Relationship to
Summarizing and Note-taking
34 points
Main Idea, Details, How
Arguing (in the sense of defending or justifying one's thinking)
29 points
How
Articulating generalizations and principles
29 points
How
Providing feedback to students (“corrective,” timely, specific)
29 points
Grading
Using nonlinguistic representations
27 points
Strategy
Using advance (graphic) organizers
22 points
All Steps
The National Council of Teachers of Mathematics endorses the use of such strategies as those appearing in “Four-Step Problem Solving”—particularly the step requiring students to explain their answers—as effective for producing students’ math competency, as described in NCTM publications such as Principles and Standards for School Mathematics. Excerpts from NCTM documents validate the district's problem-solving strategy. Some of the key ideas and teaching standards identified include the following.
Relationship of “Four-Step Problem Solving” and the TEKS
Although the TEKS for elementary math do not mention a graphic organizer for problem-solving, they do require that students in grades 1-5 learn and do the following things in the area of “Underlying Processes and Mathematical Tools.”
Instructional Methods Behind “Four-Step Problem Solving”
Teachers will use a variety of techniques as they instruct students regarding “Four-Step Problem Solving.” They will
For success with “Four-Step Problem Solving,” talking must occur prior to writing. Students will be shown how to bridge the span between math and language to express their reasoning in a way that uses logical sequences and proper math vocabulary terms. Once students have mastered the ability to communicate out loud with the teacher and with peers, they can transition to developing the skill of conducting an “internal dialogue” for solving problems independently.
Students Using “Four-Step Problem Solving”
Use of a common graphic organizer at all schools would greatly benefit our ever-shifting population of students—not only those whose families move often, but also those affected by boundary changes we continue to experience as we grow. District-wide staff development has focused on acquainting all elementary math teaching staff with “Four-Step Problem Solving,” and outlining expectations for students’ problem-solving knowledge and skills outlined in the TEKS at each grade-level.
Because it is the steps in the problem that are important, not the graphic representation itself, vertical math teams on each campus, working with the building principal, have the option of selecting or designing a graphic organizer, as long as it fulfills the four-step approach. Alternatives to “The Q” include a four-pane “window pane” or a simple list of the four steps. Another scheme adopted by some schools is being called SQ-RQ-CQ-HQ, which uses the old three steps plus a new fourth step—the “HQ” is the "how" step. Schools using SQ-RQ-CQ-HQ should consider how the advent of online testing will impact its use.
Putting “The Four-Step Problem Solving Plan” into Action
In class, students will use “Four-Step Problem Solving” in a variety of circumstances.
Students can expect to see “Four-Step Problem Solving” used in all phases of math instruction, including assessments. Students will be given problems and asked to identify the main idea, details, and process used, as well as solve for a calculation.
The district’s expectation is that students will ultimately use “Four-Step Problem Solving” for all story problems, unless directed otherwise. When students clearly understand the process and concepts they are studying, teachers may choose to limit the writing of the “how.” Improved student achievement comes in classrooms that routinely and consistently use all four steps of the process.
Using this approach should reduce the number of problems students are assigned. Completing the “Four-Step Problem Solving” should take only a few minutes. As students become familiar with the graphic organizer, they will be able to increase the pace of their work. Students can save time by writing only the main idea (instead of copying the entire question) and by using words or phrases in describing the “how” (instead of complete sentences).
For years, researchers of results on the National Assessment of Educational Progress ( NAEP ) and the Trends in International Mathematics and Science Study ( TIMSS ) have cited curricular and instructional differences between U.S. schools and schools in countries that outperform us in mathematics. For example, Japanese students study fewer concepts and work fewer problems than American students do. In Japan , students spend their time in exploring multiple approaches to solving a problem, thereby deepening their understanding of mathematics. Depth of understanding is our goal for students, too, and we believe that the four-step problem-solving plan will help us achieve this goal.
The ultimate goal is that students learn to do the four steps without the use of a pre-printed form. This ability becomes necessary on assessments such as TAKS, since security rules prohibit the teacher from distributing any materials. In 2007, when students may first be expected to take TAKS online, students will need a plan for problem-solving on blank paper to ensure that they don’t just, randomly select an answer—they can’t underline and circle on the computer monitor’s glass.
Assessment and Grading with “The Four-Step Problem Solving Plan”
Assignments using “The Four-Step Problem Solving Plan” may include daily work, homework, quizzes, and tests (including district-developed benchmarks). CFISD’s grade-averaging software includes options for all these categories. As with other assignments, grades may be taken for individuals or for partners/groups. Experienced teachers are already familiar with all these grading scenarios.
Teachers may use a rubric for evaluating student work. The rubric describes expectations for students’ responses and guides teachers in giving feedback. Rubrics may be used in many subjects in school, especially for reviewing students’ written compositions in language arts.
A range of “partial credit” options is possible, depending on the teacher’s judgment regarding the student’s reasoning and thoroughness. Students may be asked to redo incomplete portions to earn back points. Each campus makes a decision about whether the process will be included in one grade or if process will be a separate grade.
Knowledge of students’ thinking will help the teacher to provide the feedback and/or the re-teaching that will get a struggling student back on track, or it will allow the teacher to identify students who have advanced understanding in mathematics so that their curriculum can be adjusted. Looking at students' work and giving feedback may require additional time because the teacher is examining each student's thought processes, not just checking for a correct numeric answer.
Because students’ success in communicating their understanding of a math concept does not require that they use formal language mechanics (complete sentences, perfect spelling, etc.) when completing “The Four-Step Problem Solving Plan,” the rubric does not address these skills, leading math teachers to focus and assign grades that represent the students’ mastery of math concepts.
