ND Curriculum Initiative

Subject & Standards

Needs Assessment/Rational

A needs assessment has been conducted for our SIP this year. A need for improving the problem solving ability of our students was determined by using data obtained from student surveys, the state math assessment (36% proficient) and the CTBS scores (71st percentile).
A needs assessment in science was conducted by looking at the last CTBS scores available for science. Our 10th grade students in 2003 scored below the national average in abilities of technical design and history of science.
I have also reviewed the results of semester tests in physics and chemistry for the last two years. I have found a correlation with the above data in that when asked to design an experiment dealing with a particular problem only about 60% of the responses met the experimental design rubric requirements. A search of the pertinent research indicates that: thinking skills instruction enhances academic achievement; thinking skills need to be taught directly to be of value, especially when there followed immediate application to the content area; (http://www.nwrel.org/scpd/sirs/6/cu11.html). In addition, project success often depends upon small group decision-making, which is in turn influenced by the communication and interpersonal skills of group members. http://www.hq.nasa.gov/office/hqlibrary/ppm/ppm17.htm
This unit will seek to address the indicated needs by providing the students with instruction about problem solving strategies and group dynamics. Students will then work through an example and finally practice group problem solving.

Understandings & Goals

Enduring Understanding: I want my students to become critical thinkers and problem solvers.
Goal(s):Students will explore group problem solving in science.

Questions Answered

Essential questions: 1. What can we learn about effective and ineffective problem-solving skills?  2. How can group dynamics play a role in the success or failure of group problem solving?  3. What are the responsibilities of a group member to the group?  4. How can the effectiveness of group problem solving be evaluated?
Objectives:1. Students will brainstorm the problem solving steps in science reaching a consensus on a series of steps. 2. Students will use Internet resources to research problem solving strategies for science problems and evaluate and share four strategies they consider most helpful in science problem solving. 3. Students will use Internet resources to learn about group dynamics and roles completing the online quizzes with 100% accuracy. 4. Students will role-play the characteristics of group dynamics with effective problem solving as indicated in a group dynamics rubric with 80% competency.  5. Students will complete problem-based learning activity in small groups and present their findings to the class with 80% on the problem solving and presentation rubrics.

Assessment

What quiz and test items (e.g. simple content-focused questions that require a single, best answer) will provide evidence of understanding?
Students will be quizzed regarding the definitions of problem solving models, problem solving strategies, group roles, group dynamics, and design characteristics.
What academic prompts (e.g. open-ended questions or problems that require students to think critically and then to prepare a response / product / performance) will provide evidence of understanding?
1. Students will prepare a list of problem solving strategies for their problem-solving model and evaluate the list by comparing it to research based problem solving strategies. 2. Students will prepare rubrics to evaluate group dynamics and collaboration.
What performance tasks and projects (e.g. complex challenges that are authentic, mirror the real world and require a performance or product) will you include that will provide evidence of student understanding?
1. Students will use a group dynamics rubric as a guide to role-play different characters and characteristics within a group as it is involved in problem solving. (Peer audience will evaluate group with the same rubric) 2. Students will discuss the role of each member within the group and the characteristics of an effective group. 3. Students will work on a problem-based learning activity in small groups. 4. They will present their findings to the large group. 5. Each group will do a self-evaluation as well as being peer evaluated with a rubric for presentation and problem solving.
What other evidence (e.g. observations, work samples, dialogues, student self-assessment) of understanding will you collect?
1. Student participation in the activities will be monitored.  2. Student power point presentations will be collected.  3. Presentations will be recorded.

Instructional Strategies

Problem-based learning strategies will be used to involve the students in investigating a real world problem identified in the North Dakota standards and to encourage the students to critically assess the process itself. The activity will allow students the opportunity to apply and evaluate their group problem solving skills after they have gained some background in group dynamics and problem solving.