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__Is Solution Fluency Alive and Well in Your Classroom?__

I teach my students how to solve-real
world problems, by teaching them problem solving skills and the steps in solving
a problem. A strategy that I might be
able to implement within my classroom to allow students to solve real-world
problems is to allow then to be involved in activity based learning.

My students know how to
design and ask essential questions. The essential questions are asked during
and at the end of my lesson. In helping my students to ask essential question,
I would present students with a scenario on the topic and then stimulate a
discussion for students to share their views and solve problems based on the
scenario given. In using the six D’s (define, discover, dream, design, deliver
and debrief), my students will be given the opportunity to formulate essentials
questions so as to solve given problem.

I consider the ability to
debrief as most important. This is because, it allows students to re-evaluate
and question the process in completing or solving the problem. Also, as Lee crochet
stated, debriefing allows one to, take time and go back and look at the product
and ask ourselves how could this product be made better now or next time. Global
Digital Citizen Foundation. (n.d.-f)

The most difficult of the 6
D’s would be deliver, as at this stage, students must be able to solve the
problem and then be required to produce and publish the solution. According to
Crockett et. al (2011), students must go all the way to deliver the solution,
as without fully implementing the solution, they will never know if it will
work (Crockett
et. al, 2011).

A benefit of solution frequency is that it provides
students with a step by step approach to solving a problem, as Crockett et. al
stated, solution frequency will help students navigate through complex problems
within the classroom and in their personal lives” (Crockett et. al, 2011).
Solution frequency also allows the teacher’s role to be shifted from the distributor
of knowledge but a “facilitator of learning within the classroom” (Crockett et.
al, 2011). A benefit of essential questions are that they promote inquiry based
learning and allows students to be fully involved and engaged during learning.
McTighe and Wiggins stated that essential questions “stimulate thought, to provoke inquiry, and to spark more questions (McTighe
& Wiggins, 2013). It also allows students be “engaged in uncovering the
depth and richness of a topic” (McTighe &
Wiggins, 2013).

Reference

Crockett, L., Jukes, I., & Churches, A. (2011). Literacy
is not enough: 21st–century fluencies for the digital age. Thousand Oaks, CA:
Corwin.

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