2. Vital Results - Reasoning and Problem Solving
Approach
| APPROACH 2.6 APPLICATION: |
Grades K-2, (5-8 year-olds) |
Grades 3-5, (8-11 year-olds) |
Grades 6-8, (11-14 year-olds) |
| Students apply prior knowledge, curiosity,
imagination, and creativity to solve problems. This is evident when students:
2.6 Application Cross Referenced to Field of Knowledge Standards: 5.1-7.19 |
· Use preferred intelligences (logical/
mathematical, linguistic, kinesthetic, spacial, intrapersonal, interpersonal,
musical). ·
Use prior knowledge, imagination and creativity to design solutions to concrete problems. · Use curiosity as a basis for engaging in problems. |
· Recognize his/her preferred intelligence.
· Show a willingness to use other intelligences to solve problems. · Approach problems using integrated disciplines, building on prior knowledge. · Consider a variety of solutions using imagination and creativity. |
· Use what he/she already knows to acquire new
knowledge, develop new skills, or interpret new experiences.
· Expand his/her understanding of existing knowledge by making connections with new knowledge, skills, and experiences. · Develop individual approaches to problem using imagination and creativity. · Use curiosity to expand and explore multi-faceted problems. |
| 2.7 INFORMATION: |
Grades K-2, (5-8 year-olds) |
Grades 3-5, (8-11 year-olds) |
Grades 6-8, (11-14 year-olds) |
| Students respond to new information by reflecting on
experience and reconsidering their opinions and sources of information.
This is evident when students:
2.7 Information Cross Referenced to Field of Knowledge Standards: 5.1-7.19 |
· Revise his/her work based on personal reflection, peer feedback, and teacher feedback. | · Compare their opinions with those
of others.
· Respond by revising one’s work or opinion based on feedback from others, reflection, and experience. |
· Respond to new information by revising and/or
expanding his/her opinions and world view.
· Respond to new information by questioning the reliability of a source of information. |
| 2.8 TAKING RISKS: |
Grades K-2, (5-8 year-olds) |
Grades 3-5, (8-11 year-olds) |
Grades 6-8, (11-14 year-olds) |
| Students demonstrate a willingness to take risks in order
to learn. This is evident when students:
2.8 Taking Risks Cross Referenced to Field of Knowledge Standards: 5.1-7.19 |
· Participate in new, unfamiliar activities.
· Apply strategies for problem solving. · Explore unfamiliar media, tools and subject matter. |
· Ask questions and offer ideas in
group settings.
· Explore less developed multiple intelligence. |
· Share their own ideas and viewpoints in a group
setting.
· Engage in problems with unknown end results. · Use less developed multiple intelligence in a variety of settings. |
| 2.9 PERSEVERING: |
Grades K-2, (5-8 year-olds) |
Grades 3-5, (8-11 year-olds) |
Grades 6-8, (11-14 year-olds) |
| Students persevere in the face of challenges and obstacles.
This is evident when students:
2.9 Persevering Cross Referenced to Field of Knowledge Standards: 5.1-7.19 |
· Sustain attention to work until completion. | · Sustain concentration and commitment
to problem solving.
· Finish the project and bring work to completion. · Look for alternate solutions in the face of difficulties. |
· Persist in mental and physical challenges.
· Set goals and bring them to completion. · Find alternate solutions to solve difficulties. |
| APPROACH | Grades K-2, (5-8 year-olds) | Grades 3-5, (8-11 year-olds) | Grades 6-8, (11-14 year-olds) |
| 2.6 APPLICATION: Students apply prior knowledge, curiosity,
imagination, and creativity to solve problems.
2.7 INFORMATION: Students respond to new information by reflecting on experience and reconsidering their opinions and sources of information. 2.8 TAKING RISKS: Students demonstrate a willingness to take risks in order to learn. 2.9 PERSEVERING: Students persevere in the face of challenges and obstacles. |
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| Examples of Classroom Activities for Standard
2.6, 2.7, 2.8, 2.9. This will vary from team to team. |
Class discussions/team meetings
Mathematical problem solving Scientific experimentation Art projects Cooperative groups Performance/exhibitions Projects across content areas |
Goal setting
Projects across the content areas Classroom discussion/team meetings Math portfolios Scientific experimentation Art projects Cooperative groups Performance/exhibitions |
Problem solving groups
Math problem solving across content areas Individual/group projects Team meetings Class discussions Peer conferences Writing/math portfolios Self assessments French skit |
| Examples of Assessment Strategies for Standards
2.6, 2.7, 2.8, 2.9 |
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gthweatt@scsvt.org
Last updated: Aug. 12, 1997