of Young Children. (2013). Solving problems with your child. Teaching Young Children, 7(1), 12. Retrieved from http://www.naeyc.org/tyc/files/tyc/Solving%20Problems%20with%20your%20Child.pdf North Carolina Department of Public Instruction. (2012). North Carolina Teacher Evaluation Process. Retrieved from http://www.ncpublicschools.org/docs/effectiveness-model/ncees/instruments/teach-eval-manual.pdf North Carolina Foundations Task Force. (2013). North Carolina foundations for early learning and development. Retrieved from http://ncchildcare.nc.gov/pdf_forms/NC_foundations.pdf Oertwig, S., & Holland, A. L. (2014). Improving instruction. In S. Ritchie & L. Gutmann (Eds.), FirstSchool: Transforming preK-3rd grade for African American, Latino, and low-income children (pp. 102-124). New York, NY: Teachers College Press. Pawlina, S. & Stanford, C. (September, 2011). Preschoolers grow their brains: Shifting mindsets for greater resiliency and better problem solving. Retrieved from http://www.naeyc.org/files/tyc/file/V5N3/Preschoolers%20Grow%20Their%20Brains.pdf Ritchie, S. and Gutman, L. (2014). First School: Transforming PreK-3rd Grade for African American, Latino, and Low-Income Children. New York, NY: Teachers College Press. Sesame Street. (2007). Ernie and Bert at the movies: Tall hat lady. Retrieved from https://www.youtube.com/watch?v=FZZVPjvBIr0 Shure, M.B. & Spivack, G. (1980). Interpersonal problem solving as a mediator of behavioral adjustment in preschool and kindergarten children. Journal of Applied Developmental Psychology, 1, 29-44. Shure, M.B. & Spivack, G. (1982). Interpersonal problem-solving in young children: A cognitive approach to prevention. American Journal of Community Psychology, 10, 341-356. Smith, C.A. (1993). The peaceful classroom: 162 easy activities to teach preschoolers compassion and cooperation. Beltsville, MD:Gryphon House. Webster-Stratton, C., & Hammond, M. (1997). Treating children with early-onset conduct problems: A comparison of child and parent training interventions. Journal of Consulting and Clinical Psychology, 65(1), 93-109. http://dx.doi.org/10.1037/0022-006X.65.1.93

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