PBL Feedback

Today we did the process of Critical Friends model concerning our PBL driving questions. I wanted to write about this experience as I found it to be a professionally informative experience.
 After our team shared our PBL driving question we discussed how we were attempting to do this and our approach. It was good to have another conversation about our PBL and clarifying a few things.
The feedback and discussion by the other group about our PBL was very professional, positive and most importantly helpful. It made us think and clarify things for us and ensure we have a deep understanding of what we are doing by the other group asking provocative questions and giving  feedback. Sometimes it is good to be challenged a little on what you are doing and if done in a constructive and respectful way it can help with your thinking. I felt the feedback was not done in a negative way and was professional. It was done in a supportive way and with the help of senior management it meant it stayed on track.
Another really good thing about sharing our PBL driving questions is we learnt about what others are doing in the school. This time around we got to hear what the Year 7/8 classes were doing which was interesting to see how we are doing similar things but at different levels. It also helped us to discover that the year7/8 children could help us in our PBL.  It is nice to know what others in the school are doing and the fact that we are all heading to a very similar end. 
This Critical Friends model process  helps to form good collaborative relationships with all colleagues including across teams. I feel this process strengthens relationships and helps us to develop as teachers.
Overall I was pleased we did this process and hope that we continue to do this process for future PBL topics.



There are a number of articles on this approach- Critical Friends

Why Teach Problem Solving?

Why Teach Problem Solving? NZ Maths

I thought this was a good article to start with as it helps for me to gain more of understanding into why I should go on to teaching problem solving. If I am going to make this a part of my daily programme I need to be strong in my understanding as to why I am going to do it. 

This article mentions the theory of learning called Constructivism which is when we construct our knowledge through our experiences rather than absorbing what we are told. The opposing side of this is that the child is an empty vessel and needs to be filled. The author of this article says that we need to be looking at both approaches. It appealed to me as I believe that is true as yes a child can be an active learner but however they still need some knowledge. This reinforces the idea that we need to have problem solving as well as the curriculum side as well. I have had discussions with friends who's school has tried to do problem solving as their main approach to maths and this has had varying results. 

Some of benefits of problem solving according to this article are

• development on their current knowledge
• interesting and enjoyable way to learn mathematics
• teaches thinking, flexibility and creativity
• encourages cooperative skills 
• based on current knowledge
• similar in approach to the way that other subjects are taught in primary schools

That last point was an interesting view point that I had not considered. I can see how PBL can be similar to problem solving as there is a question and you are trying to find the answer. The skills of creativity, flexible, creativity and cooperative skills are very much skills we are trying to teach children and so this is a huge benefit to the children for them to be doing it in problem solving as it is what we are trying to get the children to do. 

I liked this article as it went over the difficulties of teaching problem solving. The difficulties being 

• It produces teacher discomfort
• It produces student insecurity
• It puts constraints on the curriculum and takes too long to teach
• It is not possible with students of low ability
• It takes a lot of preparation

I think that the article covered nicely how to compact this, however the low ability other than getting someone to read for them and going through a few at the start as a whole class activity in my opinion there was no great advice in this area. 

Overall it was encouraging to read this article to reinforce my idea that is will be good to include more problem solving in my programme. My question is how to do this effectively and I am keen for the children to improve on their math talk.