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This is the 4 step problem-solving process that I taught to my students for math problems, but it works for academic and social problems as well. ... This may seem trivial, but this is a model for thinking that has served the greatest minds in history. A recap of the 4 steps of the simple problem-solving process. What's the problem? There's ...
The 4-step Problem Solving Method. The model we've used with clients is based on the A3 problem-solving methodology used by many "lean" production-based companies. In addition to being simpler, our 4-step method is visual, which helps remind the user what goes into each box. The steps are as follows. Develop a Problem Statement; Determine ...
The Six-Step method provides a focused procedure for the problem solving (PS) group. It ensures consistency, as everyone understands the approach to be used. By using data, it helps eliminate bias and preconceptions, leading to greater objectivity. It helps to remove divisions and encourages collaborative working.
A highly sought after skill, learn a simple yet effective four step problem solving process using the concept IDEA to identify the problem, develop solutions, execute a plan and then assess your results. How to Solve a Problem in Four Steps: The IDEA Model.
A highly sought after skill, learn a simple yet effective four step problem solving process using the concept IDEA to identify the problem, develop solutions...
The 4-Step Problem-Solving Process. This document is the third in a series intended to help school and district leaders maximize the effectiveness and fluidity of their multi-tiered system of supports (MTSS) across different learning environments. Specifically, the document is designed to support the use of problem solving to improve outcomes ...
Step 2: Devise a Plan: Below are some strategies one might use to solve a problem. Can one (or more) of the following strategies be used? (A strategy is defined as an artful means to an end.) 1. Guess and test.
An Overview of 4-Step Problem Solving. This online course is intended to provide users with an understanding of the broad concepts of the 4-step problem solving process. The course includes the critical elements and guiding questions within each step, features sample data sources, and provides checks for understanding throughout. If you have a ...
Choose a strategy, or combination of strategies. Make a record of false starts, and your corrections. Carry out the plan. Clearly and precisely describe verbally each step of the plan. Verify that each step has been done correctly. Provide mathematical justification for the step (a convincing argument)
How to Solve Your Problem in Four Steps. Let's look at each step in greater detail, and discuss how you can apply the Four-Step Innovation model. Step 1: Framework Development. This initial step encourages you to think about how you'll solve the problem. It also helps you ensure that the solution you develop robustly meets business needs.
outcomes of the problem-solving process. The 4-step process is a proven and well-established method of identifying, implementing and evaluating educational solutions that are designed to improve student growth and performance. The process enables teams of educators at the district and school levels to ensure that instructional resources reach ...
Problem-solving is a mental process that involves discovering, analyzing, and solving problems. The ultimate goal of problem-solving is to overcome obstacles and find a solution that best resolves the issue. The best strategy for solving a problem depends largely on the unique situation. In some cases, people are better off learning everything ...
The Steps (and the Pre-Step) The framework consists of four steps and a very important pre-step. The four steps are as follows: Analyze —Understand the root cause. Plan —Determine how to resolve the problem. Implement —Put the resolution in place. Evaluate —Determine if the resolution is producing the desired results.
The problem-solving process typically includes the following steps: Identify the issue: Recognize the problem that needs to be solved. Analyze the situation: Examine the issue in depth, gather all relevant information, and consider any limitations or constraints that may be present. Generate potential solutions: Brainstorm a list of possible ...
The Solution Engineering Four-Step Model of the problem-solving process is depicted below. A discussion of each of the four steps follows. Assess: Take Stock of the Situation The first order of business is to take stock of or get a fix on the situation. This entails the
Here is a six-step process to follow when using a problem-solving model: 1. Define the problem. First, determine the problem that your team needs to solve. During this step, teams may encourage open and honest communication so everyone feels comfortable sharing their thoughts and concerns.
LESSON 8: Solving People Problems A Four-Step Problem-Solving Model for Conflict Resolution SUPPLEMENT 8.4 Four-step problem-solving model Situation 1 example Situation 2 example 1. Identify the problem: What are you arguing about? /H]L [OL V[OLY WLYZVU Z[H[L OPZ VY OLY ^HU[Z HUK MLLSPUNZ +LZJYPIL OV^ `V\ MLLS
Polya's 4-Step Process. George Polya was a mathematician in the 1940s. He devised a systematic process for solving problems that is now referred to by his name: the Polya 4-Step Problem-Solving ...
4. Implement the Solution. At this stage of problem solving, be prepared for feedback, and plan for this. When you roll out the solution, request feedback on the success of the change made. 5. Review, Iterate, and Improve. Making a change shouldn't be a one time action.
Instead, follow these 4 steps: Define the problem. Describe the desired outcome. Identify the cause. Generate solutions. We remember this as POCS: problem, outcome, cause, solution. Time spent getting clear on the problem, outcome, and cause helps get to solutions faster and helps produce stronger solutions. Let's review each of these in turn.
Finding a suitable solution for issues can be accomplished by following the basic four-step problem-solving process and methodology outlined below. Step. Characteristics. 1. Define the problem. Differentiate fact from opinion. Specify underlying causes. Consult each faction involved for information. State the problem specifically.
Simon London: Let's move swiftly on to step four. You've defined your problem, you disaggregate it, you prioritize where you want to analyze—what you want to really look at hard. Then you got to the work plan. ... Classic problem solving often gravitates toward a model; design thinking migrates toward a prototype. Rather than writing a ...
Become a better problem solver with insights and advice from leaders around the world on topics including developing a problem-solving mindset, solving problems in uncertain times, problem solving with AI, and much more. ... diverse perspectives and rigorous debate are crucial to determining the best steps to take.
This problem-solving plan consists of four steps: details, main idea, strategy, and how. As students work through each step, they may use "graphic representations" to organize their ideas, to provide evidence of their mathematical thinking, and to show their strategy for arriving at a solution. Main Idea. In this step, the student is a ...